A List of Famous Maria Montessori Quotes By Reference

A list of quotes from Maria Montessori. Here are the best Maria Montessori quotes on various subjects. The Maria Montessori quotations list is alphabetical but can be sorted by any column. Enjoy these sayings coined by Maria Montessori. You're able to copy this factual list to build your own just like it, re-rank it to fit your opinions, then publish it to share it with your Facebook friends, Twitter followers or with any other social networks you use on a regular basis.

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Order Name Author Subjects

1

An educational method that shall have liberty as its basis must intervene to help the child to a conquest of liberty. That is to say, his training must be such as shall help him to diminish as much as possible the social bonds which limit his activity.

Maria Montessori

Liberty
2

Discipline must come through liberty. We do not consider an individual disciplined only when he has been rendered as artificially silent as a mute and as immovable as a paralytic. He is an individual annihilated, not disciplined.

Maria Montessori

Discipline
3

If an educational act is to be efficacious, it will be only that one which tends to help toward the complete unfolding of life. To be thus helpful it is necessary rigorously to avoid the arrest of spontaneous movements and the imposition of arbitrary tasks.

Maria Montessori

Education
4

If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is little to be hoped from it in the bettering of man's future. For what is the use of transmitting knowledge if the individual's total development lags behind?

Maria Montessori

Education
5

If help and salvation are to come, they can only come from the children, for the children are the makers of men.

Maria Montessori

Children
6

If we can, when we have established individual discipline, arrange the children, sending each one to his own place, in order, trying to make them understand the idea that thus placed they look well, and that it is a good thing to be thus placed in order, that it is a good and pleasing arrangement in the room, this ordered and tranquil adjustment of theirs -- then their remaining in their places, quiet and silent, is the result of a species of lesson, not an imposition. To make them understand the idea, without calling their attention too forcibly to the practice, to have them assimilate a principle of collective order -- that is the important thing.

Maria Montessori

Order
7

The first idea that the child must acquire, in order to be actively disciplined, is that of the difference between good and evil; and the task of the educator lies in seeing that the child does not confound good with immobility, and evil with activity.

Maria Montessori

School
8

The teacher must derive not only the capacity, but the desire, to observe natural phenomena. In our system, she must become a passive, much more than an active, influence, and her passivity shall be composed of anxious scientific curiosity and of absolute respect for the phenomenon which she wishes to observe. The teacher must understand and feel her position of observer: the activity must lie in the phenomenon.

Maria Montessori

Teachers and Teaching
9

There is in every child a painstaking teacher, so skilful that he obtains identical results in all children in all parts of the world. The only language men ever speak perfectly is the one they learn in babyhood, when no one can teach them anything!

Maria Montessori

Language
10

What is a scientist? We give the name scientist to the type of man who has felt experiment to be a means guiding him to search out the deep truth of life, to lift a veil from its fascinating secrets, and who, in this pursuit, has felt arising within him a love for the mysteries of nature, so passionate as to annihilate the thought of himself.

Maria Montessori

Uncategorised

A List of Famous Maria Montessori Quotes you can use this list to help make your own ranked list about this topic

An educational method that shall have liberty as its basis must intervene to help the child to a conquest of liberty. That is to say, his training must be such as shall help him to diminish as much as possible the social bonds which limit his activity.

Discipline must come through liberty. We do not consider an individual disciplined only when he has been rendered as artificially silent as a mute and as immovable as a paralytic. He is an individual annihilated, not disciplined.

If an educational act is to be efficacious, it will be only that one which tends to help toward the complete unfolding of life. To be thus helpful it is necessary rigorously to avoid the arrest of spontaneous movements and the imposition of arbitrary tasks.

If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is little to be hoped from it in the bettering of man's future. For what is the use of transmitting knowledge if the individual's total development lags behind?

If help and salvation are to come, they can only come from the children, for the children are the makers of men.

The first idea that the child must acquire, in order to be actively disciplined, is that of the difference between good and evil; and the task of the educator lies in seeing that the child does not confound good with immobility, and evil with activity.

There is in every child a painstaking teacher, so skilful that he obtains identical results in all children in all parts of the world. The only language men ever speak perfectly is the one they learn in babyhood, when no one can teach them anything!