This Month™
Close-up with…

Rita Levi-Montalcini

The Italian Jewish neurologist who built a clandestine bedroom laboratory during World War II — and won the Nobel Prize at age 77.

Women's History Month Nobel Prize STEM Neuroscience Resilience
Rita Levi-Montalcini, 1986
Italian Neuroscientist
A scientist who refused
every boundary
April 22, 1909 – December 30, 2012
Rita Levi-Montalcini, enrollment photo 1930
Turin, 1930

👤 Who Is Rita Levi-Montalcini?

Rita Levi-Montalcini was a scientist from Italy. She studied how our brains and nerves grow. She won the most special prize in science — the Nobel Prize!

🌟 Fun Fact!
She lived to be 103 years old — and she kept doing science almost the whole time!

Rita Levi-Montalcini was an Italian scientist called a neurologist — someone who studies the brain and nerves. She discovered a special protein that tells nerve cells how to grow. Her amazing work earned her the Nobel Prize in Medicine in 1986.

She was born in 1909 in Turin, Italy. Even though unfair laws tried to stop her, she never gave up on science. She became one of the most important scientists of the 20th century.

Neurologist
A doctor or scientist who studies the nervous system — the brain, spinal cord, and all the nerves in your body.

Rita Levi-Montalcini (1909–2012) was an Italian neurologist who co-discovered Nerve Growth Factor (NGF) — a protein that directs the growth and survival of nerve cells. Her discovery transformed our understanding of the nervous system and opened research pathways into diseases such as Alzheimer's and Parkinson's.

She overcame her father's opposition to women's education, Mussolini's racial laws banning Jewish academics, and the dangers of Nazi-occupied Italy — all while continuing her scientific work. In 1986, at age 77, she received the Nobel Prize in Physiology or Medicine, sharing it with her collaborator Stanley Cohen.

Nerve Growth Factor (NGF)
A signaling protein that regulates the growth, maintenance, and survival of nerve cells. Its discovery founded an entirely new field in biology.

🌱 Early Life

Rita was born in Turin, Italy on April 22, 1909. She had a twin sister named Paola, who became a famous painter!

Rita's dad thought girls didn't need to go to university. But Rita had a dream of becoming a doctor — and she made it happen!

Rita Levi-Montalcini, enrollment photo at the University of Turin, 1930

Rita at the University of Turin enrollment, 1930 · Archivio storico dell'Università di Torino · Public Domain

Rita was born on April 22, 1909, in Turin, Italy, into a Jewish family. She was the youngest of four children — her twin sister Paola became a famous painter. Her father believed that women should stay home, not go to university.

At age 20, Rita persuaded her father to let her study medicine. She worked hard to catch up on years of Latin, Greek, and mathematics — and enrolled at the University of Turin Medical School in 1930. She graduated with the highest honours, summa cum laude, in 1936.

Rita Levi-Montalcini, enrollment photo at the University of Turin, 1930

Rita at the University of Turin enrollment, 1930 · Archivio storico dell'Università di Torino · Public Domain

Levi-Montalcini was born April 22, 1909, in Turin to Adamo Levi (an electrical engineer) and Adele Montalcini (a painter). She and her twin sister Paola were the youngest of four children. Her father held views typical of his era — he believed women's highest purpose was marriage and homemaking, not professional careers.

At age 20, she persuaded him to allow her to study medicine. She devoted eight months to catching up on Latin, Greek, and mathematics excluded from her secondary schooling, then enrolled at the University of Turin in 1930. She studied under the celebrated histologist Giuseppe Levi alongside classmates Salvador Luria and Renato Dulbecco — both of whom would also receive the Nobel Prize. She graduated summa cum laude in 1936 and began a specialisation in neurology and psychiatry.

Rita Levi-Montalcini, enrollment photo at the University of Turin, 1930

Rita at the University of Turin enrollment, 1930 · Archivio storico dell'Università di Torino · Public Domain

🔬 Her Amazing Discovery

Rita found something special inside the body — a tiny helper called NGF. It acts like a little mailman, telling nerve cells where to go and how to grow!

