The environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences.

The child has a mind able to absorb knowledge. He has the power to teach himself.

The ancient saying, "There is nothing in the intellect which was not first in some way in the senses," and senses being explorers of the world, opens the way to knowledge.

Work is necessary; it can be nothing less than a passion; a person is happy in accomplishment.

We cannot know the consequences of suppressing a child's spontaneity when he is just beginning to be active. We may even suffocate life itself. That humanity which is revealed in all its intellectual splendor during the sweet and tender age of childhood should be respected with a kind of religious veneration. It is like the sun which appears at dawn or a flower just beginning to bloom. Education cannot be effective unless it helps a child to open up himself to life.

But an adult if he is to provide proper guidance, must always be calm and act slowly so that the child who is watching him can clearly see his actions in all their particulars.

Concentration is a part of life. It is not the consequence of a method of education.