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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.

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
Silence
Montessori
Liberty
Rendered
Individual
Mute
Come
Disciplined
Must
Individuality
Consider
Annihilated
Silent
Artificially
Discipline
Immovable

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At birth, the child leaves a person - his mother's womb - and this makes him independent of her bodily functions. The baby is next endowed with an urge, or need, to face the out world and to absorb it. We might say that he is born with 'the psychology of world conquest.' By absorbing what he finds about him, he forms his own personality.
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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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There can be no substitute for work, neither affection nor physical well-being can replace it.
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The hand is the prehensile organ of the mind.
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Every great cause is born from repeated failures and from imperfect achievements.
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If children are allowed free development and given occupation to correspond with their unfolding minds their natural goodness will shine forth.
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As soon as children find something that interests them they lose their instability and learn to concentrate.
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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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Since it is through movement that the will realises itself, we should assist a child in his attempts to put his will into act.
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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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The child’s parents are not his makers but his guardians.
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It is not the child as a physical but as a psychic being that can provide a strong impetus to the betterment of mankind. It is the spirit of the child that can determine the course of human progress and lead it perhaps even to a higher form of civilization.
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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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The first aim of the prepared environment is, as far as it is possible, to render the growing child independent of the adult.
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But if for the physical life it is necessary to have the child exposed to the vivifying forces of nature, it is also necessary for his psychical life to place the soul of the child in contact with creation.
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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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Free choice is one of the highest of all the mental processes.
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My vision of the future is no longer of people taking exams and proceeding from secondary school to University but of passing from one stage of independence to a higher, by means of their own activity and effort of will.
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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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