We teachers can only help the work going on, as servants wait upon a master.

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 teacher must derive not only the capacity, but the desire, to observe natural phenomena. The teacher must understand and feel her position of observer: the activity must lie in the phenomenon.

The task of the educator lies in seeing that the child does not confound good with immobility and evil with activity.

Never help a child with a task at which he feels he can succeed.