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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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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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What advice can we give to new mothers? Their children need to work at an interesting occupation: they should not be helped unnecessarily, nor interrupted, once they have begun to do something intelligent.
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The child is truly a miraculous being, and this should be felt deeply by the educator.
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When dealing with children there is greater need for observing than of probing
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Bring the child to the consciousness of his own dignity, and he will be free. We see no limit to what should be offered to the child, for his will be an immense field of chosen activity.
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If the idea of the universe is presented to the child in the right way, it will do more for him than just arouse his interest, for it will create in him admiration and wonder, a feeling loftier than any interest and more satisfying.
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The prize and punishments are incentives toward unnatural or forced effort, and, therefore we certainly cannot speak of the natural development of the child in connection with them.
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No one can be free unless he is independent.
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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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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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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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Free choice is one of the highest of all the mental processes.
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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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As soon as children find something that interests them they lose their instability and learn to concentrate.
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But if for the physical life it is necessary to have the child exposed to the vivifying forces of nature, it is also necessary for his psychical life to place the soul of the child in contact with creation.
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The adult works to improve his environment while the child works to improve himself.
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The work of education is divided between the teacher and the environment.
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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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One test of the correctness of educational procedure is the happiness of the child.
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The teacher must derive not only the capacity, but the desire, to observe natural phenomena. The teacher must understand and feel her position of observer: the activity must lie in the phenomenon.
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