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There is no description, no image in any book that is capable of replacing the sight of real trees, and all of the life to be found around them in a real forest.

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
Life
Image
Sight
Capable
Tree
Replacing
Found
Forest
Around
Description
Book
Forests
Real
Trees

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The greatest step forward in human evolution was made when society began to help the weak and the poor, instead of oppressing and despising them.
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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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It is almost possible to say that there is a mathematical relationship between the beauty of his surroundings and the activity of the child he will make discoveries rather more voluntarily in a gracious setting than in an ugly one.
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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 child is truly a miraculous being, and this should be felt deeply by the educator.
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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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The hands are the instruments of man’s intelligence.
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Every great cause is born from repeated failures and from imperfect achievements.
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Preventing war is the work of politicians, establishing peace is the work of educationists.
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To teach details is to bring confusion to establish the relationship between things is to bring knowledge.
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Do not tell them how to do it. Show them how to do it and do not say a word. If you tell them, they will watch your lips move. If you show them, they will want to do it themselves.
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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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Growth and psychic development are therefore guided by: the absorbent mind, the nebulae and the sensitive periods, with their respective mechanisms. It is these that are hereditary and characteristic of the human species. But the promise they hold can only be fulfilled through the experience of free activity conducted in the environment.
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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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As soon as children find something that interests them they lose their instability and learn to concentrate.
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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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To give a child liberty is not to abandon him to himself.
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Plainly, the environment must be a living one, directed by a higher intelligence, arranged by an adult who is prepared for his mission.
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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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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.
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