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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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When children come into contact with nature, they reveal their strength.
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It is in the encounter of the maternal guiding instincts with the sensitive periods of the newly born that conscious love develops between parent and child.
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Great tact and delicacy is necessary for the care of the mind of a child from three to six years, and an adult can have very little of it.
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The instructions of the teacher consist then merely in a hint, a touch-enough to give a start to the child. The rest develops of itself.
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To let the child do as he likes when he has not yet developed any powers of control is to betray the idea of freedom.
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Children are not only sensitive to silence, but also to a voice which calls them ... Out of that silence.
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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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Free choice is one of the highest of all the mental processes.
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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 work of education is divided between the teacher and the environment.
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A child's character develops in accordance with the obstacles he has encountered... or the freedom favoring his development that he has enjoyed.
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If children are allowed free development and given occupation to correspond with their unfolding minds their natural goodness will shine forth.
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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.
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No adult can bear a child’s burden or grow up in his stead.
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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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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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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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No one can be free unless he is independent. Therefore, the first active manifestations of the child's individual liberty must be so guided that through this activity he may arrive at independence.
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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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The children are now working as if I did not exist.
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