Every external object and still more every external activity which hinders that frail and hidden impulse which, even though it is still unknown, acts...

...a child should be left free to choose the objects he wishes. The more the obstacles that stand between a child and the object to which his soul...

There is therefore a formative period in which the actions have no external scope or application. We find analogous facts connected with the...

We must give the child relaxation from the continuous direction of adults. So we give them the right environment, relaxation and freedom from orders...

The child must learn by his own individual authority...and not to be questioned in his choice. Our teaching must only answer the mental needs of the...

...as soon as concentration appears (in a student), the teacher should pay no attention, as if that child did not exist. Even if two children want the...

The task of the teacher becomes that of preparing a series of motives of cultural activity, spread over a specially prepared environment, and then...

A felicitous environment that guides the children and offers them the means to exercise their own faculties permits the teacher to absent herself...

The most difficult thing to make clear to the new teacher is that because the child progresses, she must restrain herself and avoid giving directions...

The child has his own laws of growth, and if we want to help him grow, we must follow him instead of imposing ourselves on him.