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There can be no substitute for work, neither affection nor physical well-being can replace it.

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
Neither
Physical
Wells
Well
Work
Replace
Substitute
Substitutes
Affection

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The child is endowed with unknown powers, which can guide us to a radiant future. If what we really want is a new world, then education must take as its aim the development of these hidden possibilities.
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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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When dealing with children there is greater need for observing than of probing
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The children are now working as if I did not exist.
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Children display a universal love of mathematics, which is par excellence the science of precision, order, and intelligence.
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Only when the child is able to identify its own center with the center of the universe does education really begin.
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One of the great problems facing men is their failure to realize the fact that a child possesses an active psychic life even when he cannot manifest it, and that the child must secretly perfect this inner life over a long period of time.
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The real preparation for education is the study of one's self.
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All human victories, all human progress, stand upon the inner force.
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What is a scientist?... We give the name scientist to the type of man who has felt experiment to be a means guiding him to search out the deep truth of life, to lift a veil from its fascinating secrets, and who, in this pursuit, has felt arising within him a love for the mysteries of nature, so passionate as to annihilate the thought of himself.
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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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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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When we want to infuse new ideas, to modify or better the habits and customs of a people, to breathe new vigor into its national traits, we must use the children as our vehicle for little can be accomplished with adults.
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The unknown energy that can help humanity is that which lies hidden in the child.
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The development of the mind comes through movement
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Childhood constitutes the most important element in an adult's life, for it is in his early years that a man is made.
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Do not offer the child the content of the mind, but the order for that content.
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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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The child will reveal himself through work.
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In nature nothing creates itself and nothing destroys itself.
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