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.
Children become like the things they love.
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.
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.
Children display a universal love of mathematics, which is par excellence the science of precision, order, and intelligence.
The child will reveal himself through work.
Education should no longer be most imparting of knowledge, but must take a new path, seeking the release of human potentialities.
There is no description, no image in any book that is capable of replacing the sight of real trees, and all of the life to be found around them in a real forest.
The greatest triumph of our educational method should always be this: to bring about the spontaneous progress of the child.
A child is mysterious and powerful; And contains within himself the secret of human nature.
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.
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
Two things are necessary, the development of individuality and the participation of the individual in a truly social life.
We must support as much as possible the child's desires for activity; not wait on him, but educate him to be independent.
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 who concentrates is immensely happy
Giving children the opportunity to stir up life and leave it free to discover.
It is the child who makes the man, and no man exists who was not made by the child he once was.
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 work of education is divided between the teacher and the environment.
Social grace, inner discipline and joy. These are the birthright of the human being who has been allowed to develop essential human qualities.
An interesting piece of work, freely chosen, which has the virtue of inducing concentration rather than fatigue, adds to the child's energies and mental capacities, and leads him to self-mastery.
Sometimes very small children in a proper environment develop a skill and exactness in their work that can only surprise us.
We shall walk together on this path of life, for all things are a part of the universe, and are connected with each other to form one whole unity. This idea helps the mind of the child to become fixed, to stop wandering in an aimless quest for knowledge. He is satisfied, having found the universal centre of himself with all things.
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