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

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
Succeed
Child
Help
Family
Montessori
Helping
Parenting
Feels
Task
Children
Tasks
Never
Childhood

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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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Children are not only sensitive to silence, but also to a voice which calls them ... Out of that silence.
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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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We must therefore turn to the child as to the key to the fate of our future life.
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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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All our handling of the child will bear fruit, not only at the moment, but in the adult they are destined to become.
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The teacher's task is not a small easy one! She has to prepare a huge amount of knowledge to satisfy the child's mental hunger. She is not like the ordinary teacher, limited by a syllabus. The needs of the child are clearly more difficult to answer.
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What we need is a world full of miracles, like the miracle of seeing the young child seeking work and independence, and manifesting a wealth of enthusiasm and love.
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The real preparation for education is the study of one's self.
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A humankind abandoned in its earlier formative stage becomes its own greatest threat to survival.
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Plainly, the environment must be a living one, directed by a higher intelligence, arranged by an adult who is prepared for his mission.
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The work of education is divided between the teacher and the environment.
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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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As soon as children find something that interests them they lose their instability and learn to concentrate.
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The child is an enigma… He has the highest potentialities, but we do not know what he will be.
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When children come into contact with nature, they reveal their strength.
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The observation of the way in which the children pass from the first disordered movements to those which are spontaneous and ordered -- this is the book of the teacher this is the book which must inspire her actions . . .
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If a child finds no stimuli for the activities which would contribute to his development, he is attracted simply to 'things' and desires to posses them.
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The child is the spiritual builder of mankind, and obstacles to his free development are the stones in the wall by which the soul of man has become imprisoned.
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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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