Sometimes very small children in a proper environment develop a skill and exactness in their work that can only surprise us.

Adults have not understood children or adolescents and they are, as a consequence, in continual conflict with them.

There should be music in the child's environment, just as there does exist in the child's environment spoken speech. In the social environment the child should be considered and music should be provided.

The principal agent is the object itself and not the instruction given by the teacher. It is the child who uses the objects; it is the child who is active, and not the teacher.

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

Order is not goodness; but perhaps it is the indispensable road to arrive at it.

This system in which a child is constantly moving objects with his hands and actively exercising his senses, also takes into account a child's special aptitude for mathematics. When they leave the material, the children very easily reach the point where they wish to write out the operation. They can thus carryout an abstract mental operation and acquire a kind of natural and spontaneous inclination for mental calculations.