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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.

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
Firsts
Play
First
Work
Instruments
Men
Intelligence
Experience
Hands
Doe

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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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in nature everything is transformed but nothing destroyed.
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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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To teach details is to bring confusion to establish the relationship between things is to bring knowledge.
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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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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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The whole of mankind is one and only one, one race, one class and one society.
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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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What the hand does the mind remembers.
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Preventing war is the work of politicians, establishing peace is the work of educationists.
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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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Children display a universal love of mathematics, which is par excellence the science of precision, order, and intelligence.
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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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The observation of the way in which the children pass from the first disordered movements to those which are spontaneous and ordered -- this is the book of the teacher this is the book which must inspire her actions . . .
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The child’s parents are not his makers but his guardians.
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He who is served is limited in his independence.
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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 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 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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It is almost possible to say that there is a mathematical relationship between the beauty of his surroundings and the activity of the child he will make discoveries rather more voluntarily in a gracious setting than in an ugly one.
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