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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.

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
Must
Parental
Feels
Harmony
Children
Roots
Taught
Land
Earth
Live
Feel
Montessori

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Bring the child to the consciousness of his own dignity, and he will be free. We see no limit to what should be offered to the child, for his will be an immense field of chosen activity.
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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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Free choice is one of the highest of all the mental processes.
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To let the child do as he likes when he has not yet developed any powers of control is to betray the idea of freedom.
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It is almost possible to say that there is a mathematical relationship between the beauty of his surroundings and the activity of the child he will make discoveries rather more voluntarily in a gracious setting than in an ugly one.
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The child is truly a miraculous being, and this should be felt deeply by the educator.
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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 senses, being the explorers of the world, open the way to knowledge.
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Nothing is created or destroyed in nature.
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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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The whole of mankind is one and only one, one race, one class and one society.
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Education demands, then, only this: the utilization of the inner powers of the child for his own instruction.
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Never help a child with a task at which he feels he can succeed.
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Do not offer the child the content of the mind, but the order for that content.
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Every great cause is born from repeated failures and from imperfect achievements.
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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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At a given moment a child becomes interested in a piece of work, showing it by the expression of his face, by his intense attention, by his perseverance in the same exercise. That child has set foot upon the road leading to discipline.
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What the hand does the mind remembers.
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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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