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

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The child is truly a miraculous being, and this should be felt deeply by the educator.
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All human victories, all human progress, stand upon the inner force.
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Education must start from birth.
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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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Little children, from the moment in which they are weaned, are making their way toward independence.
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Only when the child is able to identify its own center with the center of the universe does education really begin.
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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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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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Never help a child with a task that they feel they can complete themselves.
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My vision of the future is no longer of people taking exams and proceeding from secondary school to University but of passing from one stage of independence to a higher, by means of their own activity and effort of will.
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One of the great problems facing men is their failure to realize the fact that a child possesses an active psychic life even when he cannot manifest it, and that the child must secretly perfect this inner life over a long period of time.
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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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To have a vision of the cosmic plan, in which every form of life depends on directed movements which have effects beyond their conscious aim, is to understand the child's work and be able to guide it better.
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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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Any child who is self-sufficient, who can tie his shoes, dress or undress himself, reflects in his joy and sense of achievement the image of human dignity which is derived from a sense of independence.
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We teachers can only help the work going on, as servants wait upon a master.
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He who is served is limited in his independence.
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He does it with his hands, by experience, first in play and then through work. The hands are the instruments of man's intelligence.
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The adult ought never to mold the child after himself, but should leave him alone and work always from the deepest comprehension of the child himself.
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Solicitous care for living things affords satisfaction to one of the most lively instincts of the child's mind. Nothing is better calculated than this to awaken an attitude of foresight.
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