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Children display a universal love of mathematics, which is par excellence the science of precision, order, and 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
Universal
Science
Order
Children
Precision
Love
Display
Excellence
Mathematics
Intelligence

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Watching a child makes it obvious that the development of his mind comes through his movements.
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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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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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When children come into contact with nature, they reveal their strength.
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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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The first idea that the child must acquire, in order to be actively disciplined, is that of the difference between good and evil.
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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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It is not in human nature for all men to tread the same path of development, as animals do of a single species.
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But if for the physical life it is necessary to have the child exposed to the vivifying forces of nature, it is also necessary for his psychical life to place the soul of the child in contact with creation.
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What advice can we give to new mothers? Their children need to work at an interesting occupation: they should not be helped unnecessarily, nor interrupted, once they have begun to do something intelligent.
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The essential thing is to arouse such an interest that it engages the child’s whole personality.
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We must help the child to act for himself, will for himself, think for himself this is the art of those who aspire to serve the spirit.
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No social problem is as universal as the oppression of the child
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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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The child has other powers than ours, and the creation he achieves is no small one it is everything.
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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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The human hand allows the mind to reveal itself.
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Any child who is self-sufficient, who can tie his shoes, dress or undress himself, reflects in his joy and sense of achievement the image of human dignity which is derived from a sense of independence.
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The child endures all things.
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In the psychological realm of relationship between teacher and child, the teacher's part and its techniques are analogous to those of the valet they are to serve, and to serve well: to serve the spirit.
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