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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.

-Maria Montessori

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Joy, Feeling One’s Own

Maria Montessori

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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.

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Concentration Is The Key That Opens Up To The Child The Latent Treasures Within Him.

The World Of Education Is Like An Island Where People Cut Off From The World Are Prepared For Life By Exclusion From It.

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.

We Teachers Can Only Help The Work Going On, As Servants Wait Upon A Master.

The More The Capacity To Concentrate Is Developed, The More Often The Profound Tranquility In Work Is Achieved, Then The Clearer Will Be The Manifestation Of Discipline Within The Child.

Education, As Conceived Today, Is Something Separated Both From Biological And Social Life.

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.

The Adult Works To Improve His Environment While The Child Works To Improve Himself.

How Can We Speak Of Democracy Or Freedom When From The Very Beginning Of Life We Mould The Child To Undergo Tyranny, To Obey A Dictator? How Can We Expect Democracy When We Have Reared Slaves? Real Freedom Begins At The Beginning Of Life, Not At The Adult Stage. These People Who Have Been Diminished In Their Powers, Made Short-sighted, Devitalized By Mental Fatigue, Whose Bodies Have Become Distorted, Whose Wills Have Been Broken By Elders Who Say: "your Will Must Disappear And Mine Prevail!"-how Can We Expect Them, When School-life Is Finished, To Accept And Use The Rights Of Freedom?

With Younger Children The Greatest Reward Is To Be Able To Pass On To A New Stage In Each Subject. It Is A Punishment To A Young Child Not To Be Allowed To Use The Apparatus But To Sit Still And Do Nothing.

Growth Is Not Merely A Harmonious Increase In Size, But A Transformation.

Do Not Tell Them How To Do It. Show Them How To Do It And Do Not Say A Word. If You Tell Them, They Will Watch Your Lips Move. If You Show Them, They Will Want To Do It Themselves.

Any Child Who Is Self-sufficient, Who Can Tie His Shoes, Dress Or Undress Himself, Reflects In His Joy And Sense Of Achievement The Image Of Human Dignity Which Is Derived From A Sense Of Independence.

Education Should Therefore Include The Two Forms Of Work, Manual And Intellectual, For The Same Person, And Thus Make It Understood By Practical Experience That These Two Kinds Complete Each Other And Are Equally Essential To A Civilized Existence.

This Then Is The First Duty Of An Educator: To Stir Up Life But Leave It Free To Develop.

The Laws Governing The Universe Can Be Made Interesting And Wonderful To The Child, More Interesting Even That Things In Themselves, And He Begins To Ask: What Am I? What Is The Task Of Man In This Wonderful Universe? Do We Merely Live Here For Ourselves, Or Is There Something More For Us To Do? Why Do We Struggle And Fight? What Is Good And Evil? Where Will It All End?

The Whole Of Mankind Is One And Only One, One Race, One Class And One Society.

The Work Of Education Is Divided Between The Teacher And The Environment.

It Is Not In Human Nature For All Men To Tread The Same Path Of Development, As Animals Do Of A Single Species.

It Is Exactly In The Repetition Of The Exercises That The Education Of The Senses Exists; Not That The Child Shall Know Colors, Forms Or Qualities, But That He Refine His Senses Through An Exercise Of Attention, Comparison And Judgment.

Children Must Grow Not Only In The Body But In The Spirit, And The Mother Longs To Follow The Mysterious Spiritual Journey Of The Beloved One Who To-morrow Will Be The Intelligent, Divine Creation, Man.

To Stimulate Life, Leaving It Then Free To Develop, To Unfold, Herein Lies The First Task Of The Teacher.

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.

An Education Capable Of Saving Humanity Is No Small Undertaking; It Involves The Spiritual Development Of Man, The Enhancement Of His Value As An Individual, And The Preparation Of Young People To Understand The Times In Which They Live.

Solicitous Care For Living Things Affords Satisfaction To One Of The Most Lively Instincts Of The Child's Mind. Nothing Is Better Calculated Than This To Awaken An Attitude Of Foresight.

Our Goal Is Not So Much The Imparting Of Knowledge As The Unveiling And Developing Of Spiritual Energy.

