The child has other powers than ours, and the creation he achieves is no small one; it is everything.

A child starts from nothing and advances alone. It is the child's reason about which the sensitive periods revolve. The reason provides the initial force and energy, and a child absorbs his first images to assist the reason and act on it.

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 observation of the way in which the children pass from the first disordered movements to those which are spontaneous and ordered -- this is the book of the teacher; this is the book which must inspire her actions . . .

Since it is through movement that the will realises itself, we should assist a child in his attempts to put his will into act.

Education must start from birth.

How does he achieve this independence? He does it by means of a continuous activity. How does he become free? By means of constant effort. we know that development results from activity. The environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences.