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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.

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
Three
Many
Children
Things
Convey
Ease
Teacher
Child
Five

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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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Growth comes from activity, not from intellectual understanding.
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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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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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The essential thing is to arouse such an interest that it engages the child’s whole personality.
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Environment is undoubtedly a secondary factor in the phenomena of life it can modify in that it can help or hinder, but it can never create.
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Joy is the evidence of inner growth.
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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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Let us treat them [children], therefore, with all the kindness which we would wish to help to develop in them.
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The human hand allows the mind to reveal itself.
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When dealing with children there is greater need for observing than of probing
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What the hand does the mind remembers.
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Freedom in intellectual work is found to be the basis of internal discipline.
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No social problem is as universal as the oppression of the child
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The children are now working as if I did not exist.
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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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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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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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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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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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