The "Montessori method" developed from the work of Dr. Maria Montessori in the early 1900's, from her efforts to scientifically study the child's true nature. She observed children free to engage in activities of their own choice in a well-ordered physical environment. In 1907, she discovered that young children under these circumstances return to a normal state of being in harmony with their entire environment. She observed that these "normalized" children show such qualities as spontaneous self-discipline, love of order and concentrated attention and interest to intellectual activity.

Montessori teaching today aims to duplicate the first environment of Dr. Montessori, by following such laws of nature as:

• Observation
• Individual Liberty
• Preparation of the Environment

These three Montessori principles guide the teacher to "control the environment, not the child"; to look at the child as an "unknown entity" and allow his/her true nature to freely emerge. Montessori teaching is therefore a way of being committed to these three fundamental laws of nature. This special way of being allows the child to freely emerge according to his/her own true nature; his/her"normalized" being. Montessori teacher education is an "inner preparation" to become aware of these principles so that they can be put into practice with children. The idea of "control the environment, not the child" must be employed, and this requires a particular care in controlling one's own "personality"....