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The unknown energy that can help humanity is that which lies hidden in 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
Children
Unknown
Lies
Humanity
Child
Lying
Help
Energy
Montessori
Helping
Hidden

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The first essential for the child’s development is concentration. The child who concentrates is immensely happy.
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Solicitous care for living things affords satisfaction to one of the most lively instincts of the child's mind. Nothing is better calculated than this to awaken an attitude of foresight.
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Any child who is self-sufficient, who can tie his shoes, dress or undress himself, reflects in his joy and sense of achievement the image of human dignity which is derived from a sense of independence.
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The hands are the instruments of man’s intelligence.
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The child has other powers than ours, and the creation he achieves is no small one it is everything.
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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 child who has felt a strong love for his surroundings and for all living creatures, who has discovered joy and enthusiasm in work, gives us reason to hope that humanity can develop in a new direction.
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First the education of the senses, then the education of the intellect.
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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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An interesting piece of work, freely chosen, which has the virtue of inducing concentration rather than fatigue, adds to the child's energies and mental capacities, and leads him to self-mastery.
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Movement, or physical activity, is thus an essential factor in intellectual growth, which depends upon the impressions received from outside. Through movement we come in contact with external reality, and it is through these contacts that we eventually acquire even abstract ideas.
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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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It is well to cultivate a friendly feeling towards error, to treat it as a companion inseparable from our lives, as something having a purpose, which it truly has.
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Watching a child makes it obvious that the development of his mind comes through his movements.
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The hand is the prehensile organ of the mind.
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It is true that we cannot make a genius. We can only give to teach child the chance to fulfil his potential possibilities.
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Freedom in intellectual work is found to be the basis of internal discipline.
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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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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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The greatest triumph of our educational method should always be this: to bring about the spontaneous progress of the child.
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