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 only language men ever speak perfectly is the one they learn in babyhood, when no one can teach them anything!

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

The observation of the way in which the children pass from the first disordered movements to those which are spontaneous and ordered -- this is the book of the teacher; this is the book which must inspire her actions . . .

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