Work Is Necessary; It Can Be Nothing Less Than A Passion; A Person Is Happy In Accomplishment.

Sometimes Very Small Children In A Proper Environment Develop A Skill And Exactness In Their Work That Can Only Surprise Us.

A Humankind Abandoned In Its Earlier Formative Stage Becomes Its Own Greatest Threat To Survival.

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.

Only Practical Work And Experience Lead The Young To Maturity.

Do Not Erase The Designs The Child Makes In The Soft Wax Of His Inner Life.

The Exercises Of Practical Life Are Formative Activities, A Work Of Adaptation To The Environment. Such Adaptation To The Environment And Efficient Functioning Therein Is The Very Essence Of A Useful Education.

At About A Year And A Half, The Child Discovers Another Fact, And That Is That Each Thing Has Its Own Name.

The Great Constructive Energies Of The Child ... Have Hitherto Been Concealed Beneath An Accumulation Of Ideas Concerning Motherhood. We Used To Say It Was The Mother Who Formed The Child; For It Is She Who Teaches Him To Walk, Talk, And So On. But None Of This Is Really Done By The Mother. It Is An Achievement Of The Child. What The Mother Brings Forth Is The Baby, But It Is The Baby Who Produces The Man. Should The Mother Die, The Baby Still Grows Up And Completes His Work Of Making The Man.

The Child's Conquests Of Independence Are The Basic Steps In What Is Called His 'natural Development'.

We Must Therefore Turn To The Child As To The Key To The Fate Of Our Future Life.

Teach By Teaching, Not By Correcting

There Is No Description, No Image In Any Book That Is Capable Of Replacing The Sight Of Real Trees, And All Of The Life To Be Found Around Them In A Real Forest.

For What Is The Use Of Transmitting Knowledge If The Individual's Total Development Lags Behind?

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.

Watching A Child Makes It Obvious That The Development Of His Mind Comes Through His Movements.

The Needs Of Mankind Are Universal. Our Means Of Meeting Them Create The Richness And Diversity Of The Planet. The Montessori Child Should Come To Relish The Texture Of That Diversity.

The Social Rights Of Children Must Be Recognized So That A World Suited To Their Needs May Be Constructed For Them. The Greatest Crime That Society Commits Is That Of Wasting The Money Which It Should Use For Children On Things That Will Destroy Them And Society Itself As Well.

The Hands Are The Instruments Of Man’s Intelligence.

Children Are Not Only Sensitive To Silence, But Also To A Voice Which Calls Them ... Out Of That Silence.

By The Age Of Three, The Child Has Already Laid Down The Foundations Of His Personality As A Human Being, And Only Then Does He Need The Help Of Special Scholastic Influences. So Great Are The Conquests He Has Made That One May Well Say: The Child Who Goes To School At Three Is Already A Little Man.

In Nature Everything Is Transformed But Nothing Destroyed.

If Help And Salvation Are To Come They Can Only Come From The Children, For The Children Are The Makers Of Men.

The Child Builds His Inmost Self Out Of The Deeply Held Impressions He Receives.

In Nature Nothing Creates Itself And Nothing Destroys Itself.

The Child Is Truly A Miraculous Being, And This Should Be Felt Deeply By The Educator.

Never Help A Child With A Task That They Feel They Can Complete Themselves.

Free Choice Is One Of The Highest Of All The Mental Processes.

Discipline Must Come Through Liberty.

At A Given Moment A Child Becomes Interested In A Piece Of Work, Showing It By The Expression Of His Face, By His Intense Attention, By His Perseverance In The Same Exercise. That Child Has Set Foot Upon The Road Leading To Discipline.

The Role Of Education Is To Interest The Child Profoundly In An External Activity To Which He Will Give All His Potential

He Who Experiments Must, While Doing So, Divest Himself Of Every Preconception. It Is Clear Then That If We Wish To Make Use Of A Method Of Experimental Psychology, The First Thing Necessary Is To Renounce All Former Creeds And To Proceed By Means Of The Method In The Search For Truth.

