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The principal agent is the object itself and not the instruction given by the teacher. It is the child who uses the objects it is the child who is active, and not the teacher.

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
Teacher
Principal
Child
Instruction
Use
Uses
Given
Agents
Children
Object
Active
Epistemology
Objects
Pedagogy
Teaching
Agent

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The adult works to improve his environment while the child works to improve himself.
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What we need is a world full of miracles, like the miracle of seeing the young child seeking work and independence, and manifesting a wealth of enthusiasm and love.
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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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We must therefore turn to the child as to the key to the fate of our future life.
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The child seeks for independence by means of work an independence of body and mind.
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The child endures all things.
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Never help a child with a task at which he feels he can succeed.
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in nature everything is transformed but nothing destroyed.
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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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The land is where our roots are. The children must be taught to feel and live in harmony with the Earth.
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The social rights of children must be recognized so that a world suited to their needs may be constructed for them. The greatest crime that society commits is that of wasting the money which it should use for children on things that will destroy them and society itself as well.
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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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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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The child’s parents are not his makers but his guardians.
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A humankind abandoned in its earlier formative stage becomes its own greatest threat to survival.
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An interesting piece of work, freely chosen, which has the virtue of inducing concentration rather than fatigue, adds to the child's energies and mental capacities, and leads him to self-mastery.
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There should be music in the child's environment, just as there does exist in the child's environment spoken speech. In the social environment the child should be considered and music should be provided.
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One test of the correctness of educational procedure is the happiness of the child.
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The teacher's task is not a small easy one! She has to prepare a huge amount of knowledge to satisfy the child's mental hunger. She is not like the ordinary teacher, limited by a syllabus. The needs of the child are clearly more difficult to answer.
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These words reveal the child’s inner needs ‘Help me to do it alone’.
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