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Except when he has regressive tendencies, the child's nature is to aim directly and energetically at functional independence.

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
Nature
Functional
Children
Directly
Tendencies
Aim
Independence
Independent
Except
Regressive
Child
Energetically

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We must therefore turn to the child as to the key to the fate of our future life.
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No one can be free unless he is independent. Therefore, the first active manifestations of the child's individual liberty must be so guided that through this activity he may arrive at independence.
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It is not the child as a physical but as a psychic being that can provide a strong impetus to the betterment of mankind. It is the spirit of the child that can determine the course of human progress and lead it perhaps even to a higher form of civilization.
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When we want to infuse new ideas, to modify or better the habits and customs of a people, to breathe new vigor into its national traits, we must use the children as our vehicle for little can be accomplished with adults.
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He who is served is limited in his independence.
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Do not offer the child the content of the mind, but the order for that content.
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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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The child is essentially alien to this society of men and might express his position in the words of the Gospel: My kingdom is not of this world
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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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We teachers can only help the work going on, as servants wait upon a master.
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To consider the school as a place where instruction is given is one point of view. But, to consider the school as a preparation for life is another. In the latter case, the school must satisfy all the needs of life.
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The child is endowed with unknown powers, which can guide us to a radiant future. If what we really want is a new world, then education must take as its aim the development of these hidden possibilities.
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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 first aim of the prepared environment is, as far as it is possible, to render the growing child independent of the adult.
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in nature everything is transformed but nothing destroyed.
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The essential thing is to arouse such an interest that it engages the child’s whole personality.
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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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