Let The Children Be Free; Encourage Them; Let Them Run Outside When It Is Raining; Let Them Remove Their Shoes When They Find A Puddle Of Water; And When The Grass Of The Meadows Is Wet With Dew, Let Them Run On It And Trample It With Their Bare Feet; Let Them Rest Peacefully When A Tree Invites Them To Sleep Beneath Its Shade; Let Them Shout And Laugh When The Sun Wakes Them In The Morning.

Under The Urge Of Nature And According To The Laws Of Development, Though Not Understood By The Adult, The Child Is Obliged To Be Serious About Two Fundamental Things ... The First Is The Love Of Activity... The Second Fundamental Thing Is Independence.

Order Is ... The True Key To Rapidity Of Reaction.

The Child’s Progress Does Not Depend Only On His Age, But Also On Being Free To Look Around Him.

The First Thing Required Of A Teacher Is That He Be Rightly Disposed For His Task.

Free The Child's Potential, And You Will Transform Him Into The World.

At One Year Of Age The Child Says His First Intentional Wordhis Babbling Has A Purpose, And This Intention Is A Proof Of Conscious Intelligencehe Becomes Ever More Aware That Language Refers To His Surroundings, And His Wish To Master It Consciously Becomes Also Greater.subconsciously And Unaided, He Strains Himself To Learn, And This Effort Makes His Success All The More Astonishing.

The Fundamental Basis Of Education Must Always Remain That One Must Act For Oneself. That Is Clear. One Must Act For Him Or Herself.

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!

Character Formation Cannot Be Taught. It Comes From Experience And Not From Explanation.

There Can Be No Substitute For Work, Neither Affection Nor Physical Well-being Can Replace It.

Education Should No Longer Be Most Imparting Of Knowledge, But Must Take A New Path, Seeking The Release Of Human Potentialities.

Giving Children The Opportunity To Stir Up Life And Leave It Free To Discover.

If Education Recognizes The Intrinsic Value Of The Child's Personality And Provides An Environment Suited To Spiritual Growth, We Have The Revelation Of An Entirely New Child Whose Astonishing Characteristics Can Eventually Contribute To The Betterment Of The World.

Two Things Are Necessary, The Development Of Individuality And The Participation Of The Individual In A Truly Social Life.

Order Is One Of The Needs Of Life Which, When It Is Satisfied, Produces A Real Happiness

If We Really Want Children To Grow Into Independent And Resourceful Adults, We Should Stop Pouring Their Milk As Soon As They Have Learned To Pour It Themselves And Stop Fastening Their Buttons As Soon As They Can Fasten Them Without Help.

A Child In His Earliest Years, When He Is Only Two Or A Little More, Is Capable Of Tremendous Achievements Simply Through His Unconscious Power Of Absorption, Though He Is Himself Still Immobile. After The Age Of Three He Is Able To Acquire A Great Number Of Concepts Through His Own Efforts In Exploring His Surroundings. In This Period He Lays Hold Of Things Through His Own Activity And Assimilates Them Into His Mind.

When Mental Development Is Under Discussion, There Are Many Who Say, 'how Does Movement Come Into It? We Are Talking About The Mind.' And When We Think Of Intellectual Activity, We Always Imagine People Sitting Still, Motionless. But 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 First Thing His Education Demands Is The Provision Of An Environment In Which He Can Develop The Powers Given Him By Nature. This Does Not Mean Just To Amuse Him And Let Him Do What He Likes. But It Does Mean That We Have To Adjust Our Minds To Doing A Work Of Collaboration With Nature, To Being Obedient To One Of Her Laws, The Law Which Decrees That Development Comes From Environmental Experience.

All Human Victories, All Human Progress, Stand Upon The Inner Force.

The Undisciplined Child Enters Into Discipline By Working In The Company Of Others; Not Being Told He Is Naughty.” “discipline Is, Therefore, Primarily A Learning Experience And Less A Punitive Experience If Appropriately Dealt With.

The Child's Conquest Of Independence Begins With His First Introduction To Life. While He Is Developing, He Perfects Himself And Overcomes Every Obstacle That He Finds In His Path. A Vital Force Is Active Within Him, And This Guides His Efforts Towards Their Goal. It Is A Force Called The 'horme', By Sir Percy Nunn.

