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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.

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
Work
Movement
Guides
Every
Vision
Aim
Life
Child
Plan
Understand
Conscious
Form
Effects
Movements
Able
Depends
Directed
Better
Plans
Cosmic
Children
Beyond
Guide

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The child who has felt a strong love for his surroundings and for all living creatures, who has discovered joy and enthusiasm in work, gives us reason to hope that humanity can develop in a new direction.
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The land is where our roots are. The children must be taught to feel and live in harmony with the Earth.
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Teach by teaching, not by correcting
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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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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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What is a scientist?... We give the name scientist to the type of man who has felt experiment to be a means guiding him to search out the deep truth of life, to lift a veil from its fascinating secrets, and who, in this pursuit, has felt arising within him a love for the mysteries of nature, so passionate as to annihilate the thought of himself.
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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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The child is essentially alien to this society of men and might express his position in the words of the Gospel: My kingdom is not of this world
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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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A child's work is to create the person she/he will become.
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Discipline must come through liberty. . . . We do not consider an individual disciplined only when he has been rendered as artificially silent as a mute and as immovable as a paralytic. He is an individual annihilated, not disciplined.
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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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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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The work of education is divided between the teacher and the environment.
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Watching a child makes it obvious that the development of his mind comes through his movements.
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Social grace, inner discipline and joy. These are the birthright of the human being who has been allowed to develop essential human qualities.
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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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To teach details is to bring confusion to establish the relationship between things is to bring knowledge.
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The child becomes a person through work.
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A great deal of time and intellectual force are lost in the world, because the false seems great and the truth so small and insignificant.
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