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What the hand does the mind remembers.

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
Hands
Remember
Doe
Mind
Remembers
Hand

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The development of the mind comes through movement
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The hand is the prehensile organ of the mind.
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The development of the child during the first three years after birth is unequaled in intensity and importance by any period that precedes or follows in the whole life of the child.
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The child endures all things.
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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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Of all things love is the most potent.
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Concentration is the key that opens up to the child the latent treasures within him.
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The goal of early childhood education should be to activate the child's own natural desire to learn.
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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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It follows that at the beginning of his life the individual can accomplish wonders without effort and quite unconsciously.
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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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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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Order is not goodness but perhaps it is the indispensable road to arrive at it.
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By the age of three, the child has already laid down the foundations of his personality as a human being, and only then does he need the help of special scholastic influences. So great are the conquests he has made that one may well say: the child who goes to school at three is already a little man.
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The child will reveal himself through work.
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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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Discipline must come through liberty. . . . We do not consider an individual disciplined only when he has been rendered as artificially silent as a mute and as immovable as a paralytic. He is an individual annihilated, not disciplined.
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He who is served is limited in his independence.
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Within the child lies the fate of the future.
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Education today, in this particular social period, is assuming truly unlimited importance. And the increased emphasis on its practical value can be summed up in one sentence: education is the best weapon for peace.
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