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Let us treat them [children], therefore, with all the kindness which we would wish to help to develop in them.

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
Help
Wish
Helping
Children
Treat
Would
Treats
Develop
Kindness
Therefore

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The goal of early childhood education should be to activate the child's own natural desire to learn.
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One test of the correctness of educational procedure is the happiness of the child.
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Discipline must come through liberty. . . . We do not consider an individual disciplined only when he has been rendered as artificially silent as a mute and as immovable as a paralytic. He is an individual annihilated, not disciplined.
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Do not offer the child the content of the mind, but the order for that content.
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The concept of an education centered upon the care of the living being alters all previous ideas. Resting no longer on a curriculum, or a timetable, education must conform to the facts of human life.
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We are the sowers - our children are those who reap. We labor so that future generations will be better and nobler than we are.
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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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Little children, from the moment in which they are weaned, are making their way toward independence.
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Discipline must come through liberty.
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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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We teachers can only help the work going on, as servants wait upon a master.
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But if for the physical life it is necessary to have the child exposed to the vivifying forces of nature, it is also necessary for his psychical life to place the soul of the child in contact with creation.
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Never help a child with a task that they feel they can complete themselves.
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The fundamental basis of education must always remain that one must act for oneself. That is clear. One must act for him or herself.
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When children come into contact with nature, they reveal their strength.
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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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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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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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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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The child is much more spiritually elevated than is usually supposed. He often suffers, not from too much work, but from work that is unworthy of him.
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