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The essential thing is to arouse such an interest that it engages the child’s whole personality.

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
Interest
Whole
Montessori
Children
Engages
Thing
Arouse
Essential
Essentials
Personality
Child

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The teacher's task is not a small easy one! She has to prepare a huge amount of knowledge to satisfy the child's mental hunger. She is not like the ordinary teacher, limited by a syllabus. The needs of the child are clearly more difficult to answer.
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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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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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What we need is a world full of miracles, like the miracle of seeing the young child seeking work and independence, and manifesting a wealth of enthusiasm and love.
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Do not erase the designs the child makes in the soft wax of his inner life.
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Great tact and delicacy is necessary for the care of the mind of a child from three to six years, and an adult can have very little of it.
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Education must start from birth.
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The child is an enigma… He has the highest potentialities, but we do not know what he will be.
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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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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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A new education from birth onwards must be built up. Education must be reconstructed and based on the law of nature and not on the preconceived notions and prejudices of adult society.
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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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The child seeks for independence by means of work an independence of body and mind.
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First the education of the senses, then the education of the intellect.
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The greatest triumph of our educational method should always be this: to bring about the spontaneous progress of the child.
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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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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 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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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 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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