Children are human beings to whom respect is due, superior to us by reason of their innocence and of the greater possibilities of their future.

The task of the educator lies in seeing that the child does not confound good with immobility, and evil with activity, as often happens in old-time discipline . . . A room in which all the children move about usefully, intelligently, and voluntarily, without committing any rough or rude act, would seem to me a classroom very well disciplined indeed.

There must be provision for the child to have contact with nature; to understand and appreciate the order, the harmony and the beauty in nature.

Whatever is presented to him must be made beautiful and clear, striking his imagination. Once this love has been kindled, all problems confronting the educationist will disappear.

The word education must not be understood in the sense of teaching but of assisting the psychological development of the child.

When a child is given a little leeway, he will at once shout, "I want to do it!" But in our schools, which have an environment adapted to children's needs, they say, "Help me to do it alone." And these words reveal their inner needs.

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