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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.

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
Activity
Discoveries
Relationship
Gracious
Almost
Surroundings
Beauty
Settings
Possible
Mathematical
Child
Setting
Rather
Ugly
Children
Discovery
Voluntarily

More quotes by Maria Montessori

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Our care of the child should be governed, not by the desire to make him learn things, but by the endeavor always to keep burning within him that light which is called intelligence.
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Joy is the evidence of inner growth.
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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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The hand is the prehensile organ of the mind.
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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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Bring the child to the consciousness of his own dignity, and he will be free. We see no limit to what should be offered to the child, for his will be an immense field of chosen activity.
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We teachers can only help the work going on, as servants wait upon a master.
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The unknown energy that can help humanity is that which lies hidden in the child.
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Of all things love is the most potent.
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Free choice is one of the highest of all the mental processes.
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The needs of mankind are universal. Our means of meeting them create the richness and diversity of the planet. The Montessori child should come to relish the texture of that diversity.
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It is not in human nature for all men to tread the same path of development, as animals do of a single species.
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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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Education should no longer be most imparting of knowledge, but must take a new path, seeking the release of human potentialities.
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We are the sowers - our children are those who reap. We labor so that future generations will be better and nobler than we are.
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There are many who hold, as I do, that the most important part of life is not the age of university studies, but the first one, the period from birth to the age of six. For that is the time when a man's intelligence itself, his greatest implement, is being formed. But not only his intelligence the full totality of his psychic powers.
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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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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 I am going up a ladder, and a dog begins to bite at my ankles, I can do one of two things - either turn round and kick out at the it, or simply go on up the ladder. I prefer to go up the ladder!
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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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