The teacher must derive not only the capacity, but the desire, to observe natural phenomena. The teacher must understand and feel her position of observer: the activity must lie in the phenomenon.

We shall walk together on this path of life, for all things are part of the universe and are connected with each other to form one whole unity.

It is in the encounter of the maternal guiding instincts with the sensitive periods of the newly born that conscious love develops between parent and child.

At a given moment a child becomes interested in a piece of work, showing it by the expression of his face, by his intense attention, by his perseverance in the same exercise. That child has set foot upon the road leading to discipline.

Only practical work and experience lead the young to maturity.

The first aim of the prepared environment is, as far as it is possible, to render the growing child independent of the adult.

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.