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The greatest triumph of our educational method should always be this: to bring about the spontaneous progress of the child.

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
Children
Spontaneous
Always
Triumph
Educational
Method
Progress
Bring
Greatest
Child

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When children come into contact with nature, they reveal their strength.
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Within the child lies the fate of the future.
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No adult can bear a child’s burden or grow up in his stead.
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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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At birth, the child leaves a person - his mother's womb - and this makes him independent of her bodily functions. The baby is next endowed with an urge, or need, to face the out world and to absorb it. We might say that he is born with 'the psychology of world conquest.' By absorbing what he finds about him, he forms his own personality.
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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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If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is little to be hoped from it in the bettering of man's future. For what is the use of transmitting knowledge if the individual's total development lags behind?
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Childhood constitutes the most important element in an adult's life, for it is in his early years that a man is made.
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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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Happiness is not the whole aim of education. A man must be independent in his powers and character able to work and assert his mastery over all that depends on him.
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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.
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The needs of mankind are universal. Our means of meeting them create the richness and diversity of the planet. The Montessori child should come to relish the texture of that diversity.
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There is no description, no image in any book that is capable of replacing the sight of real trees, and all of the life to be found around them in a real forest.
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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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It is well to cultivate a friendly feeling towards error, to treat it as a companion inseparable from our lives, as something having a purpose, which it truly has.
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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 senses, being the explorers of the world, open the way to knowledge.
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Growth and psychic development are therefore guided by: the absorbent mind, the nebulae and the sensitive periods, with their respective mechanisms. It is these that are hereditary and characteristic of the human species. But the promise they hold can only be fulfilled through the experience of free activity conducted in the environment.
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Adults have not understood children or adolescents and they are, as a consequence, in continual conflict with them.
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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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