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The essential thing is to arouse such an interest that it engages the child’s whole personality.

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
Whole
Montessori
Children
Engages
Thing
Arouse
Essential
Essentials
Personality
Child
Interest

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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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No one can be free unless he is independent. Therefore, the first active manifestations of the child's individual liberty must be so guided that through this activity he may arrive at independence.
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No social problem is as universal as the oppression of the child
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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 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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There can be no substitute for work, neither affection nor physical well-being can replace it.
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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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Nothing is created or destroyed in nature.
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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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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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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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The unknown energy that can help humanity is that which lies hidden in the child.
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The child has other powers than ours, and the creation he achieves is no small one it is everything.
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Great tact and delicacy is necessary for the care of the mind of a child from three to six years, and an adult can have very little of it.
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Do not offer the child the content of the mind, but the order for that content.
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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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Within the child lies the fate of the future. Whoever wishes to confer some benefit on society must preserve him from deviations and observe his natural ways of acting. A child is mysterious and powerful and contains within himself the secret of human nature.
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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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Education should therefore include the two forms of work, manual and intellectual, for the same person, and thus make it understood by practical experience that these two kinds complete each other and are equally essential to a civilized existence.
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