The child, in fact, once he feels sure of himself, will no longer seek the approval of authority after every step.

...we discovered that education is not something which the teacher does, but that it is a natural process which develops spontaneously in the human being. It is not acquired by listening to words, but in virtue of experiences in which the child acts on his environment. 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.

All human victories, all human progress, stand upon the inner force.

Bring the child to the consciousness of his own dignity and he will feel free.

Joy, feeling one’s own value, being appreciated and loved by others, feeling useful and capable of production are all factors of enormous value for the human soul.

... the first thing his education demands is the provision of an environment in which he can develop the powers given him by nature. This does not mean just to amuse him and let him do what he likes. But it does mean that we have to adjust our minds to doing a work of collaboration with nature, to being obedient to one of her laws, the law which decrees that development comes from environmental experience.

We cannot create observers by saying 'observe,' but by giving them the power and the means for this observation and these means are procured through education of the senses.