The teacher must derive not only the capacity, but the desire, to observe natural phenomena. The teacher must understand and feel her position of observer: the activity must lie in the phenomenon.

The task of the educator lies in seeing that the child does not confound good with immobility and evil with activity.

If help and salvation are to come, they can only come from the children, for the children are the makers of men.

We teachers can only help the work going on, as servants wait upon a master.

Never help a child with a task at which he feels he can succeed.

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

The only language men ever speak perfectly is the one they learn in babyhood, when no one can teach them anything!

The greatest sign of success for a teacher... is to be able to say, "The children are now working as if I did not exist."

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

The teacher must derive not only the capacity, but the desire, to observe natural phenomena. The teacher must understand and feel her position of observer: the activity must lie in the phenomenon.

If an educational act is to be efficacious, it will be only that one which tends to help toward the complete unfolding of life. To be thus helpful it is necessary rigorously to avoid the arrest of spontaneous movements and the imposition of arbitrary tasks.

We cannot create observers by saying 'observe,' but by giving them the power and the means for this observation and these means are procured through education of the senses.

If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is little to be hoped from it in the bettering of man's future. For what is the use of transmitting knowledge if the individual's total development lags behind?

The first idea the child must acquire is that of the difference between good and evil.

Establishing lasting peace is the work of education; all politics can do is keep us out of war.

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

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.

We especially need imagination in science. It is not all mathematics, nor all logic, but it is somewhat beauty and poetry.

All the movements of our body are not merely those dictated by impulse or weariness; they are the correct expression of what we consider decorous. Without impulses, we could take no part in social life; on the other hand, without inhibitions, we could not correct, direct, and utilize our impulses.

All work is noble; the only ignoble thing is to live without working. There is need to realize the value of work in all its forms whether manual or intellectual, to be called 'mate,' to have sympathetic understanding of all forms of activity.

At three years of age, the child has already laid the foundations of the human personality and needs the special help of education in the school. The acquisitions he has made are such that we can say the child who enters school at three is an old man.

Books are mute as far as sound is concerned. It follows that reading aloud is a combination of two distinct operations, of two 'languages.' It is something far more complex than speaking and reading taken separately by themselves.

Early childhood education is the key to the betterment of society.

Education is a work of self-organization by which man adapts himself to the conditions of life.

Every one in the world ought to do the things for which he is specially adapted. It is the part of wisdom to recognize what each one of us is best fitted for, and it is the part of education to perfect and utilize such predispositions. Because education can direct and aid nature but can never transform her.

How can any one paint who cannot grade colors? How can any one write poetry who has not learnt to hear and see?

I have for many years interested myself in the study of children from three years upwards. Many have urged me to continue my studies on the same lines with older children. But what I have felt to be most vital is the need for more careful and particularized study of the tiny child.

If education is protection to life, you will realize that it is necessary that education accompany life during its whole course.

If intelligence is the triumph of life, the spoken word is the marvellous means by which this intelligence is manifested.

If the whole of mankind is to be united into one brotherhood, all obstacles must be removed so that men, all over the surface of the globe, should be as children playing in a garden.

In the first three years of life, the foundations of physical and also of psychic health are laid. In these years, the child not only increases in size but passes through great transformations. This is the age in which language and movement develop. The child must be safeguarded in order that these activities may develop freely.

Indeed there are powers in the small child that are far greater than is generally realized, because it is in this period that the construction, the building-up, of man takes place, for at birth, psychically speaking, there is nothing at all - zero!

It is by developing the individual that he is prepared for that wonderful manifestation of the human intelligence, which drawing constitutes. The ability to see reality in form, in color, in proportion, to be master of the movements of one's own hand - that is what is necessary.

It is fortunate, I think, that nature is not bounded by human reason and by laboratory work and experimentation, for by the laws of pure reason and by microscopic investigation, it might easily have been proved, long before this, that children could not be born.

It is not true that I invented what is called the Montessori Method... I have studied the child; I have taken what the child has given me and expressed it, and that is what is called the Montessori Method.

It is surprising to notice that even from the earliest age, man finds the greatest satisfaction in feeling independent. The exalting feeling of being sufficient to oneself comes as a revelation.

It is the children between five and seven who are the word-lovers. It is they who show a predisposition toward such study. Their undeveloped minds can not yet grasp a complete idea with distinctness. They do, however, understand words. And they may be entirely carried away by their ecstatic, their tireless interest in the parts of speech.

It would be so simple to allow children, when tired of sitting, to rise, and when tired of writing, to desist, and then their bones would not be twisted.

Joy, feeling one's own value, being appreciated and loved by others, feeling useful and capable of production are all factors of enormous value for the human soul.

Man is capable of every great heroism; it was man who found a means of conquering the formidable obstacles of his environment, establishing himself lord of the earth, and laying the foundations of civilization.

Many people must have noticed the intense attention given by children to the conversation of grown-ups when they cannot possibly be understanding a word of what they hear. They are trying to get hold of words, and they often demonstrate this fact by repeating joyously some word which they have been able to grasp.

Moral Education is the source of that spiritual equilibrium on which everything else depends and which may be compared to that physical equilibrium or sense of balance, without which it is impossible to stand upright or to move into any other position.

Noble ideas, great sentiments have always existed and have always been transmitted, but wars have never ceased.

Now, what really makes a teacher is love for the human child; for it is love that transforms the social duty of the educator into the higher consciousness of a mission.

Observation, very general and wide-spread, has shown that small children are endowed with a special psychic nature. This shows us a new way of imparting education!

Personal health is related to self-control and to the worship of life in all its natural beauty - self-control bringing with it happiness, renewed youth, and long life.

Speech is one of the marvels that characterize man, and also one of the most difficult spontaneous creations that have been accomplished by nature.

Temptation, if it is not to conquer, must not fall like a bomb against another bomb of instantaneous moral explosions, but against the strong walls of an impregnable fortress strongly built up, stone by stone, beginning at that distant day when the foundations were first laid.

The adolescent must never be treated as a child, for that is a stage of life that he has surpassed. It is better to treat an adolescent as if he had greater value than he actually shows than as if he had less and let him feel that his merits and self-respect are disregarded.