Only through freedom and environmental experience is it practically possible for human development to occur.
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.
Every great cause is born from repeated failures and from imperfect achievements.
...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.
The land is where our roots are. The children must be taught to feel and live in harmony with the Earth.
What we need is a world full of miracles, like the miracle of seeing the young child seeking work and independence, and manifesting a wealth of enthusiasm and love.
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 is truly a miraculous being, and this should be felt deeply by the educator.
A child needs freedom within limits.
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.
There must be provision for the child to have contact with nature; to understand and appreciate the order, the harmony and the beauty in nature.
Imagination does not become great until human beings, given the courage and the strength, use it to create.
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.
Within the child lies the fate of the future.
Children display a universal love of mathematics, which is par excellence the science of precision, order, and intelligence.
Watching a child makes it obvious that the development of his mind comes through his movements.
The adult works to improve his environment while the child works to improve himself.
Free choice is one of the highest of all the mental processes.
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.
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.
Giving children the opportunity to stir up life and leave it free to discover.
A child is an eager observer and is particularly attracted by the actions of the adults and wants to imitate them. In this regard an adult can have a kind of mission. He can be an inspiration for the child's actions, a kind of open book wherein a child can learn how to direct his own movements. But an adult, if he is to afford proper guidance, must always be calm and act slowly so that the child who is watching him can clearly see his actions in all their particulars.
Children become like the things they love.
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