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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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All human victories, all human progress, stand upon the inner force.
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The first idea that the child must acquire, in order to be actively disciplined, is that of the difference between good and evil.
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There should be music in the child's environment, just as there does exist in the child's environment spoken speech. In the social environment the child should be considered and music should be provided.
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No one who has ever done anything really great or successful has ever done it simply because he was attracted by what we call a 'reward' or by the fear of what we call a 'punishment.'
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The child’s parents are not his makers but his guardians.
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There can be no substitute for work, neither affection nor physical well-being can replace it.
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Bring the child to the consciousness of his own dignity, and he will be free. We see no limit to what should be offered to the child, for his will be an immense field of chosen activity.
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The child is much more spiritually elevated than is usually supposed. He often suffers, not from too much work, but from work that is unworthy of him.
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These words reveal the child’s inner needs ‘Help me to do it alone’.
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Adults have not understood children or adolescents and they are, as a consequence, in continual conflict with them.
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But if for the physical life it is necessary to have the child exposed to the vivifying forces of nature, it is also necessary for his psychical life to place the soul of the child in contact with creation.
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When we want to infuse new ideas, to modify or better the habits and customs of a people, to breathe new vigor into its national traits, we must use the children as our vehicle for little can be accomplished with adults.
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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.
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We are the sowers - our children are those who reap. We labor so that future generations will be better and nobler than we are.
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The senses, being the explorers of the world, open the way to knowledge.
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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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Of all things love is the most potent.
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A child starts from nothing and advances alone. It is the child's reason about which the sensitive periods revolve. The reason provides the initial force and energy, and a child absorbs his first images to assist the reason and act on it.
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An interesting piece of work, freely chosen, which has the virtue of inducing concentration rather than fatigue, adds to the child's energies and mental capacities, and leads him to self-mastery.
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At a given moment a child becomes interested in a piece of work, showing it by the expression of his face, by his intense attention, by his perseverance in the same exercise. That child has set foot upon the road leading to discipline.
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