We are the sowers - our children are those who reap. We labor so that future generations will be better and nobler than we are.
Never help a child with a task at which he feels he can succeed.
If we really want children to grow into independent and resourceful adults, we should stop pouring their milk as soon as they have learned to pour it themselves and stop fastening their buttons as soon as they can fasten them without help.
The child is truly a miraculous being, and this should be felt deeply by the educator.
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.
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.
This is the treasure we need today - helping the child become independent of us and make his way by himself, receiving in return his gifts of hope and light.
The development of the mind comes through movement
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.
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.
Free choice is one of the highest of all the mental processes.
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.
Character formation cannot be taught. It comes from experience and not from explanation.
Teach by teaching, not by correcting
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.
...we discovered that education is not something which the teacher does, but that it is a natural process which develops spontaneously in the human being. It is not acquired by listening to words, but in virtue of experiences in which the child acts on his environment. The teacher's task is not to talk, but to prepare and arrange a series of motives for cultural activity in a special environment made for the child.
To teach details is to bring confusion; to establish the relationship between things is to bring knowledge.
When children come into contact with nature, they reveal their strength.
The child has a mind able to absorb knowledge. He has the power to teach himself.
The first aim of the prepared environment is, as far as it is possible, to render the growing child independent of the adult.
The unknown energy that can help humanity is that which lies hidden in the child.
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.
As soon as children find something that interests them they lose their instability and learn to concentrate.
At a given moment a child becomes interested in a piece of work, showing it by the expression of his face, by his intense attention, by his perseverance in the same exercise. That child has set foot upon the road leading to discipline.
Only through freedom and environmental experience is it practically possible for human development to occur.
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