Under the urge of nature and according to the laws of development, though not understood by the adult, the child is obliged to be serious about two fundamental things ... the first is the love of activity... The second fundamental thing is independence.

The undisciplined child enters into discipline by working in the company of others; not being told he is naughty.” “Discipline is, therefore, primarily a learning experience and less a punitive experience if appropriately dealt with.

Beauty lies in harmony, not in contrast; and harmony is refinement; therefore, there must be a fineness of the senses if we are to appreciate harmony.

No adult can bear a child’s burden or grow up in his stead.

The child's true constructive energy, a dynamic power, has remained unnoticed for thousands of years. Just as men have trodden the earth, and later tilled its surface, without thought for the immense wealth hidden in its depths, so the men of our day make progress after progress in civilized life, without noticing the treasures that lie hidden in the psychic world of infancy.

The goal of early childhood education should be to activate the child's own natural desire to learn.

To teach details is to bring confusion; to establish the relationship between things is to bring knowledge.