Quote

Bring the child to the consciousness of his own dignity, and he will be free. We see no limit to what should be offered to the child, for his will be an immense field of chosen activity.

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
Free
Field
Children
Dignity
Limits
Fields
Activity
Offered
Consciousness
Immense
Bring
Limit
Child
Chosen

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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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Adults have not understood children or adolescents and they are, as a consequence, in continual conflict with them.
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Only practical work and experience lead the young to maturity.
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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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Human dignity ... is derived from a sense of independence.
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No one can be free unless he is independent.
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Great tact and delicacy is necessary for the care of the mind of a child from three to six years, and an adult can have very little of it.
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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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To have a vision of the cosmic plan, in which every form of life depends on directed movements which have effects beyond their conscious aim, is to understand the child's work and be able to guide it better.
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Education must start from birth.
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In the psychological realm of relationship between teacher and child, the teacher's part and its techniques are analogous to those of the valet they are to serve, and to serve well: to serve the spirit.
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Education, as conceived today, is something separated both from biological and social life.
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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 are the sowers - our children are those who reap. We labor so that future generations will be better and nobler than we are.
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The work of education is divided between the teacher and the environment.
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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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Watching a child makes it obvious that the development of his mind comes through his movements.
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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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All human victories, all human progress, stand upon the inner force.
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If a child finds no stimuli for the activities which would contribute to his development, he is attracted simply to 'things' and desires to posses them.
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