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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
Test
Tests
Education
Montessori
Child
Procedure
Happiness
Correctness
Children
Procedures
Literacy
Educational

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Let us treat them [children], therefore, with all the kindness which we would wish to help to develop in them.
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Concentration is the key that opens up to the child the latent treasures within him.
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It is easy to substitute our will for that of the child by means of suggestion or coercion but when we have done this we have robbed him of his greatest right, the right to construct his own personality.
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In the psychological realm of relationship between teacher and child, the teacher's part and its techniques are analogous to those of the valet they are to serve, and to serve well: to serve the spirit.
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A new education from birth onwards must be built up. Education must be reconstructed and based on the law of nature and not on the preconceived notions and prejudices of adult society.
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Within the child lies the fate of the future. Whoever wishes to confer some benefit on society must preserve him from deviations and observe his natural ways of acting. A child is mysterious and powerful and contains within himself the secret of human nature.
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Children display a universal love of mathematics, which is par excellence the science of precision, order, and intelligence.
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It is not the child as a physical but as a psychic being that can provide a strong impetus to the betterment of mankind. It is the spirit of the child that can determine the course of human progress and lead it perhaps even to a higher form of civilization.
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The concept of an education centered upon the care of the living being alters all previous ideas. Resting no longer on a curriculum, or a timetable, education must conform to the facts of human life.
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First the education of the senses, then the education of the intellect.
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Within the child lies the fate of the future.
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The children are now working as if I did not exist.
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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.
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The ‘absorbent mind’ welcomes everything, puts its hope in everything, accepts poverty equally with wealth, adopts any religion and the prejudices and habits of its countrymen, incarnating all in itself. This is the child!
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The child should live in an environment of beauty.
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The teacher, when she begins work in our schools, must have a kind of faith that the child will reveal himself through work.
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To assist a child we must provide him with an environment which will enable him to develop freely.
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The senses, being the explorers of the world, open the way to knowledge.
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The child seeks for independence by means of work an independence of body and mind.
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There are many things which no teacher can convey to a child of three, but a child of five can do it with ease.
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