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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
Wells
Well
Work
Replace
Substitute
Substitutes
Affection
Neither
Physical

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The child endures all things.
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The child who has felt a strong love for his surroundings and for all living creatures, who has discovered joy and enthusiasm in work, gives us reason to hope that humanity can develop in a new direction.
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The child is an enigma… He has the highest potentialities, but we do not know what he will be.
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Education must start from birth.
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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 idea that the child must acquire, in order to be actively disciplined, is that of the difference between good and evil.
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The child seeks for independence by means of work an independence of body and mind.
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A great deal of time and intellectual force are lost in the world, because the false seems great and the truth so small and insignificant.
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There are many things which no teacher can convey to a child of three, but a child of five can do it with ease.
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The development of the child during the first three years after birth is unequaled in intensity and importance by any period that precedes or follows in the whole life of the child.
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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 only language men ever speak perfectly is the one they learn in babyhood, when no one can teach them anything!
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The child becomes a person through work.
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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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It is true that we cannot make a genius. We can only give to teach child the chance to fulfil his potential possibilities.
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The work of education is divided between the teacher and the environment.
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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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Children must grow not only in the body but in the spirit, and the mother longs to follow the mysterious spiritual journey of the beloved one who to-morrow will be the intelligent, divine creation, man.
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Watching a child makes it obvious that the development of his mind comes through his movements.
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Growth and psychic development are therefore guided by: the absorbent mind, the nebulae and the sensitive periods, with their respective mechanisms. It is these that are hereditary and characteristic of the human species. But the promise they hold can only be fulfilled through the experience of free activity conducted in the environment.
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