Watching a child makes it obvious that the development of his mind comes through his movements.

The role of education is to interest the child profoundly in an external activity to which he will give all his potential

To let the child do as he likes when he has not yet developed any powers of control is to betray the idea of freedom.

Children have an anxious concern for living beings, and the satisfaction of this instinct fills them with delight. It is therefore easy to interest them in taking care of plants and especially of animals. Nothing awakens foresight in a small child such as this. When he knows that animals have need of him, that little plants will dry up if he does not water them, he binds together with a new thread of love today's passing moments with those of the morrow.

A teacher, therefore, who would think that he could prepare himself for his mission through study alone would be mistaken. The first thing required of a teacher is that he be rightly disposed for his task.

The observation of the way in which the children pass from the first disordered movements to those which are spontaneous and ordered -- this is the book of the teacher; this is the book which must inspire her actions . . .

The task of the educator lies in seeing that the child does not confound good with immobility and evil with activity.