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

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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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Education must start from birth.
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There are many things which no teacher can convey to a child of three, but a child of five can do it with ease.
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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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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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The child endures all things.
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Within the child lies the fate of the future. Whoever wishes to confer some benefit on society must preserve him from deviations and observe his natural ways of acting. A child is mysterious and powerful and contains within himself the secret of human nature.
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The only language men ever speak perfectly is the one they learn in babyhood, when no one can teach them anything!
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No social problem is as universal as the oppression of the child
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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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A humankind abandoned in its earlier formative stage becomes its own greatest threat to survival.
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How often is the soul of man - especially in childhood - deprived because he is not allowed to come in contact with nature.
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Education should no longer be most imparting of knowledge, but must take a new path, seeking the release of human potentialities.
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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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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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When dealing with children there is greater need for observing than of probing
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It is not in human nature for all men to tread the same path of development, as animals do of a single species.
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At a given moment a child becomes interested in a piece of work, showing it by the expression of his face, by his intense attention, by his perseverance in the same exercise. That child has set foot upon the road leading to discipline.
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The greatest source of discouragement is the conviction that one is unable to do something
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The children are now working as if I did not exist.
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