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.

The child seeks for independence by means of work; an independence of body and mind.

But if for the physical life it is necessary to have the child exposed to the vivifying forces of nature, it is also necessary for his psychical life to place the soul of the child in contact with creation.

With younger children the greatest reward is to be able to pass on to a new stage in each subject. It is a punishment to a young child not to be allowed to use the apparatus but to sit still and do nothing.

The child's true constructive energy, a dynamic power, has remained unnoticed for thousands of years. Just as men have trodden the earth, and later tilled its surface, without thought for the immense wealth hidden in its depths, so the men of our day make progress after progress in civilized life, without noticing the treasures that lie hidden in the psychic world of infancy.

The first thing required of a teacher is that he be rightly disposed for his task.

To teach details is to bring confusion; to establish the relationship between things is to bring knowledge.