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.

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.

There are many things which no teacher can convey to a child of three, but a child of five can do it with ease.

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.

When mental development is under discussion, there are many who say, 'How does movement come into it? We are talking about the mind.' And when we think of intellectual activity, we always imagine people sitting still, motionless. But mental development must be connected with movement and be dependent on it. It is vital that educational theory and practice should be informed by that idea.

Concentration is the key that opens up to the child the latent treasures within him.

The education of even a small child, therefore, does not aim at preparing him for school, but for life.