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The child is an enigma… He has the highest potentialities, but we do not know what he will be.

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
Child
Children
Potentialities
Enigma
Highest

More quotes by Maria Montessori

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Happiness is not the whole aim of education. A man must be independent in his powers and character able to work and assert his mastery over all that depends on him.
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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 development of the mind comes through movement
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Education, as conceived today, is something separated both from biological and social life.
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Great tact and delicacy is necessary for the care of the mind of a child from three to six years, and an adult can have very little of it.
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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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No one can be free unless he is independent.
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The development of the child during the first three years after birth is unequaled in intensity and importance by any period that precedes or follows in the whole life of the child.
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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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A child starts from nothing and advances alone. It is the child's reason about which the sensitive periods revolve. The reason provides the initial force and energy, and a child absorbs his first images to assist the reason and act on it.
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When children come into contact with nature, they reveal their strength.
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Concentration is the key that opens up to the child the latent treasures within him.
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The child becomes a person through work.
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The child has a different relation to his environment from ours... the child absorbs it. The things he sees are not just remembered they form part of his soul. He incarnates in himself all in the world about him that his eyes see and his ears hear.
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If we can, when we have established individual discipline, arrange the children, sending each one to his own place, in order, trying to make them understand the idea that thus placed they look well, and that it is a good thing to be placed in order . . .
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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 objects in our system are instead a help to the child himself, he chooses what he wants for his own use, and works with it according to his own needs, tendencies and special interests. In this way, the objects become a means of growth.
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in nature everything is transformed but nothing destroyed.
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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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There is no description, no image in any book that is capable of replacing the sight of real trees, and all of the life to be found around them in a real forest.
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