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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.

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
Likes
Control
Child
Freedom
Idea
Montessori
Ideas
Betray
Children
Developed
Powers

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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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He who is served is limited in his independence.
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The first essential for the child’s development is concentration. The child who concentrates is immensely happy.
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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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There is in the child a special kind of sensitivity which leads him to absorb everything about him, and it is this work of observing and absorbing that alone enables him to adapt himself to life
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The prize and punishments are incentives toward unnatural or forced effort, and, therefore we certainly cannot speak of the natural development of the child in connection with them.
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Preventing war is the work of politicians, establishing peace is the work of educationists.
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In the psychological realm of relationship between teacher and child, the teacher's part and its techniques are analogous to those of the valet they are to serve, and to serve well: to serve the spirit.
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Education today, in this particular social period, is assuming truly unlimited importance. And the increased emphasis on its practical value can be summed up in one sentence: education is the best weapon for peace.
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What advice can we give to new mothers? Their children need to work at an interesting occupation: they should not be helped unnecessarily, nor interrupted, once they have begun to do something intelligent.
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There are many things which no teacher can convey to a child of three, but a child of five can do it with ease.
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All human victories, all human progress, stand upon the inner force.
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The greatest source of discouragement is the conviction that one is unable to do something
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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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One test of the correctness of educational procedure is the happiness of the child.
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It is well to cultivate a friendly feeling towards error, to treat it as a companion inseparable from our lives, as something having a purpose, which it truly has.
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There should be music in the child's environment, just as there does exist in the child's environment spoken speech. In the social environment the child should be considered and music should be provided.
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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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Discipline must come through liberty.
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It is in the encounter of the maternal guiding instincts with the sensitive periods of the newly born that conscious love develops between parent and child.
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