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 . . .

When a child is given a little leeway, he will at once shout, "I want to do it!" But in our schools, which have an environment adapted to children's needs, they say, "Help me to do it alone." And these words reveal their inner needs.

In the psychological realm of relationship between teacher and child, the teacher's part and its techniques are analogous to those of the valet; they are to serve, and to serve well: to serve the spirit.

Discipline must come through liberty. . . . We do not consider an individual disciplined only when he has been rendered as artificially silent as a mute and as immovable as a paralytic. He is an individual annihilated, not disciplined.

When the children had completed an absorbing bit of work, they appeared rested and deeply pleased. It almost seemed as if a road had opened up within their souls that led to all their latent powers, revealing the better part of themselves. They exhibited a great affability to everyone, put themselves out to help others and seemed full of good will.

Within the child lies the fate of the future. Whoever wishes to confer some benefit on society must preserve him from deviations and observe his natural ways of acting. A child is mysterious and powerful and contains within himself the secret of human nature.

The education of even a small child, therefore, does not aim at preparing him for school, but for life.