The ancient saying, "There is nothing in the intellect which was not first in some way in the senses," and senses being explorers of the world, opens the way to knowledge.

The observation of the way in which the children pass from the first disordered movements to those which are spontaneous and ordered -- this is the book of the teacher; this is the book which must inspire her actions . . .

Education today, in this particular social period, is assuming truly unlimited importance. And the increased emphasis on its practical value can be summed up in one sentence: education is the best weapon for peace.

No social problem is as universal as the oppression of the child

We shall walk together on this path of life, for all things are a part of the universe, and are connected with each other to form one whole unity. This idea helps the mind of the child to become fixed, to stop wandering in an aimless quest for knowledge. He is satisfied, having found the universal centre of himself with all things.

Today, however, those things which occupy us in the field of education are the interests of humanity at large and of civilization, and before such great forces we can recognize only one country-the entire world.

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.