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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.

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
Child
Connection
Natural
Punishment
Connections
Speak
Toward
Punishments
Cannot
Certainly
Incentives
Children
Therefore
Unnatural
Development
Prize
Effort
Forced

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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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Environment is undoubtedly a secondary factor in the phenomena of life it can modify in that it can help or hinder, but it can never create.
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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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The child has a different relation to his environment from ours... the child absorbs it. The things he sees are not just remembered they form part of his soul. He incarnates in himself all in the world about him that his eyes see and his ears hear.
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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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What is a scientist?... We give the name scientist to the type of man who has felt experiment to be a means guiding him to search out the deep truth of life, to lift a veil from its fascinating secrets, and who, in this pursuit, has felt arising within him a love for the mysteries of nature, so passionate as to annihilate the thought of himself.
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It is easy to substitute our will for that of the child by means of suggestion or coercion but when we have done this we have robbed him of his greatest right, the right to construct his own personality.
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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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First the education of the senses, then the education of the intellect.
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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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A vital force is active in every individual and leads it towards its own evolution.
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Whoever touches the life of the child touches the most sensitive point of a whole which has roots in the most distant past and climbs toward the infinite future.
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The real preparation for education is a study of one's self. The training of the teacher...is something far more than a learning of ideas. It includes the training of character it is a preparation of the spirit.
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The objects in our system are instead a help to the child himself, he chooses what he wants for his own use, and works with it according to his own needs, tendencies and special interests. In this way, the objects become a means of growth.
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It is true that we cannot make a genius. We can only give to teach child the chance to fulfil his potential possibilities.
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Only when the child is able to identify its own center with the center of the universe does education really begin.
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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 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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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 child endures all things.
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