Discipline must come through liberty.
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.
Establishing lasting peace is the work of education; all politics can do is keep us out of war.
A great deal of time and intellectual force are lost in the world, because the false seems great and the truth so small and insignificant.
Order is one of the needs of life which, when it is satisfied, produces a real happiness.
What the hand does the mind remembers.
It is not enough for the teacher to love the child. She must first love and understand the universe. She must prepare herself, and truly work at it.
Imitation is the first instinct of the awakening mind.
The essence of independence is to be able to do something for one's self.
To assist a child we must provide him with an environment which will enable him to develop freely.
My vision of the future is no longer of people taking exams and proceeding from secondary school to University but of passing from one stage of independence to a higher, by means of their own activity and effort of will.
The education of even a small child, therefore, does not aim at preparing him for school, but for life.
There should be music in the child's environment, just as there does exist in the child's environment spoken speech. In the social environment the child should be considered and music should be provided.
We cannot create observers by saying 'observe,' but by giving them the power and the means for this observation and these means are procured through education of the senses.
How can any one paint who cannot grade colors? How can any one write poetry who has not learnt to hear and see?
Adults have not understood children or adolescents and they are, as a consequence, in continual conflict with them.
The teacher, when she begins work in our schools, must have a kind of faith that the child will reveal himself through work.
The senses, being the explorers of the world, open the way to knowledge.
The prize and punishments are incentives toward unnatural or forced effort, and, therefore we certainly cannot speak of the natural development of the child in connection with them.
Mental development must be connected with movement and be dependent on it. It is vital that educational theory and practice should be informed by that idea.
The activity of the child has always been looked upon as an expression of his vitality.
If children are allowed free development and given occupation to correspond with their unfolding minds their natural goodness will shine forth.
The greatest step forward in human evolution was made when society began to help the weak and the poor, instead of oppressing and despising them.
The hand is the prehensile organ of the mind.
Sometimes very small children in a proper environment develop a skill and exactness in their work that can only surprise us.
There is in the child a special kind of sensitivity which leads him to absorb everything about him, and it is this work of observing and absorbing that alone enables him to adapt himself to life.
Happiness is not the whole aim of education. A man must be independent in his powers and character; able to work and assert his mastery over all that depends on him.
The hand is, in the highest degree, a human characteristic. It is man's organ of grasp and of the sense of touch, while in animals these two functions are relegated to the mouth.
Knowing what we must do is neither fundamental nor difficult, but to comprehend which presumptions and vain prejudices we must rid ourselves of in order to be able to educate our children is most difficult.
Rewards and punishments, to speak frankly, are the desk of the soul, that is, a means of enslaving a child's spirit, and better suited to provoke than to prevent deformities.
The first idea that the child must acquire, in order to be actively disciplined, is that of the difference between good and evil.
The first essential for the child's development is concentration. The child who concentrates is immensely happy.
In the psychological realm of relationship between teacher and child, the teacher's part and its techniques are analogous to those of the valet; they are to serve, and to serve well: to serve the spirit.
Conventions which camouflage a man's true feelings are a spiritual lie which help him adapt himself to the organized deviations of society.
Observation, very general and wide-spread, has shown that small children are endowed with a special psychic nature. This shows us a new way of imparting education!
The observation of the way in which the children pass from the first disordered movements to those which are spontaneous and ordered -- this is the book of the teacher; this is the book which must inspire her actions.
The greatness of the human personality begins at the hour of birth.
The greatness of the human personality begins at the hour of birth. From this almost mystic affirmation there comes what may seem a strange conclusion: that education must start from birth.
The person who is developing freely and naturally arrives at a spiritual equilibrium in which he is master of his actions, just as one who has acquired physical poise can move freely.
Education is a work of self-organization by which man adapts himself to the conditions of life.
The concept of an education centered upon the care of the living being alters all previous ideas. Resting no longer on a curriculum, or a timetable, education must conform to the facts of human life.
Free the child's potential, and you will transform him into the world.
It is surprising to notice that even from the earliest age, man finds the greatest satisfaction in feeling independent. The exalting feeling of being sufficient to oneself comes as a revelation.
