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Our aim is not merely to make the child understand, and still less to force him to memorize, but so to touch his imagination as to enthuse him to his innermost core.

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
Make
Imagination
Child
Montessori
Less
Memorize
Force
Innermost
Understand
Aim
Stills
Core
Still
Touch
Children
Merely

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Knowing what we must do is neither fundamental nor difficult, but to comprehend which presumptions and vain prejudices we must rid ourselves of in order to be able to educate our children is most difficult.
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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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A teacher, therefore, who would think that he could prepare himself for his mission through study alone would be mistaken. The first thing required of a teacher is that he be rightly disposed for his task.
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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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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.
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He does it with his hands, by experience, first in play and then through work. The hands are the instruments of man's intelligence.
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Human dignity ... is derived from a sense of independence.
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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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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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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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Happiness is not the whole aim of education. A man must be independent in his powers and character able to work and assert his mastery over all that depends on him.
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One of the great problems facing men is their failure to realize the fact that a child possesses an active psychic life even when he cannot manifest it, and that the child must secretly perfect this inner life over a long period of time.
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A new education from birth onwards must be built up. Education must be reconstructed and based on the law of nature and not on the preconceived notions and prejudices of adult society.
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It is in the encounter of the maternal guiding instincts with the sensitive periods of the newly born that conscious love develops between parent and child.
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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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There can be no substitute for work, neither affection nor physical well-being can replace it.
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We must help the child to act for himself, will for himself, think for himself this is the art of those who aspire to serve the spirit.
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When children come into contact with nature, they reveal their strength.
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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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Watching a child makes it obvious that the development of his mind comes through his movements.
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