The activity of the child has always been looked upon as an expression of his vitality.

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.

The child's true constructive energy, a dynamic power, has remained unnoticed for thousands of years. Just as men have trodden the earth, and later tilled its surface, without thought for the immense wealth hidden in its depths, so the men of our day make progress after progress in civilized life, without noticing the treasures that lie hidden in the psychic world of infancy.

Under the urge of nature and according to the laws of development, though not understood by the adult, the child is obliged to be serious about two fundamental things ... the first is the love of activity... The second fundamental thing is independence.

If children are allowed free development and given occupation to correspond with their unfolding minds their natural goodness will shine forth.

Scientific observation then has established that education is not what the teacher gives; education is a natural process spontaneously carried out by the human individual, and is acquired not by listening to words but by experiences upon the environment.

Do not offer the child the content of the mind, but the order for that content.