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

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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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The first idea that the child must acquire, in order to be actively disciplined, is that of the difference between good and evil.
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It is not in human nature for all men to tread the same path of development, as animals do of a single species.
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Movement, or physical activity, is thus an essential factor in intellectual growth, which depends upon the impressions received from outside. Through movement we come in contact with external reality, and it is through these contacts that we eventually acquire even abstract ideas.
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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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It is necessary, then, to give the child the possibility of developing according to the laws of his nature, so that he can become strong, and, having become strong, can do even more than we dared hope for him.
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To teach details is to bring confusion to establish the relationship between things is to bring knowledge.
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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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We must help the child to act for himself, will for himself, think for himself this is the art of those who aspire to serve the spirit.
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The instructions of the teacher consist then merely in a hint, a touch-enough to give a start to the child. The rest develops of itself.
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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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In nature nothing creates itself and nothing destroys itself.
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The adult works to improve his environment while the child works to improve himself.
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When we want to infuse new ideas, to modify or better the habits and customs of a people, to breathe new vigor into its national traits, we must use the children as our vehicle for little can be accomplished with adults.
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