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The child should live in an environment of beauty.

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
Environment
Beauty
Child
Live
Children

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The unknown energy that can help humanity is that which lies hidden in the child.
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To assist a child we must provide him with an environment which will enable him to develop freely.
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No social problem is as universal as the oppression of the child
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Never help a child with a task at which he feels he can succeed.
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Do not offer the child the content of the mind, but the order for that content.
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The work of education is divided between the teacher and the environment.
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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 child is an enigma… He has the highest potentialities, but we do not know what he will be.
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Discipline must come through liberty.
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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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It follows that at the beginning of his life the individual can accomplish wonders without effort and quite unconsciously.
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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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The concept of an education centered upon the care of the living being alters all previous ideas. Resting no longer on a curriculum, or a timetable, education must conform to the facts of human life.
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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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We must support as much as possible the child's desires for activity not wait on him, but educate him to be independent.
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By the age of three, the child has already laid down the foundations of his personality as a human being, and only then does he need the help of special scholastic influences. So great are the conquests he has made that one may well say: the child who goes to school at three is already a little man.
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Growth comes from activity, not from intellectual understanding.
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It is well to cultivate a friendly feeling towards error, to treat it as a companion inseparable from our lives, as something having a purpose, which it truly has.
Maria Montessori
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The child has a different relation to his environment from ours... the child absorbs it. The things he sees are not just remembered they form part of his soul. He incarnates in himself all in the world about him that his eyes see and his ears hear.
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To consider the school as a place where instruction is given is one point of view. But, to consider the school as a preparation for life is another. In the latter case, the school must satisfy all the needs of life.
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