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.

Two things are necessary, the development of individuality and the participation of the individual in a truly social life.

The child has other powers than ours, and the creation he achieves is no small one; it is everything.

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.

He who experiments must, while doing so, divest himself of every preconception. It is clear then that if we wish to make use of a method of experimental psychology, the first thing necessary is to renounce all former creeds and to proceed by means of the method in the search for truth.

The concept of an education centered upon the care of the living being alters all previous ideas. Resting no longer on a curriculum, or a timetable, education must conform to the facts of human life.

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.