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There are many things which no teacher can convey to a child of three, but a child of five can do it with ease.

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
Many
Children
Things
Convey
Ease
Teacher
Child
Five
Three

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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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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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It is not in human nature for all men to tread the same path of development, as animals do of a single species.
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Children display a universal love of mathematics, which is par excellence the science of precision, order, and intelligence.
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There can be no substitute for work, neither affection nor physical well-being can replace it.
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To give a child liberty is not to abandon him to himself.
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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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My vision of the future is no longer of people taking exams and proceeding from secondary school to University but of passing from one stage of independence to a higher, by means of their own activity and effort of will.
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Education should no longer be most imparting of knowledge, but must take a new path, seeking the release of human potentialities.
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To assist a child we must provide him with an environment which will enable him to develop freely.
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Never help a child with a task that they feel they can complete themselves.
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A humankind abandoned in its earlier formative stage becomes its own greatest threat to survival.
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A vital force is active in every individual and leads it towards its own evolution.
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Concentration is the key that opens up to the child the latent treasures within him.
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Watching a child makes it obvious that the development of his mind comes through his movements.
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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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One of the great problems facing men is their failure to realize the fact that a child possesses an active psychic life even when he cannot manifest it, and that the child must secretly perfect this inner life over a long period of time.
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Education should therefore include the two forms of work, manual and intellectual, for the same person, and thus make it understood by practical experience that these two kinds complete each other and are equally essential to a civilized existence.
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If the idea of the universe is presented to the child in the right way, it will do more for him than just arouse his interest, for it will create in him admiration and wonder, a feeling loftier than any interest and more satisfying.
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The adult works to improve his environment while the child works to improve himself.
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