Without NGF, our nerves would not know how to build themselves. This discovery helps doctors understand how to help people whose nerves get sick.

🐣 Did you know?
Rita used chicken eggs in her experiments to watch nerves grow. She called them her most important lab tool!

Working at Washington University in St. Louis with scientist Stanley Cohen, Rita discovered a protein she called Nerve Growth Factor (NGF). NGF acts like a signal — telling nerve cells where to grow, how to connect, and how to survive in the body.

This discovery changed biology forever. Before NGF, scientists did not know how the nervous system organised itself. Because of Rita's work, researchers could begin understanding diseases like Alzheimer's and Parkinson's — conditions that affect millions of people today.

Growth Factor
A natural substance that signals cells to grow, divide, or survive. Rita's discovery of NGF launched an entirely new field of biology.

In the early 1950s at Washington University, Levi-Montalcini began studying why certain mouse tumours caused explosive overgrowth of nerve fibres in chick embryos. Using micro-scalpels she crafted herself, she isolated a substance responsible for this effect and, working with biochemist Stanley Cohen, identified it as a protein — which they named Nerve Growth Factor (NGF).

NGF is a signalling molecule that regulates the growth, maintenance, and survival of neurons during development. Its discovery explained, for the first time, how the body's nervous system organises itself — and opened research pathways into neurodegeneration, wound healing, tumour biology, and cancer.

The Nobel Committee awarded them the Prize in 1986 "for their discoveries of growth factors" — 34 years after the key experiments. The delay itself is instructive: historians note that the systematic undervaluation of women scientists' contributions during the mid-20th century played a role.

"Above all, don't fear difficult moments. The best comes from them." — Rita Levi-Montalcini

Challenges She Overcame

Rita had two big, unfair problems. First, her own dad thought girls shouldn't be scientists. Second, cruel laws in Italy said she couldn't work because she was Jewish.

But Rita did not give up — not even once! She did science experiments in her own bedroom. When bombs forced her family to move, she packed up her microscope and kept going.

💪 What is perseverance?
Perseverance means you keep going even when things are very hard. Rita showed us that being curious and brave can overcome almost anything!

Rita faced two kinds of discrimination at the same time. Her own father believed women did not belong in science. And in 1938, Mussolini's racial laws banned Jewish Italians from working at universities — Rita lost her position overnight.

Instead of stopping, she built a laboratory in her bedroom using sewing needles as scalpels. When Allied bombing damaged Turin, she moved her lab to the countryside. When Germany occupied Italy in 1943, her family fled to Florence and lived underground with false identities. After liberation, she volunteered as a doctor for Allied soldiers in refugee camps — and then went straight back to her research.

Levi-Montalcini confronted three overlapping systems of oppression simultaneously. Within her family, patriarchal norms barred women from professional careers. In Italian society, Mussolini's 1938 Manifesto of Race stripped Jewish citizens of academic and professional rights. And during WWII, German occupation placed her life in direct danger.

Her response to each barrier was the same: continue working. She built a clandestine bedroom lab from improvised tools, published research in foreign journals under a non-Jewish pseudonym, and survived Nazi occupation by hiding in Florence with false identities. After liberation she joined Allied medical relief efforts, treating typhoid outbreaks in refugee camps.

Even her Nobel recognition reflected this pattern of institutional delay. The 34-year gap between her key experiments (early 1950s) and the prize (1986) reflected, in part, the systematic undervaluation of women scientists' contributions throughout the mid-20th century.

🌍 Why We Remember Her Today

Rita's discovery still helps doctors help sick people today! And her story shows every child that you can be a great scientist — no matter who you are.

She kept working and learning until she was more than 100 years old. It is never, ever too late to follow your curiosity!

💬 Her words
"If I had not been discriminated against, I would never have received the Nobel Prize."

Rita Levi-Montalcini is a symbol of resistance — to discrimination, to war, and to the limits placed on women. Her story inspires thousands of female researchers around the world. Her NGF discovery continues to help scientists understand diseases like Alzheimer's and Parkinson's.

