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The greatest source of discouragement is the conviction that one is unable to do something

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
Something
Discouragement
Unable
Conviction
Source
Greatest

More quotes by Maria Montessori

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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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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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The greatest step forward in human evolution was made when society began to help the weak and the poor, instead of oppressing and despising them.
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The hands are the instruments of man’s intelligence.
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Childhood constitutes the most important element in an adult's life, for it is in his early years that a man is made.
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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 first aim of the prepared environment is, as far as it is possible, to render the growing child independent of the adult.
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All human victories, all human progress, stand upon the inner force.
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The first duty of the educator, whether he is involved with the newborn infant or the older child, is to recognize the human personality of the young being and respect it.
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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 prize and punishments are incentives toward unnatural or forced effort, and, therefore we certainly cannot speak of the natural development of the child in connection with them.
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In nature nothing creates itself and nothing destroys itself.
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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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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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When we want to infuse new ideas, to modify or better the habits and customs of a people, to breathe new vigor into its national traits, we must use the children as our vehicle for little can be accomplished with adults.
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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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A humankind abandoned in its earlier formative stage becomes its own greatest threat to survival.
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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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Watching a child makes it obvious that the development of his mind comes through his movements.
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Education, as conceived today, is something separated both from biological and social life.
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