Whoever touches the life of the child touches the most sensitive point of a whole which has roots in the most distant past and climbs toward the infinite future.

If the idea of the universe is presented to the child in the right way, it will do more for him than just arouse his interest, for it will create in him admiration and wonder, a feeling loftier than any interest and more satisfying.

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 environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences.

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.

The social rights of children must be recognized so that a world suited to their needs may be constructed for them. The greatest crime that society commits is that of wasting the money which it should use for children on things that will destroy them and society itself as well.

Education should no longer be most imparting of knowledge, but must take a new path, seeking the release of human potentialities.