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The first idea that the child must acquire, in order to be actively disciplined, is that of the difference between good and evil.

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
Order
Disciplined
Ideas
Actively
Firsts
Acquire
First
Difference
Must
Differences
Children
Child
Good
Evil
Idea
Montessori

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Our care of the child should be governed, not by the desire to make him learn things, but by the endeavor always to keep burning within him that light which is called intelligence.
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Childhood constitutes the most important element in an adult's life, for it is in his early years that a man is made.
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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 social rights of children must be recognized so that a world suited to their needs may be constructed for them. The greatest crime that society commits is that of wasting the money which it should use for children on things that will destroy them and society itself as well.
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The adult ought never to mold the child after himself, but should leave him alone and work always from the deepest comprehension of the child himself.
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The child is essentially alien to this society of men and might express his position in the words of the Gospel: My kingdom is not of this world
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The land is where our roots are. The children must be taught to feel and live in harmony with the Earth.
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in nature everything is transformed but nothing destroyed.
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The children are now working as if I did not exist.
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My vision of the future is no longer of people taking exams and proceeding from secondary school to University but of passing from one stage of independence to a higher, by means of their own activity and effort of will.
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If the idea of the universe is presented to the child in the right way, it will do more for him than just arouse his interest, for it will create in him admiration and wonder, a feeling loftier than any interest and more satisfying.
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The child becomes a person through work.
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Scientific observation then has established that education is not what the teacher gives education is a natural process spontaneously carried out by the human individual, and is acquired not by listening to words but by experiences upon the environment.
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These words reveal the child’s inner needs ‘Help me to do it alone’.
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Mental development must be connected with movement and be dependent on it. It is vital that educational theory and practice should be informed by that idea.
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The child should live in an environment of beauty.
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Happiness is not the whole aim of education. A man must be independent in his powers and character able to work and assert his mastery over all that depends on him.
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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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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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At birth, the child leaves a person - his mother's womb - and this makes him independent of her bodily functions. The baby is next endowed with an urge, or need, to face the out world and to absorb it. We might say that he is born with 'the psychology of world conquest.' By absorbing what he finds about him, he forms his own personality.
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