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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.

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
Human
Montessori
Humans
Potentialities
Take
Release
Must
Seeking
Longer
Path
Education
Knowledge
Imparting

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A child's character develops in accordance with the obstacles he has encountered... or the freedom favoring his development that he has enjoyed.
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Preventing war is the work of politicians, establishing peace is the work of educationists.
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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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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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A teacher, therefore, who would think that he could prepare himself for his mission through study alone would be mistaken. The first thing required of a teacher is that he be rightly disposed for his task.
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Environment is undoubtedly a secondary factor in the phenomena of life it can modify in that it can help or hinder, but it can never create.
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The child seeks for independence by means of work an independence of body and mind.
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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 child endures all things.
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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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Discipline must come through liberty. . . . We do not consider an individual disciplined only when he has been rendered as artificially silent as a mute and as immovable as a paralytic. He is an individual annihilated, not disciplined.
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The development of the child during the first three years after birth is unequaled in intensity and importance by any period that precedes or follows in the whole life of the child.
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If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is little to be hoped from it in the bettering of man's future. For what is the use of transmitting knowledge if the individual's total development lags behind?
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Watching a child makes it obvious that the development of his mind comes through his movements.
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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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Since it is through movement that the will realises itself, we should assist a child in his attempts to put his will into act.
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The real preparation for education is a study of one's self. The training of the teacher...is something far more than a learning of ideas. It includes the training of character it is a preparation of the spirit.
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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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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 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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