She served Italy as a Senator for Life from 2001. At 97, she cast a deciding vote in parliament to protect science funding. She continued working in her laboratory past her 100th birthday. She died December 30, 2012, aged 103 — the longest-living Nobel Laureate in history.

The discovery of NGF opened a new field in biology that continues to drive treatments for neurodegenerative diseases and cancer. But Levi-Montalcini's legacy extends far beyond one protein. She became a global symbol of resilience: an Italian Jewish woman who survived fascism, war, antisemitism, and gender discrimination to reshape medicine entirely.

Appointed Italian Senator for Life at 92, she championed science funding, women's rights, and international development. She founded the European Brain Research Institute (EBRI) in 2002 and established the Rita Levi-Montalcini Foundation to fund education for young African women in science.

"If I had not been discriminated against or had not suffered persecution, I would never have received the Nobel Prize." — Rita Levi-Montalcini · In Praise of Imperfection (1988)

Fun Facts

🔬

She built a science lab in her own bedroom!

🐣

She used chicken eggs for her experiments.

🏆

She won the Nobel Prize when she was 77 years old!

👯

Her twin sister Paola was a famous painter!

🔬

Her bedroom lab used sewing needles as scalpels during WWII.

🐣

She ate the yolks of her experimental eggs — wasting nothing in wartime!

✍️

Her professor Levi fled the Nazis and came to help in her bedroom lab!

🏆

She won the Nobel Prize 34 years after making her key discovery.

🏛️

She became Italy's Senator for Life at age 92 — and kept working past 100!

🔬

Her lab tools were repurposed sewing needles — micro-scalpels crafted entirely by hand.

🐣

She cooked and ate the yolks of her experimental eggs — zero waste during wartime rationing.

🎓

Two Turin classmates also won the Nobel: Salvador Luria (1969) and Renato Dulbecco (1975).

🏆

The Nobel came when she was 77 — 34 years after the discovery itself.

🏛️

At 97, she cast the deciding parliamentary vote to protect Italian science funding.

📚

She wrote "In Praise of Imperfection" (1988) — arguing curiosity, not perfection, drives science.

💬 Discussion Questions

K–1 Questions

Rita's dad thought girls should not be scientists. But Rita became one of the greatest scientists ever. What does that tell you about following your dreams even when people say no?
Rita did science experiments in her bedroom because she was not allowed at the university. Can you think of a time you found a creative way to do something when you couldn't do it the usual way?
Rita won the Nobel Prize when she was 77 years old. Why do you think it's important to keep learning and working your whole life?

Grades 2–3 Questions

Mussolini's racial laws banned Jewish people from working at universities. How do you think Rita felt? What choices did she face, and why did she keep doing science anyway?
Rita's bedroom laboratory used sewing needles as scalpels. What does this tell us about what it really means to be a scientist?
Rita discovered NGF — a signal that tells nerve cells how to grow. Why is understanding how our nerves grow important?
Rita faced both gender discrimination and religious discrimination. How are those two kinds of unfairness similar? How are they different?

Grades 4–5 Questions

Mussolini's 1938 racial laws directly caused Rita to build her bedroom laboratory. How did an act of political oppression end up enabling one of the most important scientific discoveries of the 20th century? What does that tell us about how people respond to injustice?
Rita famously said: "If I had not been discriminated against, I would never have received the Nobel Prize." What do you think she meant? Do you agree with her interpretation? What are the risks of that kind of thinking?
Rita's Nobel Prize came 34 years after her key discovery. Historians note that gender bias played a role in the long delay. How might scientific history look different if women's contributions had been recognized more quickly?
Rita served as Senator for Life and founded organizations to support women in science in Africa. Why do you think she used her fame to focus on those specific causes?
Rita lived to 103 and kept working almost until the end of her life. What does that tell you about what she valued? What does her example make you think about how people choose to spend their lives?
Timeline
Life Journey
Reading level: K–1
Born in Turin

Rita was born April 22, 1909 in Turin, Italy. She had a twin sister named Paola!Born April 22, 1909, into a Jewish family in Turin. Her twin Paola became a famous painter.Born April 22, 1909, to Adamo Levi and Adele Montalcini. Her father believed women should not pursue careers.

