...we discovered that education is not something which the teacher does, but that it is a natural process which develops spontaneously in the human being. It is not acquired by listening to words, but in virtue of experiences in which the child acts on his environment. The teacher's task is not to talk, but to prepare and arrange a series of motives for cultural activity in a special environment made for the child.

There is a great sense of community within the Montessori classroom, where children of differing ages work together in an atmosphere of cooperation rather than competitiveness. There is respect for the environment and for the individuals within it, which comes through experience of freedom within the community.

The child becomes a person through work.

Children have an anxious concern for living beings, and the satisfaction of this instinct fills them with delight. It is therefore easy to interest them in taking care of plants and especially of animals. Nothing awakens foresight in a small child such as this. When he knows that animals have need of him, that little plants will dry up if he does not water them, he binds together with a new thread of love today's passing moments with those of the morrow.

If children are allowed free development and given occupation to correspond with their unfolding minds their natural goodness will shine forth.

Deceit is a kind of garment that conceals the soul. It might even be compared to a whole wardrobe, so many are its guises.

It is necessary for the teacher to guide the child without letting him feel her presence too much, so that she may always be ready to supply the desired help, but may never be the obstacle between the child and his experience.