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To give a child liberty is not to abandon him to himself.

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
Liberty
Child
Give
Giving
Children
Abandon

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Of all things love is the most potent.
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Scientific observation then has established that education is not what the teacher gives education is a natural process spontaneously carried out by the human individual, and is acquired not by listening to words but by experiences upon the environment.
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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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The children are now working as if I did not exist.
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Great tact and delicacy is necessary for the care of the mind of a child from three to six years, and an adult can have very little of it.
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The child who has felt a strong love for his surroundings and for all living creatures, who has discovered joy and enthusiasm in work, gives us reason to hope that humanity can develop in a new direction.
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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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Free choice is one of the highest of all the mental processes.
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No one who has ever done anything really great or successful has ever done it simply because he was attracted by what we call a 'reward' or by the fear of what we call a 'punishment.'
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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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The work of education is divided between the teacher and the environment.
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The goal of early childhood education should be to activate the child's own natural desire to learn.
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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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When children come into contact with nature, they reveal their strength.
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The observation of the way in which the children pass from the first disordered movements to those which are spontaneous and ordered -- this is the book of the teacher this is the book which must inspire her actions . . .
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in nature everything is transformed but nothing destroyed.
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The fundamental basis of education must always remain that one must act for oneself. That is clear. One must act for him or herself.
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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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In nature nothing creates itself and nothing destroys itself.
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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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