If Children Are Allowed Free Development And Given Occupation To Correspond With Their Unfolding Minds Their Natural Goodness Will Shine Forth.

Respect All The Reasonable Forms Of Activity In Which The Child Engages And Try To Understand Them.

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

Of All Things Love Is The Most Potent.

The Goal Of Early Childhood Education Should Be To Activate The Child's Own Natural Desire To Learn.

When The Children Had Completed An Absorbing Bit Of Work, They Appeared Rested And Deeply Pleased. It Almost Seemed As If A Road Had Opened Up Within Their Souls That Led To All Their Latent Powers, Revealing The Better Part Of Themselves. They Exhibited A Great Affability To Everyone, Put Themselves Out To Help Others And Seemed Full Of Good Will.

When We Want To Infuse New Ideas, To Modify Or Better The Habits And Customs Of A People, To Breathe New Vigor Into Its National Traits, We Must Use The Children As Our Vehicle; For Little Can Be Accomplished With Adults.

The Child Is Endowed With Unknown Powers, Which Can Guide Us To A Radiant Future. If What We Really Want Is A New World, Then Education Must Take As Its Aim The Development Of These Hidden Possibilities.

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.

No Adult Can Bear A Child’s Burden Or Grow Up In His Stead.

The Child Who Concentrates Is Immensely Happy

To Give A Child Liberty Is Not To Abandon Him To Himself.

Today, However, Those Things Which Occupy Us In The Field Of Education Are The Interests Of Humanity At Large And Of Civilization, And Before Such Great Forces We Can Recognize Only One Country-the Entire World.

The Development Of The Individual Can Be Described As A Succession Of New Births At Consecutively Higher Levels.

Except When He Has Regressive Tendencies, The Child's Nature Is To Aim Directly And Energetically At Functional Independence.

Within The Child Lies The Fate Of The Future. Whoever Wishes To Confer Some Benefit On Society Must Preserve Him From Deviations And Observe His Natural Ways Of Acting. A Child Is Mysterious And Powerful And Contains Within Himself The Secret Of Human Nature.

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.

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?

A Child Is An Eager Observer And Is Particularly Attracted By The Actions Of The Adults And Wants To Imitate Them. In This Regard An Adult Can Have A Kind Of Mission. He Can Be An Inspiration For The Child's Actions, A Kind Of Open Book Wherein A Child Can Learn How To Direct His Own Movements. But An Adult, If He Is To Afford Proper Guidance, Must Always Be Calm And Act Slowly So That The Child Who Is Watching Him Can Clearly See His Actions In All Their Particulars.

The Essence Of Independence Is To Be Able To Do Something For One’s Self.

The Development Of The Child During The First Three Years After Birth Is Unequaled In Intensity And Importance By Any Period That Precedes Or Follows In The Whole Life Of The Child.

The Child Is An Enigma… He Has The Highest Potentialities, But We Do Not Know What He Will Be.

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.

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.

A New Education From Birth Onwards Must Be Built Up. Education Must Be Reconstructed And Based On The Law Of Nature And Not On The Preconceived Notions And Prejudices Of Adult Society.

Watch The Unending Activity Of The Flowing Stream Or The Growing Tree. See The Breakers Of The Ocean, The Unceasing Movements Of The Earth, The Planets, The Sun And The Stars. All Creation Is Life, Movement, Work.

The First Essential For The Child’s Development Is Concentration. The Child Who Concentrates Is Immensely Happy.

When Children Come Into Contact With Nature, They Reveal Their Strength.

The Task Of The Educator Lies In Seeing That The Child Does Not Confound Good With Immobility And Evil With Activity.

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.

A Child Starts From Nothing And Advances Alone. It Is The Child's Reason About Which The Sensitive Periods Revolve. The Reason Provides The Initial Force And Energy, And A Child Absorbs His First Images To Assist The Reason And Act On It.

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.

