Quotes About Education

It is as though nature had safeguarded each child from the influence of human intelligence in order to give the inner teacher that dictates within, the possibility of making a complete psychic construction before the human intelligence can come in contact with the spirit and influence it.

suggestion than hers. If we are to make practical application of the Montessori scheme we must not neglect to consider the modifications of it which differing social conditions may render necessary.

Once a direction is given to them, the child's movements are made towards a definite end, so that he himself grows quiet and contented, and becomes an active worker, a being calm and full of joy.

Here it is enough to say that one should proceed from few stimuli strongly contrasting, to many stimuli in gradual differentiation always more fine and imperceptible.

of more than six hundred pages, published in Paris in 1846

Who has ever heard of any ministry of education that is called upon to solve any social problem acutely felt in the country? Never has such a case occurred because the world of education is a sort of retreat where the individuals, for the whole of their scholastic life, remain isolated from the problems of the world.

We habitually serve children; and this is not only an act of servility toward them, but it is dangerous, since it tends to suffocate their useful, spontaneous activity. We

The world of education is a sort of retreat where the individuals, for the whole of their scholastic life, remain isolated from the problems of the world. They prepare themselves for life by remaining outside of life.

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.

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.

We cannot know the consequences of suppressing a child's spontaneity when he is just beginning to be active. We may even suffocate life itself. That humanity which is revealed in all its intellectual splendor during the sweet and tender age of childhood should be respected with a kind of religious veneration. It is like the sun which appears at dawn or a flower just beginning to bloom. Education cannot be effective unless it helps a child to open up himself to life.

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.

Establishing lasting peace is the work of education; all politics can do is keep us out of war.

Within the child lies the fate of the future.

Scientific observation then has established that education is not what the teacher gives; education is a natural process spontaneously carried out by the human individual, and is acquired not by listening to words but by experiences upon the environment.

No social problem is as universal as the oppression of the child

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.

Do not erase the designs the child makes in the soft wax of his inner life.

To stimulate life, leaving it free, however, to unfold itself--that is the first duty of the educator.

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.

If salvation and help are to come, it is through the child ; for the child is the constructor of man.

The task of the educator lies in seeing that the child does not confound good with immobility and evil with activity.

Our work is not to teach, but to help the absorbent mind in its work of development. How marvelous it would be if by our help, if by an intelligent treatment of the child, if by understanding the needs of his physical life and by feeding his intellect, we could prolong the period of functioning of the absorbent mind!

It is true that we cannot make a genius. We can only give to teach child the chance to fulfil his potential possibilities.