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The adult ought never to mold the child after himself, but should leave him alone and work always from the deepest comprehension of the child himself.

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
Never
Adults
Ought
Leave
Alone
Child
Comprehension
Children
Mold
Work
Deepest
Always
Adult

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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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There can be no substitute for work, neither affection nor physical well-being can replace it.
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A vital force is active in every individual and leads it towards its own evolution.
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These words reveal the child’s inner needs ‘Help me to do it alone’.
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Within the child lies the fate of the future. Whoever wishes to confer some benefit on society must preserve him from deviations and observe his natural ways of acting. A child is mysterious and powerful and contains within himself the secret of human 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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Growth comes from activity, not from intellectual understanding.
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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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All human victories, all human progress, stand upon the inner force.
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If a child finds no stimuli for the activities which would contribute to his development, he is attracted simply to 'things' and desires to posses them.
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A child's character develops in accordance with the obstacles he has encountered... or the freedom favoring his development that he has enjoyed.
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We teachers can only help the work going on, as servants wait upon a master.
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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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Whoever touches the life of the child touches the most sensitive point of a whole which has roots in the most distant past and climbs toward the infinite future.
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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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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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