Love and the hope of it are not things one can learn; they are a part of life's heritage.

It is easy to substitute our will for that of the child by means of suggestion or coercion; but when we have done this we have robbed him of his greatest right, the right to construct his own personality.

We shall walk together on this path of life, for all things are part of the universe and are connected with each other to form one whole unity.

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

There are many things which no teacher can convey to a child of three, but a child of five can do it with ease.

The ‘absorbent mind’ welcomes everything, puts its hope in everything, accepts poverty equally with wealth, adopts any religion and the prejudices and habits of its countrymen, incarnating all in itself. This is the child!

The teacher’s first duty is to watch over the environment, and this takes precedence over all the rest. It’s influence is indirect, but unless it be well done there will be no effective and permanent results of any kind, physical, intellectual or spiritual.