The needs of mankind are universal. Our means of meeting them create the richness and diversity of the planet. The Montessori child should come to relish the texture of that diversity.

But if for the physical life it is necessary to have the child exposed to the vivifying forces of nature, it is also necessary for his psychical life to place the soul of the child in contact with creation.

One test of the correctness of educational procedure is the happiness of the child.

To aid life, leaving it free, however, that is the basic task of the educator.

Conventions which camouflage a man's true feelings are a spiritual lie which help him adapt himself to the organized deviations of society.

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.

Since it is through movement that the will realises itself, we should assist a child in his attempts to put his will into act.