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To consider the school as a place where instruction is given is one point of view. But, to consider the school as a preparation for life is another. In the latter case, the school must satisfy all the needs of life.

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
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Life
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Discipline must come through liberty. . . . We do not consider an individual disciplined only when he has been rendered as artificially silent as a mute and as immovable as a paralytic. He is an individual annihilated, not disciplined.
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Within the child lies the fate of the future.
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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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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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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 follows that at the beginning of his life the individual can accomplish wonders without effort and quite unconsciously.
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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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One of the great problems facing men is their failure to realize the fact that a child possesses an active psychic life even when he cannot manifest it, and that the child must secretly perfect this inner life over a long period of time.
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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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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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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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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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We must therefore turn to the child as to the key to the fate of our future life.
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The greatest source of discouragement is the conviction that one is unable to do something
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The hands are the instruments of man’s intelligence.
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It is not the child as a physical but as a psychic being that can provide a strong impetus to the betterment of mankind. It is the spirit of the child that can determine the course of human progress and lead it perhaps even to a higher form of civilization.
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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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Knowing what we must do is neither fundamental nor difficult, but to comprehend which presumptions and vain prejudices we must rid ourselves of in order to be able to educate our children is most difficult.
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No social problem is as universal as the oppression of the child
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A child starts from nothing and advances alone. It is the child's reason about which the sensitive periods revolve. The reason provides the initial force and energy, and a child absorbs his first images to assist the reason and act on it.
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