Great tact and delicacy is necessary for the care of the mind of a child from three to six years, and an adult can have very little of it.

The child has a different relation to his environment from ours... the child absorbs it. The things he sees are not just remembered; they form part of his soul. He incarnates in himself all in the world about him that his eyes see and his ears hear.

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 . . .

If children are allowed free development and given occupation to correspond with their unfolding minds their natural goodness will shine forth.

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

Watch the unending activity of the flowing stream or the growing tree. See the breakers of the ocean, the unceasing movements of the earth, the planets, the sun and the stars. All creation is life, movement, work.

Movement, or physical activity, is thus an essential factor in intellectual growth, which depends upon the impressions received from outside. Through movement we come in contact with external reality, and it is through these contacts that we eventually acquire even abstract ideas.