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The greatest step forward in human evolution was made when society began to help the weak and the poor, instead of oppressing and despising them.

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
Made
Steps
Oppressing
Greatest
Began
Poor
Evolution
Help
Forward
Society
Weak
Helping
Step
Human
Poverty
Humans
Instead
Despising

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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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We teachers can only help the work going on, as servants wait upon a master.
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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 first duty of the educator, whether he is involved with the newborn infant or the older child, is to recognize the human personality of the young being and respect it.
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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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It is in the encounter of the maternal guiding instincts with the sensitive periods of the newly born that conscious love develops between parent and child.
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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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The child is endowed with unknown powers, which can guide us to a radiant future. If what we really want is a new world, then education must take as its aim the development of these hidden possibilities.
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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 demands, then, only this: the utilization of the inner powers of the child for his own instruction.
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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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The environment itself will teach the child, if every error he makes is manifest to him, without the intervention of a parent of teacher, who should remain a quiet observer of all that happens.
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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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In nature nothing creates itself and nothing destroys itself.
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All human victories, all human progress, stand upon the inner force.
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Preventing war is the work of politicians, establishing peace is the work of educationists.
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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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Nothing is created or destroyed in nature.
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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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What the hand does the mind remembers.
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