Quotes About Childhood

Real isn't how you are made," said the Skin Horse. "It's a thing that happens to you. When a child loves you for a long, long time, not just to play with, but REALLY loves you, then you become Real." "Does it hurt?" asked the Rabbit. "Sometimes," said the Skin Horse, for he was always truthful. "When you are Real you don't mind being hurt.

We didn't have movies in this little mining town. When I was 12 my mom took me to New York and I saw Bye Bye Birdie, with people singing and dancing, and that was it.

I feel a sadness I expected and which comes only from myself. I say I've always been sad. That I can see the same sadness in photos of myself when I was small. That today, recognizing it as the sadness I've always had, I could almost call it by my own name, it's so like me.

When I was younger, I walked on my toes and made clicking sounds with my tongue. A therapist taught me how to stop.

There must be a law against forcing children to perform at an early age. Children should have a wonderful childhood. They should not be given too much responsibility.

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

The first idea that the child must acquire, in order to be actively disciplined, is that of the difference between good and evil; and the task of the educator lies in seeing that the child does not confound good with immobility, and evil with activity.

There is in every child a painstaking teacher, so skilful that he obtains identical results in all children in all parts of the world. The only language men ever speak perfectly is the one they learn in babyhood, when no one can teach them anything!

Even so those who teach little children too often have the idea that they are educating babies and seek to place themselves on the child's level by approaching him with games, and often with foolish stories. Instead of all this, we must know how to call to the man which lies dormant within the soul of the child.

you do not exist, you cannot hope to grow. That is the tremendous step the child takes, the step that goes from nothing to something.

The school must permit the free, natural manifestations of the child if in the school scientific pedagogy is to be born. This is the essential reform. No one may affirm that such a

From the child itself he will learn how to perfect himself as an educator.

Others, after having studied children carefully, have come to the conclusion that the first two years are the most important of life. Education during this period must be intended as a help to the development of the psychic powers inherent in the human individual.

It behooves us to think of what may happen to the spirit of the child who is condemned to grow in conditions so artificial that his very bones may become deformed.

Sá»± th?t là chúng ta không th? t?o ra má»™t thiên tài. Chúng ta ch? có th? cho ??a tr? cÆ¡ há»™i ?? hoàn thành nh?ng kh? n?ng ti?m ?n c?a mình.

?? há»— tr? má»™t ??a tr?, chúng ta ph?i cung c?p cho chúng môi tr??ng mà s? cho phép chúng phát tri?n tá»± do.

The fundamental principle of scientific pedagogy must be, indeed, the liberty of the pupil;–such liberty as shall permit a development of individual, spontanous manifestations of the child's nature. If

The child's is a type of life in which work, the fulfilment of one's task, brings joy and happiness, whereas in the field of adult, work is something which is usually a rather painful process.

the child has a type of mind that absorbs knowledge and instructs himself.

Humanity shows itself in all its intellectual splendour during this tender age as the sun shows itself at the dawn, and the flower in the first unfolding of the petals; and we must respect religiously, reverently, these first indications of individuality. If

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.

Once a direction is given to them, the child's movements are made towards a definite end, so that he himself grows quiet and contented, and becomes an active worker, a being calm and full of joy.

She offends the fundamental human dignity of her son,–she treats him as if he were a doll, when he is, instead, a man confided by nature to her care.

We cannot know the consequences of suppressing a child's spontaneity when he is just beginning to be active. We may even suffocate life itself. That humanity which is revealed in all its intellectual splendor during the sweet and tender age of childhood should be respected with a kind of religious veneration. It is like the sun which appears at dawn or a flower just beginning to bloom. Education cannot be effective unless it helps a child to open up himself to life.