If the idea of the universe is presented to the child in the right way, it will do more for him than just arouse his interest, for it will create in him admiration and wonder, a feeling loftier than any interest and more satisfying.

We must clearly understand that when we give the child freedom and independence, we are giving freedom to a worker already braced for action, who cannot live without working and being active.

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.

To aid life, leaving it free, however, that is the basic task of the educator.

The greatness of the human personality begins at the hour of birth. From this almost mystic affirmation there comes what may seem a strange conclusion: that education must start from birth.

The teacher must derive not only the capacity, but the desire, to observe natural phenomena. The teacher must understand and feel her position of observer: the activity must lie in the phenomenon.

The work of education is divided between the teacher and the environment.