Maria Montessori rakk å skrive mange bøker om barn, barns utvikling og pedagogikk, og holdt en lang rekke foredrag. Her er noen sitater av Maria Montessori som ofte brukes.

“Imagination does not become great until human beings, given the courage and the strength, use it to create.”

“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.”

“The child seeks for independence by means of work; an independence of body and mind.”

“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.”

“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.”

“Never help a child with a task at which he feels he can succeed.” 

“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.»

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

“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.” 

“Of all things love is the most potent.” 

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

“This is education, understood as a help to life; an education from birth, which feeds a peaceful revolution and unites all in a common aim, attracting them as to a single centre. Mothers, fathers, politicians: all must combine in their respect and help for this delicate work of formation, which the little child carries on in the depth of a profound psychological mystery, under the tutelage of an inner guide. This is the bright new hope for mankind.”

“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.”

“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.”

“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.” 

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

“Respect all the reasonable forms of activity in which the child engages and try to understand them.” 

“The things he sees are not just remembered; they form a part of his soul.” 

“The essence of independence is to be able to do something for one’s self.”