When mental development is under discussion, there are many who say, 'How does movement come into it? We are talking about the mind.' And when we think of intellectual activity, we always imagine people sitting still, motionless. But mental development must be connected with movement and be dependent on it. It is vital that educational theory and practice should be informed by that idea.

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.

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.

Children are not only sensitive to silence, but also to a voice which calls them ... Out of that silence.

Free the child's potential, and you will transform him into the world.

The role of education is to interest the child profoundly in an external activity to which he will give all his potential

The unknown energy that can help humanity is that which lies hidden in the child.