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

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The most important period of life is not the age of university studies, but the first one, the period from birth to the age of six.
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It is necessary, then, to give the child the possibility of developing according to the laws of his nature, so that he can become strong, and, having become strong, can do even more than we dared hope for him.
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We teachers can only help the work going on, as servants wait upon a master.
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Education should no longer be most imparting of knowledge, but must take a new path, seeking the release of human potentialities.
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First the education of the senses, then the education of the intellect.
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The ‘absorbent mind’ welcomes everything, puts its hope in everything, accepts poverty equally with wealth, adopts any religion and the prejudices and habits of its countrymen, incarnating all in itself. This is the child!
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A new education from birth onwards must be built up. Education must be reconstructed and based on the law of nature and not on the preconceived notions and prejudices of adult society.
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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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A great deal of time and intellectual force are lost in the world, because the false seems great and the truth so small and insignificant.
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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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To assist a child we must provide him with an environment which will enable him to develop freely.
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The child has a different relation to his environment from ours... the child absorbs it. The things he sees are not just remembered they form part of his soul. He incarnates in himself all in the world about him that his eyes see and his ears hear.
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No social problem is as universal as the oppression of the child
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Teach by teaching, not by correcting
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To teach details is to bring confusion to establish the relationship between things is to bring knowledge.
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Never help a child with a task at which he feels he can succeed.
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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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The first aim of the prepared environment is, as far as it is possible, to render the growing child independent of the adult.
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To give a child liberty is not to abandon him to himself.
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