1909
1930
Medical School

Rita asked her dad to be a doctor. He said yes!At 20, she persuaded her father to let her study medicine, mastering Latin, Greek, and maths in eight months.She enrolled at the University of Turin Medical School alongside future Nobel laureates Luria and Dulbecco.

Summa Cum Laude

Rita finished school with the very best grades!She graduated with the highest honour in medicine and surgery, specialising in neurology.Graduated summa cum laude — but Mussolini's racial laws were about to end her career.

1936
1938
Racial Laws

Unfair rules said Rita could not work. She did not give up!Mussolini's 1938 racial laws banned Jewish academics. Rita lost her position but refused to stop.The Manifesto of Race stripped Jewish Italians of academic rights. Rita chose science over safety.

Secret Lab

Rita made a tiny lab in her BEDROOM!With no university, she built a bedroom lab using sewing needles as scalpels to study nerve growth.She mapped nervous system development in chick embryos — her mentor Giuseppe Levi joined her.

1940
1943
Flees to Florence

Rita and her family had to hide. They were so brave!When Germany invaded, the family fled to Florence with false identities during the Nazi occupation.After liberation, Rita served as physician for Allied forces treating typhoid in refugee camps.

Goes to America

A scientist invited Rita to work with him across the ocean!Viktor Hamburger invited her to Washington University. A one-year visit became three decades.Her wartime publications caught Hamburger's eye. She joined him as a research associate in St. Louis.

1947
1952
Discovers NGF

Rita found NGF — a helper that tells nerves where to grow!Working with Stanley Cohen, she discovered Nerve Growth Factor (NGF), changing biology forever.She isolated Nerve Growth Factor, founding an entirely new field in biology and medicine.

Nobel Prize

Rita won the Nobel Prize at age 77!At 77, she received the Nobel Prize in Medicine, shared with Stanley Cohen for discovering NGF.In 1986 — 34 years after the discovery — Levi-Montalcini and Cohen received the Nobel Prize.

1986
2001
Senator for Life

Italy chose Rita to help make laws!President Ciampi appointed her Senator for Life. She cast the deciding vote to protect science funding.Appointed to the Italian Senate at 92, she championed science and founded EBRI in 2002.

Age 103

Rita lived to 103 and worked her whole life!Rita Levi-Montalcini died December 30, 2012 — the longest-living Nobel Laureate.She died December 30, 2012. Her discovery of NGF still drives research into Alzheimer's and Parkinson's.

