Quotes About Learning

you do not exist, you cannot hope to grow. That is the tremendous step the child takes, the step that goes from nothing to something.

I withdrew from active work among deficients, and began a more thorough study of the works of Itard and Séguin. I felt the need of meditation. I did a thing which I had not done before, and which perhaps few students have been willing to do,—I translated into Italian and copied out with my own hand, the writings of these men, from beginning to end, making for myself books as the old Benedictines used to do before the diffusion of printing.

To assist a child we must provide him with an environment which will enable him to develop freely.

I was more than an elementary teacher, for I was present, or directly taught the children, from eight in the morning to seven in the evening without interruption. These two years of practice are my first and indeed my true degree in pedagogy. From the very beginning of my

A teacher simply assists him at the beginning to get his bearings among so many different things and teaches him the precise use of each of them; that is to say, she introduces him to the ordered and active life of the environment. But then she leaves him free in the choice and execution of his work.

The school must permit the free, natural manifestations of the child if in the school scientific pedagogy is to be born. This is the essential reform. No one may affirm that such a

From the child itself he will learn how to perfect himself as an educator.

Others, after having studied children carefully, have come to the conclusion that the first two years are the most important of life. Education during this period must be intended as a help to the development of the psychic powers inherent in the human individual.

Maria Montessori

It might be said that the same thing is true of every form of education; a man is not what he is because of the teachers he has had, but because of what he has done.

Sá»± th?t là chúng ta không th? t?o ra má»™t thiên tài. Chúng ta ch? có th? cho ??a tr? cÆ¡ há»™i ?? hoàn thành nh?ng kh? n?ng ti?m ?n c?a mình.

?? há»— tr? má»™t ??a tr?, chúng ta ph?i cung c?p cho chúng môi tr??ng mà s? cho phép chúng phát tri?n tá»± do.

D?y b?ng cách gi?ng d?y ch? không ph?i b?ng cách sá»­a.

Teach by teaching, not by correcting.

The education of the senses has, as its aim, the refinement of the differential perception of stimuli by means of repeated exercises.

The simplicity or imperfection of external objects often serves to develop the activity and the dexterity of the pupils. This

The fundamental principle of scientific pedagogy must be, indeed, the liberty of the pupil;–such liberty as shall permit a development of individual, spontanous manifestations of the child's nature. If

the child has a type of mind that absorbs knowledge and instructs himself.

Humanity shows itself in all its intellectual splendour during this tender age as the sun shows itself at the dawn, and the flower in the first unfolding of the petals; and we must respect religiously, reverently, these first indications of individuality. If

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.

work with deficient children (1898 to 1900)

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.

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