Supposing I Said There Was A Planet Without Schools Or Teachers, Where Study Was Unknown, And Yet The Inhabitants -- Doing Nothing But Live And Walk About -- Came To Know All Things, To Carry In Their Minds The Whole Of Learning; Would You Not Think I Was Romancing? Well, Just This, Which Seems So Fanciful As To Be Nothing But The Invention Of A Fertile Imagination, Is A Reality. It Is The Child's Way Of Learning.

The Child Seeks For Independence By Means Of Work; An Independence Of Body And Mind.

Education Cannot Be Effective Unless It Helps A Child To Open Up Himself To Life.

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.

There Is A Great Sense Of Community Within The Montessori Classroom, Where Children Of Differing Ages Work Together In An Atmosphere Of Cooperation Rather Than Competitiveness. There Is Respect For The Environment And For The Individuals Within It, Which Comes Through Experience Of Freedom Within The Community.

Bring The Child To The Consciousness Of His Own Dignity And He Will Feel Free.

Play Is The Work Of The Child.

Children Playing

The Human Hand Allows The Mind To Reveal Itself.

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.

No One Can Be Free Unless He Is Independent. Therefore, The First Active Manifestations Of The Child's Individual Liberty Must Be So Guided That Through This Activity He May Arrive At Independence.

The Activity Of The Child Has Always Been Looked Upon As An Expression Of His Vitality.

The Child Has A Different Relation To His Environment From Ours... The Child Absorbs It. The Things He Sees Are Not Just Remembered; They Form Part Of His Soul. He Incarnates In Himself All In The World About Him That His Eyes See And His Ears Hear.

Growth And Psychic Development Are Therefore Guided By: The Absorbent Mind, The Nebulae And The Sensitive Periods, With Their Respective Mechanisms. It Is These That Are Hereditary And Characteristic Of The Human Species. But The Promise They Hold Can Only Be Fulfilled Through The Experience Of Free Activity Conducted In The Environment.

How Often Is The Soul Of Man - Especially In Childhood - Deprived Because He Is Not Allowed To Come In Contact With 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.

Imagination Does Not Become Great Until Human Beings, Given The Courage And The Strength, Use It To Create.

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.

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

We Shall Walk Together On This Path Of Life, For All Things Are A Part Of The Universe, And Are Connected With Each Other To Form One Whole Unity. This Idea Helps The Mind Of The Child To Become Fixed, To Stop Wandering In An Aimless Quest For Knowledge. He Is Satisfied, Having Found The Universal Centre Of Himself With All Things.

To Teach Details Is To Bring Confusion; To Establish The Relationship Between Things Is To Bring Knowledge.

It Is Not The Child As A Physical But As A Psychic Being That Can Provide A Strong Impetus To The Betterment Of Mankind. It Is The Spirit Of The Child That Can Determine The Course Of Human Progress And Lead It Perhaps Even To A Higher Form Of Civilization.

Children Have An Anxious Concern For Living Beings, And The Satisfaction Of This Instinct Fills Them With Delight. It Is Therefore Easy To Interest Them In Taking Care Of Plants And Especially Of Animals. Nothing Awakens Foresight In A Small Child Such As This. When He Knows That Animals Have Need Of Him, That Little Plants Will Dry Up If He Does Not Water Them, He Binds Together With A New Thread Of Love Today's Passing Moments With Those Of The Morrow.

To Assist A Child We Must Provide Him With An Environment Which Will Enable Him To Develop Freely.

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.

The Child Will Reveal Himself Through Work.

It Is Necessary For The Teacher To Guide The Child Without Letting Him Feel Her Presence Too Much, So That She May Always Be Ready To Supply The Desired Help, But May Never Be The Obstacle Between The Child And His Experience.

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.

This System In Which A Child Is Constantly Moving Objects With His Hands And Actively Exercising His Senses, Also Takes Into Account A Child's Special Aptitude For Mathematics. When They Leave The Material, The Children Very Easily Reach The Point Where They Wish To Write Out The Operation. They Can Thus Carryout An Abstract Mental Operation And Acquire A Kind Of Natural And Spontaneous Inclination For Mental Calculations.

The More Perfect The Approximation To Truth, The More Perfect Is Art.

The Education Of Even A Small Child, Therefore, Does Not Aim At Preparing Him For School, But For Life.

