A child in his earliest years, when he is only two or a little more, is capable of tremendous achievements simply through his unconscious power of absorption, though he is himself still immobile. After the age of three he is able to acquire a great number of concepts through his own efforts in exploring his surroundings. In this period he lays hold of things through his own activity and assimilates them into his mind.

Our aim is not merely to make the child understand, and still less to force him to memorize, but so to touch his imagination as to enthuse him to his innermost core.

Plainly, the environment must be a living one, directed by a higher intelligence, arranged by an adult who is prepared for his mission.

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 exercises of practical life are formative activities, a work of adaptation to the environment. Such adaptation to the environment and efficient functioning therein is the very essence of a useful education.

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.

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.