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

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The child will reveal himself through work.
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The whole of mankind is one and only one, one race, one class and one society.
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A vital force is active in every individual and leads it towards its own evolution.
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An educational method that shall have liberty as its basis must intervene to help the child to a conquest of liberty. That is to say, his training must be such as shall help him to diminish as much as possible the social bonds which limit his activity.
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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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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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Free choice is one of the highest of all the mental processes.
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When children come into contact with nature, they reveal their strength.
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Education today, in this particular social period, is assuming truly unlimited importance. And the increased emphasis on its practical value can be summed up in one sentence: education is the best weapon for peace.
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The unknown energy that can help humanity is that which lies hidden in the child.
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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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It is almost possible to say that there is a mathematical relationship between the beauty of his surroundings and the activity of the child he will make discoveries rather more voluntarily in a gracious setting than in an ugly one.
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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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If children are allowed free development and given occupation to correspond with their unfolding minds their natural goodness will shine forth.
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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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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 fundamental basis of education must always remain that one must act for oneself. That is clear. One must act for him or herself.
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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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There is in the child a special kind of sensitivity which leads him to absorb everything about him, and it is this work of observing and absorbing that alone enables him to adapt himself to life
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To give a child liberty is not to abandon him to himself.
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