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Environment is undoubtedly a secondary factor in the phenomena of life it can modify in that it can help or hinder, but it can never create.

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
Environment
Create
Modify
Help
Undoubtedly
Helping
Hinder
Never
Secondary
Life
Phenomena
Factor
Factors

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If we can, when we have established individual discipline, arrange the children, sending each one to his own place, in order, trying to make them understand the idea that thus placed they look well, and that it is a good thing to be placed in order . . .
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He does it with his hands, by experience, first in play and then through work. The hands are the instruments of man's intelligence.
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Our aim is not merely to make the child understand, and still less to force him to memorize, but so to touch his imagination as to enthuse him to his innermost core.
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Every great cause is born from repeated failures and from imperfect achievements.
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He who is served is limited in his independence.
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The social rights of children must be recognized so that a world suited to their needs may be constructed for them. The greatest crime that society commits is that of wasting the money which it should use for children on things that will destroy them and society itself as well.
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Joy is the evidence of inner growth.
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A teacher, therefore, who would think that he could prepare himself for his mission through study alone would be mistaken. The first thing required of a teacher is that he be rightly disposed for his task.
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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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By the age of three, the child has already laid down the foundations of his personality as a human being, and only then does he need the help of special scholastic influences. So great are the conquests he has made that one may well say: the child who goes to school at three is already a little man.
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Scientific observation then has established that education is not what the teacher gives education is a natural process spontaneously carried out by the human individual, and is acquired not by listening to words but by experiences upon the environment.
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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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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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Education demands, then, only this: the utilization of the inner powers of the child for his own instruction.
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The first idea that the child must acquire, in order to be actively disciplined, is that of the difference between good and evil.
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Do not offer the child the content of the mind, but the order for that content.
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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 is much more spiritually elevated than is usually supposed. He often suffers, not from too much work, but from work that is unworthy of him.
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Never help a child with a task at which he feels he can succeed.
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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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