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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.

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
Seems
False
Great
Intellectual
Time
Deal
World
Deals
Small
Force
Lost
Nihilism
Truth
Insignificant

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First the education of the senses, then the education of the intellect.
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To consider the school as a place where instruction is given is one point of view. But, to consider the school as a preparation for life is another. In the latter case, the school must satisfy all the needs of life.
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There is in the child a special kind of sensitivity which leads him to absorb everything about him, and it is this work of observing and absorbing that alone enables him to adapt himself to life
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Discipline must come through liberty.
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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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It is easy to substitute our will for that of the child by means of suggestion or coercion but when we have done this we have robbed him of his greatest right, the right to construct his own personality.
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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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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 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.
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As soon as children find something that interests them they lose their instability and learn to concentrate.
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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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No one can be free unless he is independent.
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Knowing what we must do is neither fundamental nor difficult, but to comprehend which presumptions and vain prejudices we must rid ourselves of in order to be able to educate our children is most difficult.
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The real preparation for education is the study of one's self.
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Only when the child is able to identify its own center with the center of the universe does education really begin.
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One test of the correctness of educational procedure is the happiness of the child.
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How often is the soul of man - especially in childhood - deprived because he is not allowed to come in contact with nature.
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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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The teacher must derive not only the capacity, but the desire, to observe natural phenomena. The teacher must understand and feel her position of observer: the activity must lie in the phenomenon.
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The whole of mankind is one and only one, one race, one class and one society.
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