A child is an eager observer and is particularly attracted by the actions of the adults and wants to imitate them. In this regard an adult can have a kind of mission. He can be an inspiration for the child's actions, a kind of open book wherein a child can learn how to direct his own movements. But an adult, if he is to afford proper guidance, must always be calm and act slowly so that the child who is watching him can clearly see his actions in all their particulars.

No one can help us to achieve the intimate isolation by which we find our secret worlds, so mysterious, rich and full. If others intervene, it is destroyed. This degree of thought, which we attain by freeing ourselves from the external world, must be fed by the inner spirit, and our surroundings cannot influence us in any way other than to leave us in peace.

The teacher's task is not to talk, but to prepare and arrange a series of motives for cultural activity in a special environment made for the child.

The real preparation for education is a study of one's self. The training of the teacher...is something far more than a learning of ideas. It includes the training of character; it is a preparation of the spirit.

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.

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

We must support as much as possible the child's desires for activity; not wait on him, but educate him to be independent.