# data[].attributes.body
The educator must be mindful of the environment, keep the materials in perfect order, establish a fixed place, be careful to be cared for and cared for;
The need to initiate children in the use of material in order to become a tool of development and refinement and not a useless toy, as it could become if it had not been used for the purpose it is intended for (this condition is met, the materials remain exposed to "free choice" and are placed around the room on accessible shelves or in small and simple wardrobes, out of reach of children who use them as they think fit, according to each other's "inner demand";
The educator carefully follows their choices and the way they use it and intervenes whenever he sees the child discouraged or needs to be counseled;
Exact knowledge of the material must exist as a photograph in the mind of the educator, and also the average correspondence between objects and the age of the child must always be clear.

# data[].attributes.body
The most important objects of the environment are those suitable for the systematic exercises of senses and intelligence, with a harmonious collaboration of the child's entire psychic and motoric personality and which slowly lead him to the conquest with exuberance and intense energy of the toughest fundamentals of culture: writing, reading and reckoning.

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The great problem of education therefore arises in respect for the personality of the child and to let it go free spontaneous, instead of dominating and repressing it.
The solution, on the other hand, is in a positive construction, which can be stated as follows: In order to achieve the freedom of the child we must organize an environment according to its development.

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The Montessori method broke away from the old traditions

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The Montessori method broke away from the old traditions

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He abolished the bank so that the student does not need to stand still listening to the teacher's lessons.
He abolished the chair because the teacher does not have to do the collective lessons required in common methods.
It allowed the child to act according to his natural tendencies, without any predetermined obligation or program, and without the preconceived pedagogical ideas based on the principles "established by inheritance" in the old scholastic concepts
He gave the children's free activity the things outside that he could act on.
Classes have been turned into small and real. Children's homes, furnished with objects matched with the stature and strength of beings they need to accommodate: chairs, small sinks and tiny toilets, mats, cupboards, pots and tablecloths.