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Concentration is the key that opens up to the child the latent treasures within him.

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
Concentration
Treasure
Keys
Child
Within
Children
Latent
Treasures
Opens

More quotes by Maria Montessori

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The observation of the way in which the children pass from the first disordered movements to those which are spontaneous and ordered -- this is the book of the teacher this is the book which must inspire her actions . . .
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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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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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Of all things love is the most potent.
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Little children, from the moment in which they are weaned, are making their way toward independence.
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Except when he has regressive tendencies, the child's nature is to aim directly and energetically at functional independence.
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The whole of mankind is one and only one, one race, one class and one society.
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The work of education is divided between the teacher and the environment.
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The environment itself will teach the child, if every error he makes is manifest to him, without the intervention of a parent of teacher, who should remain a quiet observer of all that happens.
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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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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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The prize and punishments are incentives toward unnatural or forced effort, and, therefore we certainly cannot speak of the natural development of the child in connection with them.
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The child is an enigma… He has the highest potentialities, but we do not know what he will be.
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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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A child starts from nothing and advances alone. It is the child's reason about which the sensitive periods revolve. The reason provides the initial force and energy, and a child absorbs his first images to assist the reason and act on it.
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Freedom in intellectual work is found to be the basis of internal discipline.
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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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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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It is well to cultivate a friendly feeling towards error, to treat it as a companion inseparable from our lives, as something having a purpose, which it truly has.
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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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