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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.

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
Feels
Teacher
Derive
Position
Observer
Lying
Observers
Natural
Phenomena
Desire
Observe
Understand
Phenomenon
Feel
Capacity
Must
Activity
Montessori

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Movement, or physical activity, is thus an essential factor in intellectual growth, which depends upon the impressions received from outside. Through movement we come in contact with external reality, and it is through these contacts that we eventually acquire even abstract ideas.
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Education, as conceived today, is something separated both from biological and social life.
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It is exactly in the repetition of the exercises that the education of the senses exists not that the child shall know colors, forms or qualities, but that he refine his senses through an exercise of attention, comparison and judgment.
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Teach by teaching, not by correcting
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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 has a mind able to absorb knowledge. He has the power to teach himself.
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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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Mental development must be connected with movement and be dependent on it. It is vital that educational theory and practice should be informed by that idea.
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The goal of early childhood education should be to activate the child's own natural desire to learn.
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The greatest triumph of our educational method should always be this: to bring about the spontaneous progress of the child.
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Every great cause is born from repeated failures and from imperfect achievements.
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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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Little children, from the moment in which they are weaned, are making their way toward independence.
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How often is the soul of man - especially in childhood - deprived because he is not allowed to come in contact with nature.
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The needs of mankind are universal. Our means of meeting them create the richness and diversity of the planet. The Montessori child should come to relish the texture of that diversity.
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Our aim is not merely to make the child understand, and still less to force him to memorize, but so to touch his imagination as to enthuse him to his innermost core.
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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 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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A humankind abandoned in its earlier formative stage becomes its own greatest threat to survival.
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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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