A child's work is to create the person she/he will become.
The whole of mankind is one and only one, one race, one class and one society.
To teach details is to bring confusion; to establish the relationship between things is to bring knowledge.
Imagination does not become great until human beings, given the courage and the strength, use it to create.
These words reveal the child’s inner needs; ‘Help me to do it alone’.
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.
Of all things love is the most potent.
A child needs freedom within limits.
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.
The unknown energy that can help humanity is that which lies hidden in the child.
The child can only develop fully by means of experience in his environment. We call such experience 'work'.
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.
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.
Character formation cannot be taught. It comes from experience and not from explanation.
Watching a child makes it obvious that the development of his mind comes through his movements.
Within the child lies the fate of the future.
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.
Education should no longer be most imparting of knowledge, but must take a new path, seeking the release of human potentialities.
The environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences.
The adult works to improve his environment while the child works to improve himself.
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.
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.
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.
We must support as much as possible the child's desires for activity; not wait on him, but educate him to be independent.
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