Quotes of All Topics . Occasions . Authors
Deceit is a kind of garment that conceals the soul. It might even be compared to a whole wardrobe, so many are its guises.
It is true that we cannot make a genius. We can only give to teach child the chance to fulfil his potential possibilities.
How often is the soul of man - especially in childhood - deprived because he is not allowed to come in contact with nature.
The greatest triumph of our educational method should always be this: to bring about the spontaneous progress of the child.
Sometimes very small children in a proper environment develop a skill and exactness in their work that can only surprise us.
The teacher, when she begins work in our schools, must have a kind of faith that the child will reveal himself through work.
The environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences.
Children display a universal love of mathematics, which is par excellence the science of precision, order, and intelligence.
The man of character is the persistent man, the man who is faithful to his own word, his own convictions, his own affections.
Except when he has regressive tendencies, the child's nature is to aim directly and energetically at functional independence.
The first aim of the prepared environment is, as far as it is possible, to render the growing child independent of the adult.
Since it is through movement that the will realises itself, we should assist a child in his attempts to put his will into act.
The word education must not be understood in the sense of teaching but of assisting the psychological development of the child.
If the ways of the Almighty are not humanly logical, it is not the fault of the Almighty but of the limitations of human logic.
We are the sowers - our children are those who reap. We labor so that future generations will be better and nobler than we are.
When you have solved the problem of controlling the attention of the child, you have solved the entire problem of its education.
If education is protection to life, you will realize that it is necessary that education accompany life during its whole course.
The first idea that the child must acquire, in order to be actively disciplined, is that of the difference between good and evil.
Education should no longer be most imparting of knowledge, but must take a new path, seeking the release of human potentialities.
The most important period of life is not the age of university studies, but the first one, the period from birth to the age of six.
He does it with his hands, by experience, first in play and then through work. The hands are the instruments of man's intelligence.
The fundamental basis of education must always remain that one must act for oneself. That is clear. One must act for him or herself.
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.
Woman was always the custodian of human sentiment, morality and honour, and in these respects, man always has yielded woman the palm.
Plainly, the environment must be a living one, directed by a higher intelligence, arranged by an adult who is prepared for his mission.
The instructions of the teacher consist then merely in a hint, a touch-enough to give a start to the child. The rest develops of itself.
We must help the child to act for himself, will for himself, think for himself; this is the art of those who aspire to serve the spirit.
The social relations which are the basis of the reproduction of the species are founded upon the continuous union of parents in marriage.
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.
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.
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.
Conventions which camouflage a man's true feelings are a spiritual lie which help him adapt himself to the organized deviations of society.
We recommend for the training of teachers not only a considerable artistic education in general but special attention to the art of reading.
Environment is undoubtedly a secondary factor in the phenomena of life; it can modify in that it can help or hinder, but it can never create.
Social grace, inner discipline and joy. These are the birthright of the human being who has been allowed to develop essential human qualities.
If children are allowed free development and given occupation to correspond with their unfolding minds their natural goodness will shine forth.
Children are human beings to whom respect is due, superior to us by reason of their innocence and of the greater possibilities of their future.
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.
A child's character develops in accordance with the obstacles he has encountered... or the freedom favoring his development that he has enjoyed.
The child is essentially alien to this society of men and might express his position in the words of the Gospel: My kingdom is not of this world
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 greatest step forward in human evolution was made when society began to help the weak and the poor, instead of oppressing and despising them.
Speech is one of the marvels that characterize man, and also one of the most difficult spontaneous creations that have been accomplished by nature.
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.
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.
Beauty lies in harmony, not in contrast; and harmony is refinement; therefore, there must be a fineness of the senses if we are to appreciate harmony.
The child is much more spiritually elevated than is usually supposed. He often suffers, not from too much work, but from work that is unworthy of him.
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.
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.
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.