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No one can be free unless he is independent.

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
Montessori
Independent
Unless
Free

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The child should live in an environment of beauty.
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Whoever touches the life of the child touches the most sensitive point of a whole which has roots in the most distant past and climbs toward the infinite future.
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Discipline must come through liberty.
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Except when he has regressive tendencies, the child's nature is to aim directly and energetically at functional independence.
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One of the great problems facing men is their failure to realize the fact that a child possesses an active psychic life even when he cannot manifest it, and that the child must secretly perfect this inner life over a long period of time.
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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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To teach details is to bring confusion to establish the relationship between things is to bring knowledge.
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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.
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The fundamental basis of education must always remain that one must act for oneself. That is clear. One must act for him or herself.
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Education must start from birth.
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Concentration is the key that opens up to the child the latent treasures within him.
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Knowing what we must do is neither fundamental nor difficult, but to comprehend which presumptions and vain prejudices we must rid ourselves of in order to be able to educate our children is most difficult.
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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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Children display a universal love of mathematics, which is par excellence the science of precision, order, and intelligence.
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Every great cause is born from repeated failures and from imperfect achievements.
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At birth, the child leaves a person - his mother's womb - and this makes him independent of her bodily functions. The baby is next endowed with an urge, or need, to face the out world and to absorb it. We might say that he is born with 'the psychology of world conquest.' By absorbing what he finds about him, he forms his own personality.
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The greatest triumph of our educational method should always be this: to bring about the spontaneous progress of the child.
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The environment itself will teach the child, if every error he makes is manifest to him, without the intervention of a parent of teacher, who should remain a quiet observer of all that happens.
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The teacher's task is not a small easy one! She has to prepare a huge amount of knowledge to satisfy the child's mental hunger. She is not like the ordinary teacher, limited by a syllabus. The needs of the child are clearly more difficult to answer.
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The hand is the prehensile organ of the mind.
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