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There are many who hold, as I do, that the most important part of life is not the age of university studies, but the first one, the period from birth to the age of six. For that is the time when a man's intelligence itself, his greatest implement, is being formed. But not only his intelligence the full totality of his psychic powers.

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
Firsts
Intelligence
Psychics
First
Birth
Studies
Many
Hold
Formed
Important
Greatest
Powers
Men
Study
Six
Time
Full
Period
Implement
Life
Age
University
Totality
Part
Periods
Psychic

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Children display a universal love of mathematics, which is par excellence the science of precision, order, and intelligence.
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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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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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The instructions of the teacher consist then merely in a hint, a touch-enough to give a start to the child. The rest develops of itself.
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The prize and punishments are incentives toward unnatural or forced effort, and, therefore we certainly cannot speak of the natural development of the child in connection with them.
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What the hand does the mind remembers.
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As soon as children find something that interests them they lose their instability and learn to concentrate.
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Let us treat them [children], therefore, with all the kindness which we would wish to help to develop in them.
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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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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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Human dignity ... is derived from a sense of independence.
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Order is not goodness but perhaps it is the indispensable road to arrive at it.
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It is true that we cannot make a genius. We can only give to teach child the chance to fulfil his potential possibilities.
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At a given moment a child becomes interested in a piece of work, showing it by the expression of his face, by his intense attention, by his perseverance in the same exercise. That child has set foot upon the road leading to discipline.
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The ‘absorbent mind’ welcomes everything, puts its hope in everything, accepts poverty equally with wealth, adopts any religion and the prejudices and habits of its countrymen, incarnating all in itself. This is the child!
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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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The development of the child during the first three years after birth is unequaled in intensity and importance by any period that precedes or follows in the whole life of the child.
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No social problem is as universal as the oppression of the child
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