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.

The greatest triumph of our educational method should always be this: to bring about the spontaneous progress of the child.

The greatest source of discouragement is the conviction that one is unable to do something

Discipline must come through liberty. . . . We do not consider an individual disciplined only when he has been rendered as artificially silent as a mute and as immovable as a paralytic. He is an individual annihilated, not disciplined.

We do not believe in the educative power of words and commands alone, but seek cautiously, and almost without the child's knowing it, to guide his natural activity.

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

An adult who does not understand that a child needs to use his hands and does not recognize this as the first manifestation of an instinct for work can be an obstacle to the child's development