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Do not offer the child the content of the mind, but the order for that content.

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
Mind
Offer
Content
Offers
Child
Order
Children

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There can be no substitute for work, neither affection nor physical well-being can replace it.
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When dealing with children there is greater need for observing than of probing
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The objects in our system are instead a help to the child himself, he chooses what he wants for his own use, and works with it according to his own needs, tendencies and special interests. In this way, the objects become a means of growth.
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Only practical work and experience lead the young to maturity.
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When children come into contact with nature, they reveal their strength.
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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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Growth comes from activity, not from intellectual understanding.
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Education, as conceived today, is something separated both from biological and social life.
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Within the child lies the fate of the future. Whoever wishes to confer some benefit on society must preserve him from deviations and observe his natural ways of acting. A child is mysterious and powerful and contains within himself the secret of human nature.
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The principal agent is the object itself and not the instruction given by the teacher. It is the child who uses the objects it is the child who is active, and not the teacher.
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It is in the encounter of the maternal guiding instincts with the sensitive periods of the newly born that conscious love develops between parent and child.
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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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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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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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What we need is a world full of miracles, like the miracle of seeing the young child seeking work and independence, and manifesting a wealth of enthusiasm and love.
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The real preparation for education is a study of one's self. The training of the teacher...is something far more than a learning of ideas. It includes the training of character it is a preparation of the spirit.
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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 are many who hold, as I do, that the most important part of life is not the age of university studies, but the first one, the period from birth to the age of six. For that is the time when a man's intelligence itself, his greatest implement, is being formed. But not only his intelligence the full totality of his psychic powers.
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We must support as much as possible the child's desires for activity not wait on him, but educate him to be independent.
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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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