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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.

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
Life
Development
Unequaled
Child
Precedes
Three
Follows
Firsts
Intensity
First
Period
Whole
Periods
Children
Importance
Years
Birth

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The child has other powers than ours, and the creation he achieves is no small one it is everything.
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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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Plainly, the environment must be a living one, directed by a higher intelligence, arranged by an adult who is prepared for his mission.
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The unknown energy that can help humanity is that which lies hidden in the child.
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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 hands are the instruments of man’s intelligence.
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When children come into contact with nature, they reveal their strength.
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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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The work of education is divided between the teacher and the environment.
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The children are now working as if I did not exist.
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A great deal of time and intellectual force are lost in the world, because the false seems great and the truth so small and insignificant.
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The objects in our system are instead a help to the child himself, he chooses what he wants for his own use, and works with it according to his own needs, tendencies and special interests. In this way, the objects become a means of growth.
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First the education of the senses, then the education of the intellect.
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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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Bring the child to the consciousness of his own dignity, and he will be free. We see no limit to what should be offered to the child, for his will be an immense field of chosen activity.
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If I am going up a ladder, and a dog begins to bite at my ankles, I can do one of two things - either turn round and kick out at the it, or simply go on up the ladder. I prefer to go up the ladder!
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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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What is a scientist?... We give the name scientist to the type of man who has felt experiment to be a means guiding him to search out the deep truth of life, to lift a veil from its fascinating secrets, and who, in this pursuit, has felt arising within him a love for the mysteries of nature, so passionate as to annihilate the thought of himself.
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No one can be free unless he is independent. Therefore, the first active manifestations of the child's individual liberty must be so guided that through this activity he may arrive at independence.
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The child has a mind able to absorb knowledge. He has the power to teach himself.
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