Every one in the world ought to do the things for which he is specially adapted. It is the part of wisdom to recognize what each one of us is best fitted for, and it is the part of education to perfect and utilize such predispositions. Because education can direct and aid nature but can never transform her.
We cannot create observers by saying ‘observe’, but by giving them the power and the means for this observation and these means are procured through education of the senses.
How can any one paint who cannot grade colors? How can any one write poetry who has not learnt to hear and see?
It would be so simple to allow children, when tired of sitting, to rise, and when tired of writing, to desist, and then their bones would not be twisted.
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.
It is not true that I invented what is called the Montessori Method… I have studied the child; I have taken what the child has given me and expressed it, and that is what is called the Montessori Method.
Personal health is related to self-control and to the worship of life in all its natural beauty – self-control bringing with it happiness, renewed youth, and long life.
The person who is developing freely and naturally arrives at a spiritual equilibrium in which he is master of his actions, just as one who has acquired physical poise can move freely.
The adolescent must never be treated as a child, for that is a stage of life that he has surpassed. It is better to treat an adolescent as if he had greater value than he actually shows than as if he had less and let him feel that his merits and self-respect are disregarded.
To aid life, leaving it free, however, that is the basic task of the educator.