The activity of the child has always been looked upon as an expression of his vitality.

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

Do not erase the designs the child makes in the soft wax of his inner life.

Except when he has regressive tendencies, the child's nature is to aim directly and energetically at functional independence.

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

At a given moment a child becomes interested in a piece of work, showing it by the expression of his face, by his intense attention, by his perseverance in the same exercise. That child has set foot upon the road leading to discipline.