2012
Rita Levi-Montalcini signature
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Standards Alignment
Georgia GSE (Social Studies + ELA) · Common Core ELA · Verified at case.georgiastandards.org
Georgia's Social Studies and ELA Standards (GSE) for Kindergarten–Grade 1 address positive character traits, historical figures, and foundational nonfiction literacy. Verified at case.georgiastandards.org.
Social Studies
SSKCG2
Describe examples of positive character traits exhibited by good citizens such as honesty, patriotism, courtesy, respect, pride, and self-control. → Rita demonstrates courage, perseverance, and commitment under oppression.
SS1H1
Read about and describe the life of historical figures in history. → Applied here to a world-historical STEM figure with direct relevance to character education.
SS1CG1
Describe how historical figures display positive character traits such as: fairness, courage, equality, tolerance, perseverance, and commitment. → Rita embodies perseverance, courage, and equality throughout her life.
English Language Arts
K.T.SS.1.a
Identify and use text features, including titles, headings, photos, and illustrations, to determine if a text is fiction or nonfiction. → This guide uses photos, headings, timelines, and captions as active teaching tools.
K.T.T.2.b
With adult support, describe the connection between two individuals, events, ideas, or pieces of information in a text. → e.g. Connect the 1938 racial laws to Rita building a bedroom laboratory.
1.T.T.2.a
Identify techniques used to craft expository texts, including main topic and supporting details. → Each section models expository structure: claim → evidence → significance.
1.T.T.2.b
Describe the connection between two individuals, events, ideas, or pieces of information in a text. → e.g. Connect Rita's discovery of NGF to Stanley Cohen's collaboration.
Common Core ELA Informational Reading standards for K–1 build foundational skills in asking questions about key details and understanding connections in nonfiction texts.
English Language Arts
CCSS.RI.K.1
With prompting and support, ask and answer questions about key details in a text. → Discussion questions embedded in each section scaffold this skill.
CCSS.RI.K.3
With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. → Timeline events explicitly model cause-and-effect connections.
CCSS.RI.1.1
Ask and answer questions about key details in a text. → Highlight boxes and Fun Facts invite active reading and question-asking.
CCSS.RI.1.3
Describe the connection between two individuals, events, ideas, or pieces of information in a text. → e.g. How did the racial laws connect to Rita building a bedroom laboratory?
New York State ELA Learning Standards (2017) for Kindergarten–Grade 1.nysed.gov.
English Language Arts
KR1
Develop and answer questions about a text. (RI&RL) → Discussion questions embedded in every section directly scaffold this standard.
KR3
Identify characters, settings, major events in a story, or pieces of information in a text. (RI&RL) → Rita's life events and the people around her model informational text structures at the K level.
KR9
Make connections between self, text, and the world. (RI&RL) → Rita's perseverance invites K–1 students to connect her choices to their own lives and communities.
1R1
Develop and answer questions about key ideas and details in a text. (RI&RL) → Grade-differentiated questions in every section are built for this standard.
1R3
Describe characters, settings, and major events in a story, or pieces of information in a text. (RI&RL) → Timeline section explicitly models describing major life events in sequence.
1R9
Make connections between self and text (texts and other people/ world). (RI&RL) → Prompted connections: Rita's story to students' own experiences of fairness and persistence.
Georgia's GSE standards for Grades 2–3 deepen historical literacy, connect individuals to their historical context, and build informational reading skills around series of events and scientific ideas. Verified at case.georgiastandards.org.
Social Studies
SS2H1
Describe the lives and contributions of historical figures. → Formally addresses Georgia historical figures; applied by extension to a world-historical STEM figure in the spirit of the standard's intent.
SS2CG3
Give examples of how historical figures demonstrate positive citizenship traits such as honesty, dependability, honor, civility, patience, and compassion. → Formally tied to SS2H1 Georgia figures; applied by extension — Rita's persistence through oppression exemplifies every listed trait.
English Language Arts
2.T.T.2.b
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. → The timeline and NGF discovery section directly model this standard.
3.T.T.2.b
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. → Students can trace how each obstacle in Rita's life led to her next move.
3.T.T.2.c
Integrate and explain information from two texts on the same topic in relationship to important points and key details. → Pair this guide with a primary source excerpt from Rita's memoir.
Common Core ELA standards for Grades 2–3 build skills in describing connections, understanding text structure, and integrating information from multiple sources.
English Language Arts
CCSS.RI.2.3
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. → The timeline maps each event in Rita's story as a causal sequence.
CCSS.RI.2.6
Identify the main purpose of a text, including what the author wants to answer, explain, or describe. → Students discuss: what is this guide's central argument about Rita?
CCSS.RI.3.3
