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How often is the soul of man - especially in childhood - deprived because he is not allowed to come in contact with nature.

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
Come
Deprived
Men
Contact
Allowed
Childhood
Especially
Often
Nature
Soul

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Freedom in intellectual work is found to be the basis of internal discipline.
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Watching a child makes it obvious that the development of his mind comes through his movements.
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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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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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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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The child is endowed with unknown powers, which can guide us to a radiant future. If what we really want is a new world, then education must take as its aim the development of these hidden possibilities.
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The teacher must derive not only the capacity, but the desire, to observe natural phenomena. The teacher must understand and feel her position of observer: the activity must lie in the phenomenon.
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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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A teacher, therefore, who would think that he could prepare himself for his mission through study alone would be mistaken. The first thing required of a teacher is that he be rightly disposed for his task.
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The hand is the prehensile organ of the mind.
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When dealing with children there is greater need for observing than of probing
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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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When we want to infuse new ideas, to modify or better the habits and customs of a people, to breathe new vigor into its national traits, we must use the children as our vehicle for little can be accomplished with adults.
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It follows that at the beginning of his life the individual can accomplish wonders without effort and quite unconsciously.
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An educational method that shall have liberty as its basis must intervene to help the child to a conquest of liberty. That is to say, his training must be such as shall help him to diminish as much as possible the social bonds which limit his activity.
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There is no description, no image in any book that is capable of replacing the sight of real trees, and all of the life to be found around them in a real forest.
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Education must start from birth.
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A humankind abandoned in its earlier formative stage becomes its own greatest threat to survival.
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The child’s parents are not his makers but his guardians.
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