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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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Except when he has regressive tendencies, the child's nature is to aim directly and energetically at functional independence.
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The teacher, when she begins work in our schools, must have a kind of faith that the child will reveal himself through work.
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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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At a given moment a child becomes interested in a piece of work, showing it by the expression of his face, by his intense attention, by his perseverance in the same exercise. That child has set foot upon the road leading to discipline.
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Children must grow not only in the body but in the spirit, and the mother longs to follow the mysterious spiritual journey of the beloved one who to-morrow will be the intelligent, divine creation, man.
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The concept of an education centered upon the care of the living being alters all previous ideas. Resting no longer on a curriculum, or a timetable, education must conform to the facts of human life.
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The child who has felt a strong love for his surroundings and for all living creatures, who has discovered joy and enthusiasm in work, gives us reason to hope that humanity can develop in a new direction.
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A child's work is to create the person she/he will become.
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The prize and punishments are incentives toward unnatural or forced effort, and, therefore we certainly cannot speak of the natural development of the child in connection with them.
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Education, as conceived today, is something separated both from biological and social life.
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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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The hands are the instruments of man’s intelligence.
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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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The child seeks for independence by means of work an independence of body and mind.
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The unknown energy that can help humanity is that which lies hidden in the child.
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The teacher must derive not only the capacity, but the desire, to observe natural phenomena. The teacher must understand and feel her position of observer: the activity must lie in the phenomenon.
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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.
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First the education of the senses, then the education of the intellect.
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Watching a child makes it obvious that the development of his mind comes through his movements.
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We must support as much as possible the child's desires for activity not wait on him, but educate him to be independent.
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