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One test of the correctness of educational procedure is the happiness of the child.

Maria Montessori

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Maria Montessori
Age: 81 †
Born: 1870
Born: August 31
Died: 1952
Died: May 6
Inventor
Lecturer
Mathematician
Pedagogue
Philosopher
Physician
Psychiatrist
Psychologist
Teacher
Maria Tecla Artemisia Montessori
Education
Montessori
Child
Procedure
Happiness
Correctness
Children
Procedures
Literacy
Educational
Test
Tests

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The first aim of the prepared environment is, as far as it is possible, to render the growing child independent of the adult.
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Education must start from birth.
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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.
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Growth comes from activity, not from intellectual understanding.
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The adult works to improve his environment while the child works to improve himself.
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Education, as conceived today, is something separated both from biological and social life.
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Every great cause is born from repeated failures and from imperfect achievements.
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Never help a child with a task that they feel they can complete themselves.
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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.
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He does it with his hands, by experience, first in play and then through work. The hands are the instruments of man's intelligence.
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The most important period of life is not the age of university studies, but the first one, the period from birth to the age of six.
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The child endures all things.
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Education should no longer be most imparting of knowledge, but must take a new path, seeking the release of human potentialities.
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The only language men ever speak perfectly is the one they learn in babyhood, when no one can teach them anything!
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To have a vision of the cosmic plan, in which every form of life depends on directed movements which have effects beyond their conscious aim, is to understand the child's work and be able to guide it better.
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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.
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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.
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Children are not only sensitive to silence, but also to a voice which calls them ... Out of that silence.
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Discipline must come through liberty.
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The essential thing is to arouse such an interest that it engages the child’s whole personality.
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