When the child goes out, it is the world itself that offers itself to him. Let us take the child out to show him real things instead of making objects which represent ideas and closing them up in cupboards.

We shall walk together on this path of life, for all things are a part of the universe, and are connected with each other to form one whole unity. This idea helps the mind of the child to become fixed, to stop wandering in an aimless quest for knowledge. He is satisfied, having found the universal centre of himself with all things.

... 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.

Today, however, those things which occupy us in the field of education are the interests of humanity at large and of civilization, and before such great forces we can recognize only one country-the entire world.

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.

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.

There is in the child a special kind of sensitivity which leads him to absorb everything about him, and it is this work of observing and absorbing that alone enables him to adapt himself to life