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It follows that at the beginning of his life the individual can accomplish wonders without effort and quite unconsciously.

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
Accomplish
Beginning
Quite
Wonder
Effort
Individual
Unconsciously
Without
Wonders
Life
Follows

More quotes by Maria Montessori

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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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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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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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All our handling of the child will bear fruit, not only at the moment, but in the adult they are destined to become.
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Only practical work and experience lead the young to maturity.
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The child becomes a person through work.
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The observation of the way in which the children pass from the first disordered movements to those which are spontaneous and ordered -- this is the book of the teacher this is the book which must inspire her actions . . .
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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 teacher's task is not a small easy one! She has to prepare a huge amount of knowledge to satisfy the child's mental hunger. She is not like the ordinary teacher, limited by a syllabus. The needs of the child are clearly more difficult to answer.
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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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The first idea that the child must acquire, in order to be actively disciplined, is that of the difference between good and evil.
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An educational method that shall have liberty as its basis must intervene to help the child to a conquest of liberty. That is to say, his training must be such as shall help him to diminish as much as possible the social bonds which limit his activity.
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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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One test of the correctness of educational procedure is the happiness of the child.
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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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Children are not only sensitive to silence, but also to a voice which calls them ... Out of that silence.
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Joy is the evidence of inner growth.
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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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The unknown energy that can help humanity is that which lies hidden in the child.
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The child has a mind able to absorb knowledge. He has the power to teach himself.
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