By the age of three, the child has already laid down the foundations of his personality as a human being, and only then does he need the help of special scholastic influences. So great are the conquests he has made that one may well say: the child who goes to school at three is already a little man.

The observation of the way in which the children pass from the first disordered movements to those which are spontaneous and ordered -- this is the book of the teacher; this is the book which must inspire her actions . . .

Except when he has regressive tendencies, the child's nature is to aim directly and energetically at functional independence.

A teacher, therefore, who would think that he could prepare himself for his mission through study alone would be mistaken. The first thing required of a teacher is that he be rightly disposed for his task.

If children are allowed free development and given occupation to correspond with their unfolding minds their natural goodness will shine forth.

To teach details is to bring confusion; to establish the relationship between things is to bring knowledge.

The teacher, when she begins work in our schools, must have a kind of faith that the child will reveal himself through work.