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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
Conflict
Understood
Children
Montessori
Adolescents
Continual
Consequence
Adults

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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 development of the mind comes through movement
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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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The greatest step forward in human evolution was made when society began to help the weak and the poor, instead of oppressing and despising them.
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What advice can we give to new mothers? Their children need to work at an interesting occupation: they should not be helped unnecessarily, nor interrupted, once they have begun to do something intelligent.
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Every great cause is born from repeated failures and from imperfect achievements.
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The child has other powers than ours, and the creation he achieves is no small one it is everything.
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The whole of mankind is one and only one, one race, one class and one society.
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Childhood constitutes the most important element in an adult's life, for it is in his early years that a man is made.
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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 children are now working as if I did not exist.
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To teach details is to bring confusion to establish the relationship between things is to bring knowledge.
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When we want to infuse new ideas, to modify or better the habits and customs of a people, to breathe new vigor into its national traits, we must use the children as our vehicle for little can be accomplished with adults.
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As soon as children find something that interests them they lose their instability and learn to concentrate.
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The child becomes a person through work.
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If a child finds no stimuli for the activities which would contribute to his development, he is attracted simply to 'things' and desires to posses them.
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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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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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Social grace, inner discipline and joy. These are the birthright of the human being who has been allowed to develop essential human qualities.
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The most important period of life is not the age of university studies, but the first one, the period from birth to the age of six.
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