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One test of the correctness of educational procedure is the happiness of the child.

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
Educational
Test
Tests
Education
Montessori
Child
Procedure
Happiness
Correctness
Children
Procedures
Literacy

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It is true that we cannot make a genius. We can only give to teach child the chance to fulfil his potential possibilities.
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A man is not what he is because of the teachers he has had, but because of what he has done
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We must help the child to act for himself, will for himself, think for himself this is the art of those who aspire to serve the spirit.
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Nothing is created or destroyed in nature.
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There can be no substitute for work, neither affection nor physical well-being can replace it.
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Social grace, inner discipline and joy. These are the birthright of the human being who has been allowed to develop essential human qualities.
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The instructions of the teacher consist then merely in a hint, a touch-enough to give a start to the child. The rest develops of itself.
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No adult can bear a child’s burden or grow up in his stead.
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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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Whoever touches the life of the child touches the most sensitive point of a whole which has roots in the most distant past and climbs toward the infinite future.
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The most important period of life is not the age of university studies, but the first one, the period from birth to the age of six.
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The social rights of children must be recognized so that a world suited to their needs may be constructed for them. The greatest crime that society commits is that of wasting the money which it should use for children on things that will destroy them and society itself as well.
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If a child finds no stimuli for the activities which would contribute to his development, he is attracted simply to 'things' and desires to posses them.
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In the psychological realm of relationship between teacher and child, the teacher's part and its techniques are analogous to those of the valet they are to serve, and to serve well: to serve the spirit.
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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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Our care of the child should be governed, not by the desire to make him learn things, but by the endeavor always to keep burning within him that light which is called intelligence.
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The children are now working as if I did not exist.
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The child seeks for independence by means of work an independence of body and mind.
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The whole of mankind is one and only one, one race, one class and one society.
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A great deal of time and intellectual force are lost in the world, because the false seems great and the truth so small and insignificant.
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