This system in which a child is constantly moving objects with his hands and actively exercising his senses, also takes into account a child's special aptitude for mathematics. When they leave the material, the children very easily reach the point where they wish to write out the operation. They can thus carryout an abstract mental operation and acquire a kind of natural and spontaneous inclination for mental calculations.

Children have an anxious concern for living beings, and the satisfaction of this instinct fills them with delight. It is therefore easy to interest them in taking care of plants and especially of animals. Nothing awakens foresight in a small child such as this. When he knows that animals have need of him, that little plants will dry up if he does not water them, he binds together with a new thread of love today's passing moments with those of the morrow.

The first essential for the child’s development is concentration. The child who concentrates is immensely happy.

The principal agent is the object itself and not the instruction given by the teacher. It is the child who uses the objects; it is the child who is active, and not the teacher.

He who experiments must, while doing so, divest himself of every preconception. It is clear then that if we wish to make use of a method of experimental psychology, the first thing necessary is to renounce all former creeds and to proceed by means of the method in the search for truth.

We must help the child to act for himself, will for himself, think for himself; this is the art of those who aspire to serve the spirit.

The instructions of the teacher consist then merely in a hint, a touch-enough to give a start to the child. The rest develops of itself.