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All human victories, all human progress, stand upon the inner force.

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
Humans
Victories
Inner
Victory
Progress
Stand
Upon
Force
Human
Nihilism

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It follows that at the beginning of his life the individual can accomplish wonders without effort and quite unconsciously.
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Human dignity ... is derived from a sense of independence.
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Growth comes from activity, not from intellectual understanding.
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It is almost possible to say that there is a mathematical relationship between the beauty of his surroundings and the activity of the child he will make discoveries rather more voluntarily in a gracious setting than in an ugly one.
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When children come into contact with nature, they reveal their strength.
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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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To let the child do as he likes when he has not yet developed any powers of control is to betray the idea of freedom.
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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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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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The greatest triumph of our educational method should always be this: to bring about the spontaneous progress of the child.
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Never help a child with a task that they feel they can complete themselves.
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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.
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First the education of the senses, then the education of the intellect.
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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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If children are allowed free development and given occupation to correspond with their unfolding minds their natural goodness will shine forth.
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Within the child lies the fate of the future.
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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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It is not the child as a physical but as a psychic being that can provide a strong impetus to the betterment of mankind. It is the spirit of the child that can determine the course of human progress and lead it perhaps even to a higher form of civilization.
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It is exactly in the repetition of the exercises that the education of the senses exists not that the child shall know colors, forms or qualities, but that he refine his senses through an exercise of attention, comparison and judgment.
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The most important period of life is not the age of university studies, but the first one, the period from birth to the age of six.
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