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.
It is the child who makes the man, and no man exists who was not made by the child he once was.
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 greatest triumph of our educational method should always be this: to bring about the spontaneous progress of the child.
The development of the child during the first three years after birth is unequaled in intensity and importance by any period that precedes or follows in the whole life of the child.
A child needs freedom within limits.
The more the capacity to concentrate is developed, the more often the profound tranquility in work is achieved, then the clearer will be the manifestation of discipline within the child.
Respect all the reasonable forms of activity in which the child engages and try to understand them.
The best instruction is that which uses the least words sufficient for the task.
The unknown energy that can help humanity is that which lies hidden in the child.
Giving children the opportunity to stir up life and leave it free to discover.
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.
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.
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.
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.
The role of education is to interest the child profoundly in an external activity to which he will give all his potential
Two things are necessary, the development of individuality and the participation of the individual in a truly social life.
The child should live in an environment of beauty.
The child who concentrates is immensely happy
Praise, help, or even a look, may be enough to interrupt him, or destroy the activity. It seems a strange thing to say, but this can happen even if the child merely becomes aware of being watched. After all, we too sometimes feel unable to go on working if someone comes to see what we are doing. The great principle which brings success to the teacher is this: as soon as concentration has begun, act as if the child does not exist. Naturally, one can see what he is doing with a quick glance, but without his being aware of it.
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
It is well to cultivate a friendly feeling towards error, to treat it as a companion inseparable from our lives, as something having a purpose, which it truly has.
Free choice is one of the highest of all the mental processes.
A child is a discoverer. He is an amorphous, splendid being in search of his own proper form.
It is true that we cannot make a genius. We can only give to teach child the chance to fulfil his potential possibilities.
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