There is no description, no image in any book that is capable of replacing the sight of real trees, and all of the life to be found around them in a real forest.

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.

Our care of the child should be governed, not by the desire to make him learn things, but by the endeavor always to keep burning within him that light which is called intelligence.

If help and salvation are to come they can only come from the children, for the children are the makers of men.

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

The first idea that the child must acquire, in order to be actively disciplined, is that of the difference between good and evil.

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.