The adult ought never to mold the child after himself, but should leave him alone and work always from the deepest comprehension of the child himself.
When you have solved the problem of controlling the attention of the child, you have solved the entire problem of its education.
Education cannot be effective unless it helps a child to open up himself to life.
The child, in fact, once he feels sure of himself, will no longer seek the approval of authority after every step.
Every great cause is born from repeated failures and from imperfect achievements.
Play is the work of the child.
The child who has felt a strong love for his surroundings and for all living creatures, who has discovered joy and enthusiasm in work, gives us reason to hope that humanity can develop in a new direction.
The secret of good teaching is to regard the child's intelligence as a fertile field in which seeds may be sown, to grow under the heat of flaming imagination.
The first duty of the educator, whether he is involved with the newborn infant or the older child, is to recognize the human personality of the young being and respect it.
Culture and education have no bounds or limits; now man is in a phase in which he must decide for himself how far he can proceed in the culture that belongs to the whole of humanity.
Of all things love is the most potent.
It is not in human nature for all men to tread the same path of development, as animals do of a single species.
Great tact and delicacy is necessary for the care of the mind of a child from three to six years, and an adult can have very little of it.
To stimulate life, leaving it then free to develop, to unfold, herein lies the first task of the teacher.
A man is not what he is because of the teachers he has had, but because of what he has done.
When children come into contact with nature, they reveal their strength.
We all know the sense of comfort of which we are conscious when a good half of the floor space in a room is unencumbered; this seems to offer us the agreeable possibility of moving about freely.
Joy, feeling one's own value, being appreciated and loved by others, feeling useful and capable of production are all factors of enormous value for the human soul.
Only through freedom and environmental experience is it practically possible for human development to occur.
Joy is the evidence of inner growth.
When the child goes out, it is the world itself that offers itself to him. Let us take the child out to show him real things instead of making objects which represent ideas and closing them up in cupboards.
The children are now working as if I did not exist.
It is the child who makes the man, and no man exists who was not made by the child he once was.
Freedom in intellectual work is found to be the basis of internal discipline.
But if for the physical life it is necessary to have the child exposed to the vivifying forces of nature, it is also necessary for his psychical life to place the soul of the child in contact with creation.
Deceit is a kind of garment that conceals the soul. It might even be compared to a whole wardrobe, so many are its guises.
Respect all the reasonable forms of activity in which the child engages and try to understand them.
Man is capable of every great heroism; it was man who found a means of conquering the formidable obstacles of his environment, establishing himself lord of the earth, and laying the foundations of civilization.
The environment acts more strongly upon the individual life the less fixed and strong this individual life may be.
The greatest sign of success for a teacher ... is to be able to say, 'The children are now working as if I did not exist.'
The more perfect the approximation to truth, the more perfect is art.
If a child finds no stimuli for the activities which would contribute to his development, he is attracted simply to 'things' and desires to posses them.
Do not erase the designs the child makes in the soft wax of his inner life.
The child is an enigma… He has the highest potentialities, but we do not know what he will be.
The consciousness of knowing how to make oneself useful, how to help mankind in many ways, fills the soul with noble confidence, almost religious dignity.
If I am going up a ladder, and a dog begins to bite at my ankles, I can do one of two things -- either turn round and kick out at the it, or simply go on up the ladder. I prefer to go up the ladder!
No one can be free unless he is independent.
We must, therefore, quit our roles as jailers and instead take care to prepare an environment in which we do as little as possible to exhaust the child with our surveillance and instruction.
No social problem is as universal as the oppression of the child.
No social problem is as universal as the oppression of the child ... No slave was ever so much the property of his master as the child is of his parent ... Never were the rights of man ever so disregarded as in the case of the child.
Free choice is one of the highest of all the mental processes.
The child who concentrates is immensely happy.
The first aim of the prepared environment is, as far as it is possible, to render the growing child independent of the adult.
The child is truly a miraculous being, and this should be felt deeply by the educator.
We discovered that education is not something which the teacher does, but that it is a natural process which develops spontaneously in the human being.
We discovered that education is not something which the teacher does, but that it is a natural process which develops spontaneously in the human being. It is not acquired by listening to words, but in virtue of experiences in which the child acts on his environment. The teacher's task is not to talk, but to prepare and arrange a series of motives for cultural activity in a special environment made for the child.
