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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.

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
Involved
First
Respect
Newborn
Children
Child
Educator
Whether
Infant
Young
Recognize
Older
Firsts
Personality
Human
Duty
Humans

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The hands are the instruments of man’s intelligence.
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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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If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is little to be hoped from it in the bettering of man's future. For what is the use of transmitting knowledge if the individual's total development lags behind?
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If we can, when we have established individual discipline, arrange the children, sending each one to his own place, in order, trying to make them understand the idea that thus placed they look well, and that it is a good thing to be placed in order . . .
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Never help a child with a task at which he feels he can succeed.
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The child endures all things.
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The first essential for the child’s development is concentration. The child who concentrates is immensely happy.
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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.
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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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Education, as conceived today, is something separated both from biological and social life.
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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 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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We teachers can only help the work going on, as servants wait upon a master.
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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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Order is not goodness but perhaps it is the indispensable road to arrive at it.
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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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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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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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The concept of an education centered upon the care of the living being alters all previous ideas. Resting no longer on a curriculum, or a timetable, education must conform to the facts of human life.
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It is almost possible to say that there is a mathematical relationship between the beauty of his surroundings and the activity of the child he will make discoveries rather more voluntarily in a gracious setting than in an ugly one.
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