This then is the first duty of an educator: to stir up life but leave it free to develop.

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

Little children, from the moment in which they are weaned, are making their way toward independence.

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.

Our goal is not so much the imparting of knowledge as the unveiling and developing of spiritual energy.

In the psychological realm of relationship between teacher and child, the teacher's part and its techniques are analogous to those of the valet; they are to serve, and to serve well: to serve the spirit.

It is well to cultivate a friendly feeling towards error, to treat it as a companion inseparable from our lives, as something having a purpose, which it truly has.