The adult works to improve his environment while the child works to improve himself.

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.

Let the children be free; encourage them; let them run outside when it is raining; let them remove their shoes when they find a puddle of water; and when the grass of the meadows is wet with dew, let them run on it and trample it with their bare feet; let them rest peacefully when a tree invites them to sleep beneath its shade; let them shout and laugh when the sun wakes them in the morning.

The study of love and its utilization will lead us to the source from which it springs, The Child.

The child, making use of all that he finds around him, shapes himself for the future.

The undisciplined child enters into discipline by working in the company of others; not being told he is naughty.” “Discipline is, therefore, primarily a learning experience and less a punitive experience if appropriately dealt with.

A child is an eager observer and is particularly attracted by the actions of the adults and wants to imitate them. In this regard an adult can have a kind of mission. He can be an inspiration for the child's actions, a kind of open book wherein a child can learn how to direct his own movements. But an adult, if he is to afford proper guidance, must always be calm and act slowly so that the child who is watching him can clearly see his actions in all their particulars.