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Freedom in intellectual work is found to be the basis of internal discipline.

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
Internals
Work
Internal
Basis
Bases
Discipline
Intellectual
Freedom
Found

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If children are allowed free development and given occupation to correspond with their unfolding minds their natural goodness will shine forth.
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The child is essentially alien to this society of men and might express his position in the words of the Gospel: My kingdom is not of this world
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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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A teacher, therefore, who would think that he could prepare himself for his mission through study alone would be mistaken. The first thing required of a teacher is that he be rightly disposed for his task.
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It is necessary, then, to give the child the possibility of developing according to the laws of his nature, so that he can become strong, and, having become strong, can do even more than we dared hope for him.
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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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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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When children come into contact with nature, they reveal their strength.
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There is no description, no image in any book that is capable of replacing the sight of real trees, and all of the life to be found around them in a real forest.
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Watching a child makes it obvious that the development of his mind comes through his movements.
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Social grace, inner discipline and joy. These are the birthright of the human being who has been allowed to develop essential human qualities.
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The essential thing is to arouse such an interest that it engages the child’s whole personality.
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No one can be free unless he is independent.
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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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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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One test of the correctness of educational procedure is the happiness of the child.
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Little children, from the moment in which they are weaned, are making their way toward independence.
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The needs of mankind are universal. Our means of meeting them create the richness and diversity of the planet. The Montessori child should come to relish the texture of that diversity.
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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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Only practical work and experience lead the young to maturity.
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