“Teach your scholar to observe the phenomena of nature; you will soon rouse his curiosity, but if you would have it grow, do not be in too great a hurry to satisfy this curiosity. Put the problems before him and let him solve them himself. Let him know nothing because you have told him, but because he has learnt it for himself. Let him not be taught science, let him discover it. If ever you substitute authority for reason he will cease to reason; he will be a mere plaything of other people's thoughts.”

“Hold childhood in reverence, and do not be in any hurry to judge it for good or ill. Leave exceptional cases to show themselves, let their qualities be tested and confirmed, before special methods are adopted. Give nature time to work before you take over her business, lest you interfere with her dealings. You assert that you know the value of time and are afraid to waste it. You fail to perceive that it is a greater waste of time to use it ill than to do nothing, and that a child ill taught is further from virtue than a child who has learnt nothing at all. You are afraid to see him spending his early years doing nothing. What! is it nothing to be happy, nothing to run and jump all day? He will never be so busy again all his life long. Plato, in his Republic, which is considered so stern, teaches the children only through festivals, games, songs, and amusements. It seems as if he had accomplished his purpose when he had taught them to be happy; and Seneca, speaking of the Roman lads in olden days, says, "They were always on their feet, they were never taught anything which kept them sitting." Were they any the worse for it in manhood? Do not be afraid, therefore, of this so-called idleness. What would you think of a man who refused to sleep lest he should waste part of his life? You would say, "He is mad; he is not enjoying his life, he is robbing himself of part of it; to avoid sleep he is hastening his death." Remember that these two cases are alike, and that childhood is the sleep of reason.The apparent ease with which children learn is their ruin. You fail to see that this very facility proves that they are not learning. Their shining, polished brain reflects, as in a mirror, the things you show them, but nothing sinks in. The child remembers the words and the ideas are reflected back; his hearers understand them, but to him they are meaningless.Although memory and reason are wholly different faculties, the one does not really develop apart from the other. Before the age of reason the child receives images, not ideas; and there is this difference between them: images are merely the pictures of external objects, while ideas are notions about those objects determined by their relations.”

“It is reason which breeds pride and reflection which fortifies it; reason which turns man inward into himself; reason which separates him from everything which troubles or affects him. It is philosophy which isolates a man, and prompts him to say in secret at the sight of another suffering: 'Perish if you will; I am safe.' No longer can anything but dangers to society in general disturb the tranquil sleep of the philosopher or drag him from his bed. A fellow-man may with impunity be murdered under his window, for the philosopher has only to put his hands over his ears and argue a little with himself to prevent nature, which rebels inside him, from making him identify himself with the victim of the murder. The savage man entirely lacks this admirable talent, and for want of wisdom and reason he always responds recklessly to the first promptings of human feeling.”

“All wickedness comes from weakness. The child is wicked only because he is weak. Make him strong; he will be good. He who could do everything would never do harm.”

“ The spectacle of nature, by growing quite familiar to him, becomes at last equally indifferent. It is constantly the same order, constantly the same revolutions; he has not sense enough to feel surprise at the sight of the greatest wonders; and it is not in his mind we must look for that philosophy, which man must have to know how to observe once, what he has every day seen." Jean Jacques Rousseau, On the Inequality among Mankind, Ch. 1, 20.”

“Children are taught to look down on their nurses (nannies), to treat them as mere servants. When their task is completed the child is withdrawn or the nurse is dismissed. Her visits to her foster-child are discouraged by a cold reception. After a few years the child never sees her again. The mother expects to take her place, and to repair by her cruelty the results of her own neglect. But she is greatly mistaken; she is making an ungrateful foster-child, not an affectionate son; she is teaching him ingratitude, and she is preparing him to despise at a later day the mother who bore him, as he now despises his nurse.”

“A child who passes through many hands in turn, can never be well brought up. At every change he makes a secret comparison, which continually tends to lessen his respect for those who control him, and with it their authority over him. If once he thinks there are grown-up people with no more sense than children the authority of age is destroyed and his education is ruined.”