It Is Necessary, Then, To Give The Child The Possibility Of Developing According To The Laws Of His Nature, So That He Can Become Strong, And, Having Become Strong, Can Do Even More Than We Dared Hope For Him.

The ‘absorbent Mind’ Welcomes Everything, Puts Its Hope In Everything, Accepts Poverty Equally With Wealth, Adopts Any Religion And The Prejudices And Habits Of Its Countrymen, Incarnating All In Itself. This Is The Child!

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.

Whatever Is Presented To Him Must Be Made Beautiful And Clear, Striking His Imagination. Once This Love Has Been Kindled, All Problems Confronting The Educationist Will Disappear.

What We Need Is A World Full Of Miracles, Like The Miracle Of Seeing The Young Child Seeking Work And Independence, And Manifesting A Wealth Of Enthusiasm And Love.

Order Is Not Goodness; But Perhaps It Is The Indispensable Road To Arrive At It.

It Is Well To Cultivate A Friendly Feeling Towards Error, To Treat It As A Companion Inseparable From Our Lives, As Something Having A Purpose, Which It Truly Has.

The Environment Must Be Rich In Motives Which Lend Interest To Activity And Invite The Child To Conduct His Own Experiences.

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.

A Child Is Mysterious And Powerful; And Contains Within Himself The Secret Of Human Nature.

At Birth, The Child Leaves A Person - His Mother's Womb - And This Makes Him Independent Of Her Bodily Functions. The Baby Is Next Endowed With An Urge, Or Need, To Face The Out World And To Absorb It. We Might Say That He Is Born With 'the Psychology Of World Conquest.' By Absorbing What He Finds About Him, He Forms His Own Personality.

The Ancient Saying, "there Is Nothing In The Intellect Which Was Not First In Some Way In The Senses," And Senses Being Explorers Of The World, Opens The Way To Knowledge.

It Is Almost Possible To Say That There Is A Mathematical Relationship Between The Beauty Of His Surroundings And The Activity Of The Child; He Will Make Discoveries Rather More Voluntarily In A Gracious Setting Than In An Ugly One.

When Dealing With Children There Is Greater Need For Observing Than Of Probing

Let Us Treat Them [children], Therefore, With All The Kindness Which We Would Wish To Help To Develop In Them.

We Are The Sowers - Our Children Are Those Who Reap. We Labor So That Future Generations Will Be Better And Nobler Than We Are.

Nothing Is Created Or Destroyed In Nature.

One Who Has Drunk At The Fountain Of Spiritual Happiness Says Good-by Of His Own Accord To The Satisfactions That Come From A Higher Professional Status ... What Is The Greatest Sign Of Success For A Teacher Thus Transformed? It Is To Be Able To Say, "the Children Are Now Working As If I Did Not Exist.

No Social Problem Is As Universal As The Oppression Of The Child

Concentration Is A Part Of Life. It Is Not The Consequence Of A Method Of Education.

Adults Look Upon A Child As Something Empty That Is To Be Filled Through Their Own Efforts, As Something Inert And Helpless For Which They Must Do Everything, As Something Lacking An Inner Guide And In Constant Need Of Inner Direction. . . . An Adult Who Acts In This Way, Even Though He May Be Convinced That He Is Filled With Zeal, Love, And A Spirit Of Sacrifice On Behalf Of His Child, Unconsciously Suppresses The Development Of The Child's Own Personality.

The Child, Making Use Of All That He Finds Around Him, Shapes Himself For The Future.

The Essential Thing Is To Arouse Such An Interest That It Engages The Child’s Whole Personality.

The Child’s Parents Are Not His Makers But His Guardians.

The Real Preparation For Education Is The Study Of One's Self.

Little Children, From The Moment In Which They Are Weaned, Are Making Their Way Toward Independence.

To Aid Life, Leaving It Free, However, That Is The Basic Task Of The Educator.

The Teacher's Task Is Not A Small Easy One! She Has To Prepare A Huge Amount Of Knowledge To Satisfy The Child's Mental Hunger. She Is Not Like The Ordinary Teacher, Limited By A Syllabus. The Needs Of The Child Are Clearly More Difficult To Answer.

