He does it with his hands, by experience, first in play and then through work. The hands are the instruments of man's intelligence.

We must help the child to act for himself, will for himself, think for himself; this is the art of those who aspire to serve the spirit.

Praise, help, or even a look, may be enough to interrupt him, or destroy the activity. It seems a strange thing to say, but this can happen even if the child merely becomes aware of being watched. After all, we too sometimes feel unable to go on working if someone comes to see what we are doing. The great principle which brings success to the teacher is this: as soon as concentration has begun, act as if the child does not exist. Naturally, one can see what he is doing with a quick glance, but without his being aware of it.

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.

Work is necessary; it can be nothing less than a passion; a person is happy in accomplishment.

The child, in fact, once he feels sure of himself, will no longer seek the approval of authority after every step.

A child needs freedom within limits.