The child endures all things.

The observation of the way in which the children pass from the first disordered movements to those which are spontaneous and ordered -- this is the book of the teacher; this is the book which must inspire her actions . . .

If we really want children to grow into independent and resourceful adults, we should stop pouring their milk as soon as they have learned to pour it themselves and stop fastening their buttons as soon as they can fasten them without help.

Love and the hope of it are not things one can learn; they are a part of life's heritage.

The essential thing is to arouse such an interest that it engages the child’s whole personality.

The task of the educator lies in seeing that the child does not confound good with immobility and evil with activity.

There are many who hold, as I do, that the most important part of life is not the age of university studies, but the first one, the period from birth to the age of six. For that is the time when a man's intelligence itself, his greatest implement, is being formed. But not only his intelligence; the full totality of his psychic powers.