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Growth comes from activity, not from intellectual understanding.

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
Understanding
Comes
Montessori
Activity
Intellectual
Growth

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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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We must help the child to act for himself, will for himself, think for himself this is the art of those who aspire to serve the spirit.
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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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The child is truly a miraculous being, and this should be felt deeply by the educator.
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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 environment itself will teach the child, if every error he makes is manifest to him, without the intervention of a parent of teacher, who should remain a quiet observer of all that happens.
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What the hand does the mind remembers.
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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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To teach details is to bring confusion to establish the relationship between things is to bring knowledge.
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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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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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A vital force is active in every individual and leads it towards its own evolution.
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Freedom in intellectual work is found to be the basis of internal discipline.
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Let us treat them [children], therefore, with all the kindness which we would wish to help to develop in them.
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If children are allowed free development and given occupation to correspond with their unfolding minds their natural goodness will shine forth.
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Childhood constitutes the most important element in an adult's life, for it is in his early years that a man is made.
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A new education from birth onwards must be built up. Education must be reconstructed and based on the law of nature and not on the preconceived notions and prejudices of adult society.
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The teacher, when she begins work in our schools, must have a kind of faith that the child will reveal himself through work.
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No social problem is as universal as the oppression of the child
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