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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.

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
Objects
Pedagogy
Teaching
Agent
Teacher
Principal
Child
Instruction
Use
Uses
Given
Agents
Children
Object
Active
Epistemology

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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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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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The real preparation for education is the study of one's self.
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Scientific observation then has established that education is not what the teacher gives education is a natural process spontaneously carried out by the human individual, and is acquired not by listening to words but by experiences upon the environment.
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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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Human dignity ... is derived from a sense of independence.
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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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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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Of all things love is the most potent.
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Our care of the child should be governed, not by the desire to make him learn things, but by the endeavor always to keep burning within him that light which is called intelligence.
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The whole of mankind is one and only one, one race, one class and one society.
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If we can, when we have established individual discipline, arrange the children, sending each one to his own place, in order, trying to make them understand the idea that thus placed they look well, and that it is a good thing to be placed in order . . .
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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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No social problem is as universal as the oppression of the child
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Great tact and delicacy is necessary for the care of the mind of a child from three to six years, and an adult can have very little of it.
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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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The land is where our roots are. The children must be taught to feel and live in harmony with the Earth.
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Concentration is the key that opens up to the child the latent treasures within him.
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The child is the spiritual builder of mankind, and obstacles to his free development are the stones in the wall by which the soul of man has become imprisoned.
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If I am going up a ladder, and a dog begins to bite at my ankles, I can do one of two things - either turn round and kick out at the it, or simply go on up the ladder. I prefer to go up the ladder!
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