How often is the soul of man - especially in childhood - deprived because he is not allowed to come in contact with nature.

The exercises of practical life are formative activities, a work of adaptation to the environment. Such adaptation to the environment and efficient functioning therein is the very essence of a useful education.

Imagination does not become great until human beings, given the courage and the strength, use it to create.

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

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.

One test of the correctness of educational procedure is the happiness of the child.

The environment itself will teach the child, if every error he makes is manifest to him, without the intervention of a parent of teacher, who should remain a quiet observer of all that happens.