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

How often is the soul of man - especially in childhood - deprived because he is not allowed to come in contact with nature.

We cannot know the consequences of suppressing a child's spontaneity when he is just beginning to be active. We may even suffocate life itself. That humanity which is revealed in all its intellectual splendor during the sweet and tender age of childhood should be respected with a kind of religious veneration. It is like the sun which appears at dawn or a flower just beginning to bloom. Education cannot be effective unless it helps a child to open up himself to life.

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.

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.

It is necessary, then, to give the child the possibility of developing according to the laws of his nature, so that he can become strong, and, having become strong, can do even more than we dared hope for him.

We seek to sow life in the child rather than theories, to help him in his growth, mental and emotional as well as physical, and for that we must offer grand and lofty ideas to the human mind.