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Mental development must be connected with movement and be dependent on it. It is vital that educational theory and practice should be informed by that idea.

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
Idea
Dependent
Ideas
Educational
Must
Mental
Connected
Development
Theory
Movement
Informed
Practice
Vital

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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 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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Watching a child makes it obvious that the development of his mind comes through his movements.
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A child's character develops in accordance with the obstacles he has encountered... or the freedom favoring his development that he has enjoyed.
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It is necessary, then, to give the child the possibility of developing according to the laws of his nature, so that he can become strong, and, having become strong, can do even more than we dared hope for him.
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Freedom in intellectual work is found to be the basis of internal discipline.
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If I am going up a ladder, and a dog begins to bite at my ankles, I can do one of two things - either turn round and kick out at the it, or simply go on up the ladder. I prefer to go up the ladder!
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An interesting piece of work, freely chosen, which has the virtue of inducing concentration rather than fatigue, adds to the child's energies and mental capacities, and leads him to self-mastery.
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What is a scientist?... We give the name scientist to the type of man who has felt experiment to be a means guiding him to search out the deep truth of life, to lift a veil from its fascinating secrets, and who, in this pursuit, has felt arising within him a love for the mysteries of nature, so passionate as to annihilate the thought of himself.
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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 should live in an environment of beauty.
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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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The adult ought never to mold the child after himself, but should leave him alone and work always from the deepest comprehension of the child himself.
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What the hand does the mind remembers.
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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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What we need is a world full of miracles, like the miracle of seeing the young child seeking work and independence, and manifesting a wealth of enthusiasm and love.
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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 ‘absorbent mind’ welcomes everything, puts its hope in everything, accepts poverty equally with wealth, adopts any religion and the prejudices and habits of its countrymen, incarnating all in itself. This is the child!
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When children come into contact with nature, they reveal their strength.
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Since it is through movement that the will realises itself, we should assist a child in his attempts to put his will into act.
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