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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
Work
Replace
Substitute
Substitutes
Affection
Neither
Physical
Wells
Well

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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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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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The child has a mind able to absorb knowledge. He has the power to teach himself.
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The greatest triumph of our educational method should always be this: to bring about the spontaneous progress of the child.
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The child becomes a person through work.
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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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We must help the child to act for himself, will for himself, think for himself this is the art of those who aspire to serve the spirit.
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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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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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If a child finds no stimuli for the activities which would contribute to his development, he is attracted simply to 'things' and desires to posses them.
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We teachers can only help the work going on, as servants wait upon a master.
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The secret of good teaching is to regard the child's intelligence as a fertile field in which seeds may be sown, to grow under the heat of flaming imagination.
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The observation of the way in which the children pass from the first disordered movements to those which are spontaneous and ordered -- this is the book of the teacher this is the book which must inspire her actions . . .
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An educational method that shall have liberty as its basis must intervene to help the child to a conquest of liberty. That is to say, his training must be such as shall help him to diminish as much as possible the social bonds which limit his activity.
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To assist a child we must provide him with an environment which will enable him to develop freely.
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A child's work is to create the person she/he will become.
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If I am going up a ladder, and a dog begins to bite at my ankles, I can do one of two things - either turn round and kick out at the it, or simply go on up the ladder. I prefer to go up the ladder!
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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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It is necessary, then, to give the child the possibility of developing according to the laws of his nature, so that he can become strong, and, having become strong, can do even more than we dared hope for him.
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The essential thing is to arouse such an interest that it engages the child’s whole personality.
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