Describe the relationship between a series of historical events, scientific ideas or concepts using language that pertains to time, sequence, and cause/effect. → Timeline vocabulary: "because," "as a result," "which led to."
CCSS.RI.3.9
Compare and contrast the most important points and key details presented in two texts on the same topic. → Pair with a peer biography or a primary source quote from Rita's memoir.
New York State ELA Learning Standards (2017) for Grades 2–3. Standard text reproduced verbatim from nysed.gov.
English Language Arts
2R1
Develop and answer questions to demonstrate an understanding of key ideas and details in a text. (RI&RL) → Scaffolded discussion questions at the 2–3 level target this standard directly.
2R3
In informational texts, describe the connections between ideas, concepts, or a series of events. (RI) → The timeline maps each event in Rita's story as a causal sequence students can trace.
2R9
Make connections between self and text (texts and other people/ world). (RI&RL) → Students connect Rita's determination against obstacles to their own experiences.
3R1
Develop and answer questions to locate relevant and specific details in a text to support an answer or inference. (RI&RL) → Highlight boxes and Did You Know sections build this evidence-based reading skill.
3R3
In informational texts, describe the relationship among a series of events, ideas, concepts, or steps in a text, using language that pertains to time, sequence, and cause/effect. (RI) → Timeline vocabulary: "because," "as a result," "which led to."
Georgia's GSE standards for Grades 4–5 address World War II, the Holocaust, women's changing roles, and in-depth historical analysis — all directly supported by this guide. Verified at case.georgiastandards.org.
Social Studies
SS4H4
Examine the main ideas of the abolitionist and suffrage movements. → Formally addresses U.S. movements; applied by analogy — Rita's story exemplifies the same fight against gender-based restrictions on opportunity in a different historical context.
SS4H4.a
Discuss contributions of and challenges faced by individuals fighting for equality. → Formally names U.S. historical figures; applied by analogy — Rita's dual barriers of gender discrimination and racial laws model this standard powerfully.
SS5H4.b
Describe major events in the war in Europe, including the Holocaust. → Rita's story is lived history of antisemitic persecution and survival under Nazi occupation.
SS5H4.d
Identify key WWII figures including Mussolini. → Mussolini's 1938 racial laws are the central turning point in Rita's life story.
SS5H4.e
Describe the effects of rationing and the changing role of women during WWII. → Rita continued scientific work underground during the war — a vivid example of women's expanded roles under crisis.
English Language Arts
4.T.T.2.b
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why. → The Grades 4–5 text layers fully support this analytical reading standard.
5.T.T.2.b
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text. → Students analyze the interaction between political history and scientific opportunity.
Common Core ELA standards for Grades 4–5 require explaining historical events with text evidence, integrating multiple sources, and conducting short research projects — all supported by this guide.
English Language Arts
CCSS.RI.4.3
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. → Students explain how racial laws directly caused the bedroom laboratory.
CCSS.W.4.7
Conduct short research projects that build knowledge through investigation of different aspects of a topic. → Use this guide as a starting point, then consult nobelprize.org and Rita's memoir.
CCSS.RI.5.3
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text. → Analyze the relationship between Mussolini's laws, WWII, and Rita's research trajectory.
CCSS.RI.5.9
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. → Pair this guide with the Nobel biographical page and an excerpt from In Praise of Imperfection.
CCSS.W.5.7
Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. → Suggested: research NGF using this guide, nobelprize.org, and the Frontiers open-access article.
New York State ELA Learning Standards (2017) for Grades 4–5. Standard text reproduced verbatim from nysed.gov.
English Language Arts
4R1
Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences. (RI&RL) → The 4–5 text layer requires students to cite specific guide passages when answering discussion questions.
4R3
In informational texts, explain events, procedures, ideas, or concepts, including what happened and why, based on specific evidence from the text. (RI) → Students explain how Mussolini's racial laws directly caused Rita's bedroom laboratory.
4R6
In informational texts, compare and contrast a primary and secondary source on the same event or topic. (RI) → Pair this guide (secondary) with Rita's Nobel lecture or memoir excerpt (primary).
5R1
Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences. (RI&RL) → Grade 5 discussion questions require evidence-based inference about Rita's choices and their consequences.
5R3
In informational texts, explain the relationships or interactions between two or more individuals, events, ideas, or concepts based on specific evidence from the text. (RI) → Analyze the relationship between political history (Mussolini, WWII) and Rita's scientific trajectory.
5R6
In informational texts, analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. (RI) → Suggested extension: compare Nobel Committee description of NGF discovery with Rita's own account in her memoir.
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References & Sources
Primary sources, key texts, and standards verification