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.

The teacher, when she begins work in our schools, must have a kind of faith that the child will reveal himself through work.

Solicitous care for living things affords satisfaction to one of the most lively instincts of the child's mind. Nothing is better calculated than this to awaken an attitude of foresight.

Sometimes very small children in a proper environment develop a skill and exactness in their work that can only surprise us.

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.

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.

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!