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Discipline must come through liberty.

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
Mute
Discipline
Liberty
Come
Must
Montessori

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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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The teacher must derive not only the capacity, but the desire, to observe natural phenomena. The teacher must understand and feel her position of observer: the activity must lie in the phenomenon.
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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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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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When children come into contact with nature, they reveal their strength.
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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 social problem is as universal as the oppression of the child
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No adult can bear a child’s burden or grow up in his stead.
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Growth comes from activity, not from intellectual understanding.
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A child starts from nothing and advances alone. It is the child's reason about which the sensitive periods revolve. The reason provides the initial force and energy, and a child absorbs his first images to assist the reason and act on it.
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An educational method that shall have liberty as its basis must intervene to help the child to a conquest of liberty. That is to say, his training must be such as shall help him to diminish as much as possible the social bonds which limit his activity.
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No one can be free unless he is independent.
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Do not erase the designs the child makes in the soft wax of his inner life.
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The child should live in an environment of beauty.
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The teacher, when she begins work in our schools, must have a kind of faith that the child will reveal himself through work.
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It follows that at the beginning of his life the individual can accomplish wonders without effort and quite unconsciously.
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Our aim is not merely to make the child understand, and still less to force him to memorize, but so to touch his imagination as to enthuse him to his innermost core.
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It is exactly in the repetition of the exercises that the education of the senses exists not that the child shall know colors, forms or qualities, but that he refine his senses through an exercise of attention, comparison and judgment.
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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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Never help a child with a task at which he feels he can succeed.
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