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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.

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
Spiritual
Builder
Become
Obstacles
Soul
Stones
Children
Development
Men
Wall
Mankind
Child
Free
Imprisoned

More quotes by Maria Montessori

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Growth comes from activity, not from intellectual understanding.
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It is easy to substitute our will for that of the child by means of suggestion or coercion but when we have done this we have robbed him of his greatest right, the right to construct his own personality.
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The adult works to improve his environment while the child works to improve himself.
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The teacher must derive not only the capacity, but the desire, to observe natural phenomena. The teacher must understand and feel her position of observer: the activity must lie in the phenomenon.
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No social problem is as universal as the oppression of the child
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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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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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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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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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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.
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Plainly, the environment must be a living one, directed by a higher intelligence, arranged by an adult who is prepared for his mission.
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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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To teach details is to bring confusion to establish the relationship between things is to bring knowledge.
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The unknown energy that can help humanity is that which lies hidden in the child.
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An educational method that shall have liberty as its basis must intervene to help the child to a conquest of liberty. That is to say, his training must be such as shall help him to diminish as much as possible the social bonds which limit his activity.
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Education, as conceived today, is something separated both from biological and social life.
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The child has a different relation to his environment from ours... the child absorbs it. The things he sees are not just remembered they form part of his soul. He incarnates in himself all in the world about him that his eyes see and his ears hear.
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To consider the school as a place where instruction is given is one point of view. But, to consider the school as a preparation for life is another. In the latter case, the school must satisfy all the needs of life.
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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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First the education of the senses, then the education of the intellect.
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