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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.

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
Enthusiasm
Young
Independence
Need
Seeking
Children
Miracle
Needs
Wealth
Work
Full
Manifesting
Love
Seeing
Miracles
Like
Manifest
World
Child

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The whole of mankind is one and only one, one race, one class and one society.
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Only practical work and experience lead the young to maturity.
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To let the child do as he likes when he has not yet developed any powers of control is to betray the idea of freedom.
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The first duty of the educator, whether he is involved with the newborn infant or the older child, is to recognize the human personality of the young being and respect it.
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A humankind abandoned in its earlier formative stage becomes its own greatest threat to survival.
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Beauty lies in harmony, not in contrast and harmony is refinement therefore, there must be a fineness of the senses if we are to appreciate harmony.
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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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The child seeks for independence by means of work an independence of body and mind.
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Nothing is created or destroyed in nature.
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Freedom in intellectual work is found to be the basis of internal discipline.
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Never help a child with a task that they feel they can complete themselves.
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Education must start from birth.
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The first essential for the child’s development is concentration. The child who concentrates is immensely happy.
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The child’s parents are not his makers but his guardians.
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Growth comes from activity, not from intellectual understanding.
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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 objects in our system are instead a help to the child himself, he chooses what he wants for his own use, and works with it according to his own needs, tendencies and special interests. In this way, the objects become a means of growth.
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The child is the spiritual builder of mankind, and obstacles to his free development are the stones in the wall by which the soul of man has become imprisoned.
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The principal agent is the object itself and not the instruction given by the teacher. It is the child who uses the objects it is the child who is active, and not the teacher.
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Our care of the child should be governed, not by the desire to make him learn things, but by the endeavor always to keep burning within him that light which is called intelligence.
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