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.

The child is truly a miraculous being, and this should be felt deeply by the educator.

With younger children the greatest reward is to be able to pass on to a new stage in each subject. It is a punishment to a young child not to be allowed to use the apparatus but to sit still and do nothing.

The child is an enigma… He has the highest potentialities, but we do not know what he will be.

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

Freedom in intellectual work is found to be the basis of internal discipline.

No one can be free unless he is independent. Therefore, the first active manifestations of the child's individual liberty must be so guided that through this activity he may arrive at independence.