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

Supposing I said there was a planet without schools or teachers, where study was unknown, and yet the inhabitants -- doing nothing but live and walk about -- came to know all things, to carry in their minds the whole of learning; would you not think I was romancing? Well, just this, which seems so fanciful as to be nothing but the invention of a fertile imagination, is a reality. It is the child's way of learning.

It is necessary for the teacher to guide the child without letting him feel her presence too much, so that she may always be ready to supply the desired help, but may never be the obstacle between the child and his experience.

The child builds his inmost self out of the deeply held impressions he receives.

The task of the educator lies in seeing that the child does not confound good with immobility and evil with activity.

At birth, the child leaves a person - his mother's womb - and this makes him independent of her bodily functions. The baby is next endowed with an urge, or need, to face the out world and to absorb it. We might say that he is born with 'the psychology of world conquest.' By absorbing what he finds about him, he forms his own personality.

Whatever is presented to him must be made beautiful and clear, striking his imagination. Once this love has been kindled, all problems confronting the educationist will disappear.