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Except when he has regressive tendencies, the child's nature is to aim directly and energetically at functional independence.

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
Tendencies
Aim
Independence
Independent
Except
Regressive
Child
Energetically
Nature
Functional
Children
Directly

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Nothing is created or destroyed in nature.
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Education, as conceived today, is something separated both from biological and social life.
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Growth comes from activity, not from intellectual understanding.
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The greatest step forward in human evolution was made when society began to help the weak and the poor, instead of oppressing and despising them.
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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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Solicitous care for living things affords satisfaction to one of the most lively instincts of the child's mind. Nothing is better calculated than this to awaken an attitude of foresight.
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What the hand does the mind remembers.
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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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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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To have a vision of the cosmic plan, in which every form of life depends on directed movements which have effects beyond their conscious aim, is to understand the child's work and be able to guide it better.
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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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A vital force is active in every individual and leads it towards its own evolution.
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Education should therefore include the two forms of work, manual and intellectual, for the same person, and thus make it understood by practical experience that these two kinds complete each other and are equally essential to a civilized existence.
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The child has a mind able to absorb knowledge. He has the power to teach himself.
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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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The development of the mind comes through movement
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Education must start from birth.
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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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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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