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

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It is in the encounter of the maternal guiding instincts with the sensitive periods of the newly born that conscious love develops between parent and child.
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Our aim is not merely to make the child understand, and still less to force him to memorize, but so to touch his imagination as to enthuse him to his innermost core.
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The child’s parents are not his makers but his guardians.
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The greatest step forward in human evolution was made when society began to help the weak and the poor, instead of oppressing and despising them.
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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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It is easy to substitute our will for that of the child by means of suggestion or coercion but when we have done this we have robbed him of his greatest right, the right to construct his own personality.
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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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The hand is the prehensile organ of the mind.
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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 child seeks for independence by means of work an independence of body and mind.
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When children come into contact with nature, they reveal their strength.
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Within the child lies the fate of the future.
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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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As soon as children find something that interests them they lose their instability and learn to concentrate.
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Little children, from the moment in which they are weaned, are making their way toward independence.
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The child is an enigma… He has the highest potentialities, but we do not know what he will be.
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Nothing is created or destroyed in nature.
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It is necessary, then, to give the child the possibility of developing according to the laws of his nature, so that he can become strong, and, having become strong, can do even more than we dared hope for him.
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Education demands, then, only this: the utilization of the inner powers of the child for his own instruction.
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The ‘absorbent mind’ welcomes everything, puts its hope in everything, accepts poverty equally with wealth, adopts any religion and the prejudices and habits of its countrymen, incarnating all in itself. This is the child!
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