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How often is the soul of man - especially in childhood - deprived because he is not allowed to come in contact with nature.

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
Nature
Soul
Come
Deprived
Men
Contact
Allowed
Childhood
Especially
Often

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No one who has ever done anything really great or successful has ever done it simply because he was attracted by what we call a 'reward' or by the fear of what we call a 'punishment.'
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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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It is well to cultivate a friendly feeling towards error, to treat it as a companion inseparable from our lives, as something having a purpose, which it truly has.
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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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Do not offer the child the content of the mind, but the order for that content.
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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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What is a scientist?... We give the name scientist to the type of man who has felt experiment to be a means guiding him to search out the deep truth of life, to lift a veil from its fascinating secrets, and who, in this pursuit, has felt arising within him a love for the mysteries of nature, so passionate as to annihilate the thought of himself.
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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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Except when he has regressive tendencies, the child's nature is to aim directly and energetically at functional independence.
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The child has a mind able to absorb knowledge. He has the power to teach himself.
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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 child endures all things.
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The child is truly a miraculous being, and this should be felt deeply by the educator.
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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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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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No one can be free unless he is independent.
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