Montessori Quotes that truly resonate with Dragonfly

 (thanks to Okemos Public Montessori for the start of this list!)....

Charlotte will add more quotes to this page.

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Whoever touches the life of the child touches the most sensitive point of a whole which has roots in the most distant past and climbs toward the infinite future.


And so 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.

Our care of the children should be governed not by the desire to 'make them learn things', but by the endeavor always to keep burning within them the light which is called intelligence.

Education is a natural process carried out by the human individual, and is acquired not by listening to words, but by experiences in the environment.

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 essential thing is to arouse such an interest that it engages the child's whole personality.

The training of the teacher who is to help life is something far more than the learning of ideas. It includes the training of character; it is a preparation of the spirit.

The teacher's first duty is to watch over the environment, and this takes precedence over all the rest. Its influence is indirect, but unless it is well done there will be no effective and permanent results of any kind, physical, intellectual or spiritual.

If we could say, "We are respectful and courteous in our dealing with children, we treat them as we should like to be treated ourselves," we should have mastered a great educational principle and be setting an example of good education.

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 real preparation for education is the study of one's self.

The first duty of an education is to stir up life, but leave it free to develop.


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.

Since adults have no concept of the importance of physical activity for the child, they put a damper on it as a cause of disturbance.

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.

We are here to offer to this life, which came into the world by itself, the means necessary for its development, and having done that we must await this development with respect.