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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!

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
Child
Habits
Religion
Puts
Hope
Equally
Incarnating
Everything
Prejudice
Adopts
Children
Habit
Welcomes
Mind
Poverty
Countrymen
Accepting
Accepts
Wealth
Prejudices

More quotes by Maria Montessori

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Education, as conceived today, is something separated both from biological and social life.
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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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We teachers can only help the work going on, as servants wait upon a master.
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What the hand does the mind remembers.
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Watching a child makes it obvious that the development of his mind comes through his movements.
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Freedom in intellectual work is found to be the basis of internal discipline.
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The child seeks for independence by means of work an independence of body and mind.
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Every great cause is born from repeated failures and from imperfect achievements.
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The child has a different relation to his environment from ours... the child absorbs it. The things he sees are not just remembered they form part of his soul. He incarnates in himself all in the world about him that his eyes see and his ears hear.
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Movement, or physical activity, is thus an essential factor in intellectual growth, which depends upon the impressions received from outside. Through movement we come in contact with external reality, and it is through these contacts that we eventually acquire even abstract ideas.
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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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Discipline must come through liberty.
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At a given moment a child becomes interested in a piece of work, showing it by the expression of his face, by his intense attention, by his perseverance in the same exercise. That child has set foot upon the road leading to discipline.
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Concentration is the key that opens up to the child the latent treasures within him.
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A new education from birth onwards must be built up. Education must be reconstructed and based on the law of nature and not on the preconceived notions and prejudices of adult society.
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To let the child do as he likes when he has not yet developed any powers of control is to betray the idea of freedom.
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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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In nature nothing creates itself and nothing destroys itself.
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The child is essentially alien to this society of men and might express his position in the words of the Gospel: My kingdom is not of this world
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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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