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.
He does it with his hands, by experience, first in play and then through work. The hands are the instruments of man's intelligence.
One test of the correctness of educational procedure is the happiness of the child.
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.
The senses, being the explorers of the world, open the way to knowledge.
We are the sowers - our children are those who reap. We labor so that future generations will be better and nobler than we are.
Teach by teaching, not by correcting
The first essential for the child’s development is concentration. The child who concentrates is immensely happy.
Joy is the evidence of inner growth.
When children come into contact with nature, they reveal their strength.
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.
These words reveal the child’s inner needs; ‘Help me to do it alone’.
Character formation cannot be taught. It comes from experience and not from explanation.
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.
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.
The child, making use of all that he finds around him, shapes himself for the future.
A child needs freedom within limits.
To teach details is to bring confusion; to establish the relationship between things is to bring knowledge.
A child's work is to create the person she/he will become.
Every great cause is born from repeated failures and from imperfect achievements.
We must support as much as possible the child's desires for activity; not wait on him, but educate him to be independent.
Of all things love is the most potent.
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.
Never help a child with a task at which he feels he can succeed.
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