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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.

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
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Answers
Hunger
Small
Tasks
Child
Mental
Syllabus
Knowledge
Answer
Satisfy
Difficult
Ordinary
Prepare
Easy
Amount
Limited
Children
Teacher
Task
Needs
Huge
Clearly

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It is well to cultivate a friendly feeling towards error, to treat it as a companion inseparable from our lives, as something having a purpose, which it truly has.
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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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It is not in human nature for all men to tread the same path of development, as animals do of a single species.
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Concentration is the key that opens up to the child the latent treasures within him.
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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 secret of good teaching is to regard the child's intelligence as a fertile field in which seeds may be sown, to grow under the heat of flaming imagination.
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Environment is undoubtedly a secondary factor in the phenomena of life it can modify in that it can help or hinder, but it can never create.
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When we want to infuse new ideas, to modify or better the habits and customs of a people, to breathe new vigor into its national traits, we must use the children as our vehicle for little can be accomplished with adults.
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The child’s parents are not his makers but his guardians.
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The land is where our roots are. The children must be taught to feel and live in harmony with the Earth.
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But if for the physical life it is necessary to have the child exposed to the vivifying forces of nature, it is also necessary for his psychical life to place the soul of the child in contact with creation.
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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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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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Education demands, then, only this: the utilization of the inner powers of the child for his own instruction.
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The observation of the way in which the children pass from the first disordered movements to those which are spontaneous and ordered -- this is the book of the teacher this is the book which must inspire her actions . . .
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These words reveal the child’s inner needs ‘Help me to do it alone’.
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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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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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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.
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The hands are the instruments of man’s intelligence.
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