We Must Support As Much As Possible The Child's Desires For Activity; Not Wait On Him, But Educate Him To Be Independent.

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 . . .

There Are Many Who Hold, As I Do, That The Most Important Part Of Life Is Not The Age Of University Studies, But The First One, The Period From Birth To The Age Of Six. For That Is The Time When A Man's Intelligence Itself, His Greatest Implement, Is Being Formed. But Not Only His Intelligence; The Full Totality Of His Psychic Powers.

It Follows That At The Beginning Of His Life The Individual Can Accomplish Wonders Without Effort And Quite Unconsciously.

This Is The Treasure We Need Today - Helping The Child Become Independent Of Us And Make His Way By Himself, Receiving In Return His Gifts Of Hope And Light.

The Children Are Now Working As If I Did Not Exist.

Imitation Is The First Instinct Of The Awakening Mind.

The Real Preparation For Education Is A Study Of One's Self. The Training Of The Teacher...is Something Far More Than A Learning Of Ideas. It Includes The Training Of Character; It Is A Preparation Of The Spirit.

Praise, Help, Or Even A Look, May Be Enough To Interrupt Him, Or Destroy The Activity. It Seems A Strange Thing To Say, But This Can Happen Even If The Child Merely Becomes Aware Of Being Watched. After All, We Too Sometimes Feel Unable To Go On Working If Someone Comes To See What We Are Doing. The Great Principle Which Brings Success To The Teacher Is This: As Soon As Concentration Has Begun, Act As If The Child Does Not Exist. Naturally, One Can See What He Is Doing With A Quick Glance, But Without His Being Aware Of It.

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 Child Has Other Powers Than Ours, And The Creation He Achieves Is No Small One; It Is Everything.

The First Idea That The Child Must Acquire, In Order To Be Actively Disciplined, Is That Of The Difference Between Good And Evil.

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.

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.

When A Child Is Given A Little Leeway, He Will At Once Shout, "i Want To Do It!" But In Our Schools, Which Have An Environment Adapted To Children's Needs, They Say, "help Me To Do It Alone." And These Words Reveal Their Inner Needs.

The Child Is The Spiritual Builder Of Mankind, And Obstacles To His Free Development Are The Stones In The Wall By Which The Soul Of Man Has Become Imprisoned.

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.

Times Have Changed, And Science Has Made Great Progress, And So Has Our Work; But Our Principles Have Only Been Confirmed, And Along With Them Our Conviction That Mankind Can Hope For A Solution To Its Problems, Among Which The Most Urgent Are Those Of Peace And Unity, Only By Turning Its Attention And Energies To The Discovery Of The Child And To The Development Of The Great Potentialities Of The Human Personality In The Course Of Its Formation.

Times Have Changed

Only Through Freedom And Environmental Experience Is It Practically Possible For Human Development To Occur.

Our Care Of The Child Should Be Governed, Not By The Desire To Make Him Learn Things, But By The Endeavor Always To Keep Burning Within Him That Light Which Is Called Intelligence.

A Vital Force Is Active In Every Individual And Leads It Towards Its Own Evolution.

The Teacher’s First Duty Is To Watch Over The Environment, And This Takes Precedence Over All The Rest. It’s Influence Is Indirect, But Unless It Be Well Done There Will Be No Effective And Permanent Results Of Any Kind, Physical, Intellectual Or Spiritual.

Adults Have Not Understood Children Or Adolescents And They Are, As A Consequence, In Continual Conflict With Them.

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.

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.

A Child's Character Develops In Accordance With The Obstacles He Has Encountered... Or The Freedom Favoring His Development That He Has Enjoyed.

No One Can Be Free Unless He Is Independent... In Reality, He Who Is Served Is Limited In His Independence.

No One Can Help Us To Achieve The Intimate Isolation By Which We Find Our Secret Worlds, So Mysterious, Rich And Full. If Others Intervene, It Is Destroyed. This Degree Of Thought, Which We Attain By Freeing Ourselves From The External World, Must Be Fed By The Inner Spirit, And Our Surroundings Cannot Influence Us In Any Way Other Than To Leave Us In Peace.

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.

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