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A humankind abandoned in its earlier formative stage becomes its own greatest threat to survival.

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
Stage
Formative
Responsibility
Humankind
Earlier
Abandoned
Survival
Threat
Becomes
Greatest

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We must therefore turn to the child as to the key to the fate of our future life.
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There is in the child a special kind of sensitivity which leads him to absorb everything about him, and it is this work of observing and absorbing that alone enables him to adapt himself to life
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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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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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Children must grow not only in the body but in the spirit, and the mother longs to follow the mysterious spiritual journey of the beloved one who to-morrow will be the intelligent, divine creation, man.
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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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The only language men ever speak perfectly is the one they learn in babyhood, when no one can teach them anything!
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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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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 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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There is no description, no image in any book that is capable of replacing the sight of real trees, and all of the life to be found around them in a real forest.
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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.
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No social problem is as universal as the oppression of the child
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To assist a child we must provide him with an environment which will enable him to develop freely.
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When dealing with children there is greater need for observing than of probing
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In the psychological realm of relationship between teacher and child, the teacher's part and its techniques are analogous to those of the valet they are to serve, and to serve well: to serve the spirit.
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The child will reveal himself through work.
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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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There can be no substitute for work, neither affection nor physical well-being can replace it.
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Growth comes from activity, not from intellectual understanding.
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