If we can, when we have established individual discipline, arrange the children, sending each one to his own place, in order, trying to make them understand the idea that thus placed they look well, and that it is a good thing to be placed in order . . .

The laws governing the universe can be made interesting and wonderful to the child, more interesting even that things in themselves, and he begins to ask: What am I? What is the task of man in this wonderful universe? Do we merely live here for ourselves, or is there something more for us to do? Why do we struggle and fight? What is good and evil? Where will it all end?

What advice can we give to new mothers? Their children need to work at an interesting occupation: they should not be helped unnecessarily, nor interrupted, once they have begun to do something intelligent.

The world of education is like an island where people cut off from the world are prepared for life by exclusion from it.

What the hand does the mind remembers.

When mental development is under discussion, there are many who say, 'How does movement come into it? We are talking about the mind.' And when we think of intellectual activity, we always imagine people sitting still, motionless. But mental development must be connected with movement and be dependent on it. It is vital that educational theory and practice should be informed by that idea.

It is true that we cannot make a genius. We can only give to teach child the chance to fulfil his potential possibilities.