The environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences.

If we really want children to grow into independent and resourceful adults, we should stop pouring their milk as soon as they have learned to pour it themselves and stop fastening their buttons as soon as they can fasten them without help.

When the child goes out, it is the world itself that offers itself to him. Let us take the child out to show him real things instead of making objects which represent ideas and closing them up in cupboards.

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.

Our goal is not so much the imparting of knowledge as the unveiling and developing of spiritual energy.

We discovered that education is not something which the teacher does, but that it is a natural process which develops spontaneously in the human being.

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