In Maria Montessori's Words

"There exists, then, the 'spirit' of the scientist, a thing far above his mere 'mechanical skill,' and the scientist is at the height of his achievement when the spirit has triumphed over the mechanism."

"It is my belief that the thing which we should cultivate in our teachers is more the spirit than the mechanical skill of the scientist; that is, the direction of the preparation should be toward the spirit rather than toward the mechanism."

"To give an idea of this second form of preparation, that of the spirit, let us try to enter into the minds and hearts of those first followers of Christ Jesus as they heard Him speak of a Kingdom not of this world, greater far than any earthly kingdom, no matter how royally conceived."

"But let us seek to implant in the soul the self-sacrificing spirit of the scientist with the reverent love of the disciple of Christ, and we shall have prepared the spirit of the teacher."

"In fact, the words—'I will cause breath to enter into you, and ye shall live,' seem to me to refer to the direct individual work of the master who encourages, calls to, and helps his pupil, preparing him for education."

"The problem of religious education, the importance of which we do not fully realise, should also be solved by positive pedagogy. If religion is born with civilisation, its roots must lie deep in human nature."

"What he learns must be interesting, must be fascinating. We must give him grandeur. To begin with, let us present him with the world. In Genesis it says: 'God created the heavens and the earth.' It is a very simple statement but it has grandeur, and the mind stays awake."

"There are two 'faiths' that can uphold man: faith in God and faith in himself. And these two faiths should exist side by side: the first belongs to the inner life of man, the second to his life in society."

"Independence, in the case of the adolescents, has to be acquired on a different plane, for theirs is the economic independence in the field of society. Here, too, the principle of 'Help me to do it alone!' ought to be applied."

"I shall finish by comparing the life of the human being to the three stages of the life of Christ. Behold at first the miraculous and sublime Child. This epoch is the period of 'creative sensibilities,' of mental construction, of such an intense activity that it is necessary to sow in this period of life all the seeds of culture."

"The laws governing the universe can be made interesting and wonderful to the child, more interesting even than things in themselves, and he begins to ask: What am I? What is the task of man in this wonderful universe?"

"The answer was ever what it still is, 'God has sent you upon the earth to work and do your duty!' This principle can now, however, be developed on a scientific plan, and be made far more attractive."

"Let us in education ever call the attention of children to the hosts of men and women who are hidden from the light of fame, so kindling a love of humanity. This should be cultivated in the same way as a religious sentiment."

"After this he, too, might put on the spiritual vesture of the scientist, saying to the people: What did you see in the other true sciences? I am he who crieth in the wilderness: prepare ye the way of the Lord, make His paths straight."

"The vision of the teacher should be at once precise like that of the scientist, and spiritual, like that of the saint. The preparation for science, and the preparation for sanctity should form a new soul, for the attitude of the teacher should be at once positive, scientific, and spiritual."

"Indeed, so far science has brought a very perceptive breath of paganism among us. But when it shall have succeeded in penetrating the inner man, and there making manifest the laws of life and the realities of existence, a great Christian light will surely shine upon men."