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

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First the education of the senses, then the education of the intellect.
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If children are allowed free development and given occupation to correspond with their unfolding minds their natural goodness will shine forth.
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Concentration is the key that opens up to the child the latent treasures within him.
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The teacher, when she begins work in our schools, must have a kind of faith that the child will reveal himself through work.
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He who is served is limited in his independence.
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The child is truly a miraculous being, and this should be felt deeply by the educator.
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A vital force is active in every individual and leads it towards its own evolution.
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One test of the correctness of educational procedure is the happiness of the child.
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What we need is a world full of miracles, like the miracle of seeing the young child seeking work and independence, and manifesting a wealth of enthusiasm and love.
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Education, as conceived today, is something separated both from biological and social life.
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The concept of an education centered upon the care of the living being alters all previous ideas. Resting no longer on a curriculum, or a timetable, education must conform to the facts of human life.
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The human hand allows the mind to reveal itself.
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Education should therefore include the two forms of work, manual and intellectual, for the same person, and thus make it understood by practical experience that these two kinds complete each other and are equally essential to a civilized existence.
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Children display a universal love of mathematics, which is par excellence the science of precision, order, and intelligence.
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The senses, being the explorers of the world, open the way to knowledge.
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It is almost possible to say that there is a mathematical relationship between the beauty of his surroundings and the activity of the child he will make discoveries rather more voluntarily in a gracious setting than in an ugly one.
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If I am going up a ladder, and a dog begins to bite at my ankles, I can do one of two things - either turn round and kick out at the it, or simply go on up the ladder. I prefer to go up the ladder!
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The needs of mankind are universal. Our means of meeting them create the richness and diversity of the planet. The Montessori child should come to relish the texture of that diversity.
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