Environment is undoubtedly a secondary factor in the phenomena of life; it can modify in that it can help or hinder, but it can never create.

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.

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.

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.

The activity of the child has always been looked upon as an expression of his vitality.

There is no description, no image in any book that is capable of replacing the sight of real trees, and all of the life to be found around them in a real forest.

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