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The environment itself will teach the child, if every error he makes is manifest to him, without the intervention of a parent of teacher, who should remain a quiet observer of all that happens.

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
Makes
Errors
Happens
Remain
Without
Quiet
Children
Teacher
Observer
Every
Environment
Observers
Parent
Intervention
Teach
Manifest
Child
Error

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Scientific observation then has established that education is not what the teacher gives education is a natural process spontaneously carried out by the human individual, and is acquired not by listening to words but by experiences upon the environment.
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A new education from birth onwards must be built up. Education must be reconstructed and based on the law of nature and not on the preconceived notions and prejudices of adult society.
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The child is truly a miraculous being, and this should be felt deeply by the educator.
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Plainly, the environment must be a living one, directed by a higher intelligence, arranged by an adult who is prepared for his mission.
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Children must grow not only in the body but in the spirit, and the mother longs to follow the mysterious spiritual journey of the beloved one who to-morrow will be the intelligent, divine creation, man.
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Discipline must come through liberty.
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Education, as conceived today, is something separated both from biological and social life.
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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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Never help a child with a task at which he feels he can succeed.
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The work of education is divided between the teacher and the environment.
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He does it with his hands, by experience, first in play and then through work. The hands are the instruments of man's intelligence.
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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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The secret of good teaching is to regard the child's intelligence as a fertile field in which seeds may be sown, to grow under the heat of flaming imagination.
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We teachers can only help the work going on, as servants wait upon a master.
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At birth, the child leaves a person - his mother's womb - and this makes him independent of her bodily functions. The baby is next endowed with an urge, or need, to face the out world and to absorb it. We might say that he is born with 'the psychology of world conquest.' By absorbing what he finds about him, he forms his own personality.
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If the idea of the universe is presented to the child in the right way, it will do more for him than just arouse his interest, for it will create in him admiration and wonder, a feeling loftier than any interest and more satisfying.
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The child should live in an environment of beauty.
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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 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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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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