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

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A vital force is active in every individual and leads it towards its own evolution.
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Only when the child is able to identify its own center with the center of the universe does education really begin.
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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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The hand is the prehensile organ of the mind.
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The goal of early childhood education should be to activate the child's own natural desire to learn.
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Never help a child with a task at which he feels he can succeed.
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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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All our handling of the child will bear fruit, not only at the moment, but in the adult they are destined to become.
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All human victories, all human progress, stand upon the inner force.
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One of the great problems facing men is their failure to realize the fact that a child possesses an active psychic life even when he cannot manifest it, and that the child must secretly perfect this inner life over a long period of time.
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Education must start from birth.
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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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It is exactly in the repetition of the exercises that the education of the senses exists not that the child shall know colors, forms or qualities, but that he refine his senses through an exercise of attention, comparison and judgment.
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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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Any child who is self-sufficient, who can tie his shoes, dress or undress himself, reflects in his joy and sense of achievement the image of human dignity which is derived from a sense of independence.
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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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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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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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Childhood constitutes the most important element in an adult's life, for it is in his early years that a man is made.
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