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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.

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
Life
Creation
Child
Vivifying
Force
Psychical
Nature
Exposed
Place
Contact
Also
Forces
Soul
Physical
Children
Necessary

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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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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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Concentration is the key that opens up to the child the latent treasures within him.
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What the hand does the mind remembers.
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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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The children are now working as if I did not exist.
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The child is endowed with unknown powers, which can guide us to a radiant future. If what we really want is a new world, then education must take as its aim the development of these hidden possibilities.
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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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No one can be free unless he is independent.
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The real preparation for education is the study of one's self.
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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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The instructions of the teacher consist then merely in a hint, a touch-enough to give a start to the child. The rest develops of itself.
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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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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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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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If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is little to be hoped from it in the bettering of man's future. For what is the use of transmitting knowledge if the individual's total development lags behind?
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The secret of good teaching is to regard the child's intelligence as a fertile field in which seeds may be sown, to grow under the heat of flaming imagination.
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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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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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First the education of the senses, then the education of the intellect.
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