We do not believe in the educative power of words and commands alone, but seek cautiously, and almost without the child's knowing it, to guide his natural activity.

Social grace, inner discipline and joy. These are the birthright of the human being who has been allowed to develop essential human qualities.

The child has other powers than ours, and the creation he achieves is no small one; it is everything.

To stimulate life, leaving it then free to develop, to unfold, herein lies the first task of the teacher.

The child builds his inmost self out of the deeply held impressions he receives.

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.

The development of the child during the first three years after birth is unequaled in intensity and importance by any period that precedes or follows in the whole life of the child.