The respect and protection of woman and of maternity should be raised to the position of an inalienable social duty and should become one of the principles of human morality.
Our goal is not so much the imparting of knowledge as the unveiling and developing of spiritual energy.
A teacher, therefore, who would think that he could prepare himself for his mission through study alone would be mistaken. The first thing required of a teacher is that he be rightly disposed for his task.
The adult works to improve his environment while the child works to improve himself.
What advice can we give to new mothers? Their children need to work at an interesting occupation: they should not be helped unnecessarily, nor interrupted, once they have begun to do something intelligent.
Only practical work and experience lead the young to maturity.
The greatest source of discouragement is the conviction that one is unable to do something.
The child will reveal himself through work.
Dependence is not patriotism. A man does not love his mother if he hangs about her to the point of burdening her with a weak, feckless son.
We do not believe in the educative power of words and commands alone, but seek cautiously, and almost without the child's knowing it, to guide his natural activity.
Love and the hope of it are not things one can learn; they are a part of life's heritage.
When dealing with children there is greater need for observing than of probing.
To let the child do as he likes, when he has not yet developed any powers of control, is to betray the idea of freedom.
It would be so simple to allow children, when tired of sitting, to rise, and when tired of writing, to desist, and then their bones would not be twisted.
The purpose of life is to obey the hidden command which ensures harmony among all and creates an ever better world. We are not created only to enjoy the world, we are created in order to evolve the cosmos.
The land is where our roots are. The children must be taught to feel and live in harmony with the Earth.
The child is both a hope and a promise for mankind.
If the whole of mankind is to be united into one brotherhood, all obstacles must be removed so that men, all over the surface of the globe, should be as children playing in a garden.
Education should no longer be most imparting of knowledge, but must take a new path, seeking the release of human potentialities.
We must therefore turn to the child as to the key to the fate of our future life.
The principal agent is the object itself and not the instruction given by the teacher. It is the child who uses the objects; it is the child who is active, and not the teacher.
Preventing war is the work of politicians, establishing peace is the work of educationists.
If education is protection to life, you will realize that it is necessary that education accompany life during its whole course.
We shall walk together on this path of life, for all things are part of the universe and are connected with each other to form one whole unity.
Noble ideas, great sentiments have always existed and have always been transmitted, but wars have never ceased.
The environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences.
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.
It is not true that I invented what is called the Montessori Method... I have studied the child; I have taken what the child has given me and expressed it, and that is what is called the Montessori Method.
Now, what really makes a teacher is love for the human child; for it is love that transforms the social duty of the educator into the higher consciousness of a mission.
Never help a child with a task that they feel they can complete themselves.
Our aim is not merely to make the child understand, and still less to force him to memorize, but so to touch his imagination as to enthuse him to his innermost core.
The teacher must derive not only the capacity, but the desire, to observe natural phenomena. The teacher must understand and feel her position of observer: the activity must lie in the phenomenon.
Only when the child is able to identify its own center with the center of the universe does education really begin.
An interesting piece of work, freely chosen, which has the virtue of inducing concentration rather than fatigue, adds to the child's energies and mental capacities, and leads him to self-mastery.
It is in the encounter of the maternal guiding instincts with the sensitive periods of the newly born that conscious love develops between parent and child.
There must be provision for the child to have contact with nature; to understand and appreciate the order, the harmony and the beauty in nature.
The child's parents are not his makers but his guardians.
Education today, in this particular social period, is assuming truly unlimited importance. And the increased emphasis on its practical value can be summed up in one sentence: education is the best weapon for peace.
Within the child lies the fate of the future.
How often is the soul of man -- especially in childhood -- deprived because he is not allowed to come in contact with nature.
The task of the educator lies in seeing that the child does not confound good with immobility and evil with activity.
The task of the educator lies in seeing that the child does not confound good with immobility, and evil with activity, as often happens in old-time discipline ... A room in which all the children move about usefully, intelligently, and voluntarily, without committing any rough or rude act, would seem to me a classroom very well disciplined indeed.
Growth comes from activity, not from intellectual understanding.