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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!

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
Wealth
Prejudices
Child
Habits
Religion
Puts
Hope
Equally
Incarnating
Everything
Prejudice
Adopts
Children
Habit
Welcomes
Mind
Poverty
Countrymen
Accepting
Accepts

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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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Adults have not understood children or adolescents and they are, as a consequence, in continual conflict with them.
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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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Whoever touches the life of the child touches the most sensitive point of a whole which has roots in the most distant past and climbs toward the infinite future.
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Since it is through movement that the will realises itself, we should assist a child in his attempts to put his will into act.
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Environment is undoubtedly a secondary factor in the phenomena of life it can modify in that it can help or hinder, but it can never create.
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The greatest triumph of our educational method should always be this: to bring about the spontaneous progress of the child.
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A child starts from nothing and advances alone. It is the child's reason about which the sensitive periods revolve. The reason provides the initial force and energy, and a child absorbs his first images to assist the reason and act on it.
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Free choice is one of the highest of all the mental processes.
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It is almost possible to say that there is a mathematical relationship between the beauty of his surroundings and the activity of the child he will make discoveries rather more voluntarily in a gracious setting than in an ugly one.
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There should be music in the child's environment, just as there does exist in the child's environment spoken speech. In the social environment the child should be considered and music should be provided.
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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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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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Beauty lies in harmony, not in contrast and harmony is refinement therefore, there must be a fineness of the senses if we are to appreciate harmony.
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The development of the child during the first three years after birth is unequaled in intensity and importance by any period that precedes or follows in the whole life of the child.
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The child is truly a miraculous being, and this should be felt deeply by the educator.
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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.
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No adult can bear a child’s burden or grow up in his stead.
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If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is little to be hoped from it in the bettering of man's future. For what is the use of transmitting knowledge if the individual's total development lags behind?
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The human hand allows the mind to reveal itself.
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