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Children display a universal love of mathematics, which is par excellence the science of precision, order, and intelligence.

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
Mathematics
Intelligence
Universal
Science
Order
Precision
Children
Display
Love
Excellence

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Growth and psychic development are therefore guided by: the absorbent mind, the nebulae and the sensitive periods, with their respective mechanisms. It is these that are hereditary and characteristic of the human species. But the promise they hold can only be fulfilled through the experience of free activity conducted in the environment.
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The adult works to improve his environment while the child works to improve himself.
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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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The child seeks for independence by means of work an independence of body and mind.
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Education must start from birth.
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The senses, being the explorers of the world, open the way to knowledge.
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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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Preventing war is the work of politicians, establishing peace is the work of educationists.
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He who is served is limited in his independence.
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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 land is where our roots are. The children must be taught to feel and live in harmony with the Earth.
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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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The child has a mind able to absorb knowledge. He has the power to teach himself.
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No one who has ever done anything really great or successful has ever done it simply because he was attracted by what we call a 'reward' or by the fear of what we call a 'punishment.'
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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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Except when he has regressive tendencies, the child's nature is to aim directly and energetically at functional independence.
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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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A child's character develops in accordance with the obstacles he has encountered... or the freedom favoring his development that he has enjoyed.
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Our aim is not merely to make the child understand, and still less to force him to memorize, but so to touch his imagination as to enthuse him to his innermost core.
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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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