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Adults have not understood children or adolescents and they are, as a consequence, in continual conflict with them.

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
Continual
Consequence
Adults
Conflict
Understood
Children
Montessori
Adolescents

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How often is the soul of man - especially in childhood - deprived because he is not allowed to come in contact with nature.
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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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The human hand allows the mind to reveal itself.
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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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The child has a mind able to absorb knowledge. He has the power to teach himself.
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It is not in human nature for all men to tread the same path of development, as animals do of a single species.
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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 greatest triumph of our educational method should always be this: to bring about the spontaneous progress of the child.
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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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Whoever touches the life of the child touches the most sensitive point of a whole which has roots in the most distant past and climbs toward the infinite future.
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Do not tell them how to do it. Show them how to do it and do not say a word. If you tell them, they will watch your lips move. If you show them, they will want to do it themselves.
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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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The objects in our system are instead a help to the child himself, he chooses what he wants for his own use, and works with it according to his own needs, tendencies and special interests. In this way, the objects become a means of growth.
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Let us treat them [children], therefore, with all the kindness which we would wish to help to develop in them.
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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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The child becomes a person through work.
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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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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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A vital force is active in every individual and leads it towards its own evolution.
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