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Freedom in intellectual work is found to be the basis of internal discipline.

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
Internal
Basis
Bases
Discipline
Intellectual
Freedom
Found
Work
Internals

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Discipline must come through liberty.
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The hand is the prehensile organ of the mind.
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The principal agent is the object itself and not the instruction given by the teacher. It is the child who uses the objects it is the child who is active, and not the teacher.
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As soon as children find something that interests them they lose their instability and learn to concentrate.
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The child has a mind able to absorb knowledge. He has the power to teach himself.
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An interesting piece of work, freely chosen, which has the virtue of inducing concentration rather than fatigue, adds to the child's energies and mental capacities, and leads him to self-mastery.
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If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is little to be hoped from it in the bettering of man's future. For what is the use of transmitting knowledge if the individual's total development lags behind?
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Never help a child with a task that they feel they can complete themselves.
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The child is truly a miraculous being, and this should be felt deeply by the educator.
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The environment itself will teach the child, if every error he makes is manifest to him, without the intervention of a parent of teacher, who should remain a quiet observer of all that happens.
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Since it is through movement that the will realises itself, we should assist a child in his attempts to put his will into act.
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The development of the child during the first three years after birth is unequaled in intensity and importance by any period that precedes or follows in the whole life of the child.
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A vital force is active in every individual and leads it towards its own evolution.
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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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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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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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Within the child lies the fate of the future.
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