To let the child do as he likes when he has not yet developed any powers of control is to betray the idea of freedom.
The child should live in an environment of beauty.
Praise, help, or even a look, may be enough to interrupt him, or destroy the activity. It seems a strange thing to say, but this can happen even if the child merely becomes aware of being watched. After all, we too sometimes feel unable to go on working if someone comes to see what we are doing. The great principle which brings success to the teacher is this: as soon as concentration has begun, act as if the child does not exist. Naturally, one can see what he is doing with a quick glance, but without his being aware of it.
The unknown energy that can help humanity is that which lies hidden in the child.
Within the child lies the fate of the future.
The child who concentrates is immensely happy
The best instruction is that which uses the least words sufficient for the task.
The child can only develop fully by means of experience in his environment. We call such experience 'work'.
The development of the mind comes through movement
It is well to cultivate a friendly feeling towards error, to treat it as a companion inseparable from our lives, as something having a purpose, which it truly has.
The teacher's task is not a small easy one! She has to prepare a huge amount of knowledge to satisfy the child's mental hunger. She is not like the ordinary teacher, limited by a syllabus. The needs of the child are clearly more difficult to answer.
Two things are necessary, the development of individuality and the participation of the individual in a truly social life.
Our care of the child should be governed, not by the desire to make him learn things, but by the endeavor always to keep burning within him that light which is called intelligence.
The child is endowed with unknown powers, which can guide us to a radiant future. If what we really want is a new world, then education must take as its aim the development of these hidden possibilities.
There is in the child a special kind of sensitivity which leads him to absorb everything about him, and it is this work of observing and absorbing that alone enables him to adapt himself to life
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.
The more the capacity to concentrate is developed, the more often the profound tranquility in work is achieved, then the clearer will be the manifestation of discipline within the child.
Imitation is the first instinct of the awakening mind.
The child will reveal himself through work.
The child, in fact, once he feels sure of himself, will no longer seek the approval of authority after every step.
The real preparation for education is the study of one's self.
It is exactly in the repetition of the exercises that the education of the senses exists; not that the child shall know colors, forms or qualities, but that he refine his senses through an exercise of attention, comparison and judgment.
Growth is not merely a harmonious increase in size, but a transformation.
The role of education is to interest the child profoundly in an external activity to which he will give all his potential
A child is a discoverer. He is an amorphous, splendid being in search of his own proper form.
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