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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.

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
Education
Senses
Quality
Exists
Child
Forms
Refine
Attention
Exactly
Exercises
Form
Judgment
Repetition
Children
Exercise
Colors
Color
Comparison
Shall
Qualities

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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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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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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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Watching a child makes it obvious that the development of his mind comes through his movements.
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There is in the child a special kind of sensitivity which leads him to absorb everything about him, and it is this work of observing and absorbing that alone enables him to adapt himself to life
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The unknown energy that can help humanity is that which lies hidden in the child.
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Our care of the child should be governed, not by the desire to make him learn things, but by the endeavor always to keep burning within him that light which is called intelligence.
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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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Nothing is created or destroyed in nature.
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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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Except when he has regressive tendencies, the child's nature is to aim directly and energetically at functional independence.
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Concentration is the key that opens up to the child the latent treasures within him.
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All our handling of the child will bear fruit, not only at the moment, but in the adult they are destined to become.
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Growth comes from activity, not from intellectual understanding.
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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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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 environment itself will teach the child, if every error he makes is manifest to him, without the intervention of a parent of teacher, who should remain a quiet observer of all that happens.
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The child has other powers than ours, and the creation he achieves is no small one it is everything.
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