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

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The child becomes a person through work.
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There is in the child a special kind of sensitivity which leads him to absorb everything about him, and it is this work of observing and absorbing that alone enables him to adapt himself to life
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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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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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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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The senses, being the explorers of the world, open the way to knowledge.
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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 first duty of the educator, whether he is involved with the newborn infant or the older child, is to recognize the human personality of the young being and respect it.
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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 unknown energy that can help humanity is that which lies hidden in the child.
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The first essential for the child’s development is concentration. The child who concentrates is immensely happy.
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The child is much more spiritually elevated than is usually supposed. He often suffers, not from too much work, but from work that is unworthy of him.
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It is exactly in the repetition of the exercises that the education of the senses exists not that the child shall know colors, forms or qualities, but that he refine his senses through an exercise of attention, comparison and judgment.
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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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He does it with his hands, by experience, first in play and then through work. The hands are the instruments of man's intelligence.
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One test of the correctness of educational procedure is the happiness of the child.
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Freedom in intellectual work is found to be the basis of internal discipline.
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If we can, when we have established individual discipline, arrange the children, sending each one to his own place, in order, trying to make them understand the idea that thus placed they look well, and that it is a good thing to be placed in order . . .
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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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Order is not goodness but perhaps it is the indispensable road to arrive at it.
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