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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.

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
Children
Special
According
Mean
Child
Interests
Needs
Interest
Objects
Way
Help
Works
Use
Instead
Means
Growth
Helping
Wants
Chooses
Become
System
Tendencies

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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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Preventing war is the work of politicians, establishing peace is the work of educationists.
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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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As soon as children find something that interests them they lose their instability and learn to concentrate.
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Do not erase the designs the child makes in the soft wax of his inner life.
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Scientific observation then has established that education is not what the teacher gives education is a natural process spontaneously carried out by the human individual, and is acquired not by listening to words but by experiences upon the environment.
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No social problem is as universal as the oppression of the child
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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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Childhood constitutes the most important element in an adult's life, for it is in his early years that a man is made.
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The human hand allows the mind to reveal itself.
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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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A child starts from nothing and advances alone. It is the child's reason about which the sensitive periods revolve. The reason provides the initial force and energy, and a child absorbs his first images to assist the reason and act on it.
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Within the child lies the fate of the future.
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Of all things love is the most potent.
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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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The child is an enigma… He has the highest potentialities, but we do not know what he will be.
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Adults have not understood children or adolescents and they are, as a consequence, in continual conflict with them.
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