We especially need imagination in science. It is not all mathematics, nor all logic, but it is somewhat beauty and poetry.

The senses, being the explorers of the world, open the way to knowledge.

But if for the physical life it is necessary to have the child exposed to the vivifying forces of nature, it is also necessary for his psychical life to place the soul of the child in contact with creation.

The teacher's task is not a small easy one! She has to prepare a huge amount of knowledge to satisfy the child's mental hunger. She is not like the ordinary teacher, limited by a syllabus. The needs of the child are clearly more difficult to answer.

The task of the educator lies in seeing that the child does not confound good with immobility, and evil with activity, as often happens in old-time discipline . . . A room in which all the children move about usefully, intelligently, and voluntarily, without committing any rough or rude act, would seem to me a classroom very well disciplined indeed.

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.

An educational method that shall have liberty as its basis must intervene to help the child to a conquest of liberty. That is to say, his training must be such as shall help him to diminish as much as possible the social bonds which limit his activity.