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Adults have not understood children or adolescents and they are, as a consequence, in continual conflict with them.

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
Children
Montessori
Adolescents
Continual
Consequence
Adults
Conflict
Understood

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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.
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Only when the child is able to identify its own center with the center of the universe does education really begin.
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in nature everything is transformed but nothing destroyed.
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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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The teacher's task is not a small easy one! She has to prepare a huge amount of knowledge to satisfy the child's mental hunger. She is not like the ordinary teacher, limited by a syllabus. The needs of the child are clearly more difficult to answer.
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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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No one can be free unless he is independent.
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It follows that at the beginning of his life the individual can accomplish wonders without effort and quite unconsciously.
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The whole of mankind is one and only one, one race, one class and one society.
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An educational method that shall have liberty as its basis must intervene to help the child to a conquest of liberty. That is to say, his training must be such as shall help him to diminish as much as possible the social bonds which limit his activity.
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The development of the mind comes through movement
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It is easy to substitute our will for that of the child by means of suggestion or coercion but when we have done this we have robbed him of his greatest right, the right to construct his own personality.
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He who is served is limited in his independence.
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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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When children come into contact with nature, they reveal their strength.
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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.
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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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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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Joy is the evidence of inner growth.
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Order is not goodness but perhaps it is the indispensable road to arrive at it.
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