Growth comes from activity, not from intellectual understanding.
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.
The first essential for the child’s development is concentration. The child who concentrates is immensely happy.
We must help the child to act for himself, will for himself, think for himself; this is the art of those who aspire to serve the spirit.
Children are human beings to whom respect is due, superior to us by reason of their innocence and of the greater possibilities of their future.
The child has a different relation to his environment from ours... the child absorbs it. The things he sees are not just remembered; they form part of his soul. He incarnates in himself all in the world about him that his eyes see and his ears hear.
The land is where our roots are. The children must be taught to feel and live in harmony with the Earth.
When children come into contact with nature, they reveal their strength.
As soon as children find something that interests them they lose their instability and learn to concentrate.
Teach by teaching, not by correcting
Never help a child with a task at which he feels he can succeed.
The secret of good teaching is to regard the child's intelligence as a fertile field in which seeds may be sown, to grow under the heat of flaming imagination.
Any child who is self-sufficient, who can tie his shoes, dress or undress himself, reflects in his joy and sense of achievement the image of human dignity which is derived from a sense of independence.
One test of the correctness of educational procedure is the happiness of the child.
To consider the school as a place where instruction is given is one point of view. But, to consider the school as a preparation for life is another. In the latter case, the school must satisfy all the needs of life.
Education cannot be effective unless it helps a child to open up himself to life.
The first aim of the prepared environment is, as far as it is possible, to render the growing child independent of the adult.
The child is truly a miraculous being, and this should be felt deeply by the educator.
Education should no longer be most imparting of knowledge, but must take a new path, seeking the release of human potentialities.
The first duty of the educator, whether he is involved with the newborn infant or the older child, is to recognize the human personality of the young being and respect it.
It is necessary for the teacher to guide the child without letting him feel her presence too much, so that she may always be ready to supply the desired help, but may never be the obstacle between the child and his experience.
The whole of mankind is one and only one, one race, one class and one society.
Whatever is presented to him must be made beautiful and clear, striking his imagination. Once this love has been kindled, all problems confronting the educationist will disappear.
Only through freedom and environmental experience is it practically possible for human development to occur.
The child, making use of all that he finds around him, shapes himself for the future.
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