Quote

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

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The teacher must derive not only the capacity, but the desire, to observe natural phenomena. The teacher must understand and feel her position of observer: the activity must lie in the phenomenon.
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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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To assist a child we must provide him with an environment which will enable him to develop freely.
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To let the child do as he likes when he has not yet developed any powers of control is to betray the idea of freedom.
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An interesting piece of work, freely chosen, which has the virtue of inducing concentration rather than fatigue, adds to the child's energies and mental capacities, and leads him to self-mastery.
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The essential thing is to arouse such an interest that it engages the child’s whole personality.
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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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It follows that at the beginning of his life the individual can accomplish wonders without effort and quite unconsciously.
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Concentration is the key that opens up to the child the latent treasures within him.
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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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The only language men ever speak perfectly is the one they learn in babyhood, when no one can teach them anything!
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The child is truly a miraculous being, and this should be felt deeply by the educator.
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What the hand does the mind remembers.
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He who is served is limited in his independence.
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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 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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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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By the age of three, the child has already laid down the foundations of his personality as a human being, and only then does he need the help of special scholastic influences. So great are the conquests he has made that one may well say: the child who goes to school at three is already a little man.
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Within the child lies the fate of the future.
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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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