The task of the educator lies in seeing that the child does not confound good with immobility, and evil with activity, as often happens in old-time discipline . . . A room in which all the children move about usefully, intelligently, and voluntarily, without committing any rough or rude act, would seem to me a classroom very well disciplined indeed.

Conventions which camouflage a man's true feelings are a spiritual lie which help him adapt himself to the organized deviations of society.

When the child goes out, it is the world itself that offers itself to him. Let us take the child out to show him real things instead of making objects which represent ideas and closing them up in cupboards.

Free choice is one of the highest of all the mental processes.

The word education must not be understood in the sense of teaching but of assisting the psychological development of the child.

How does he achieve this independence? He does it by means of a continuous activity. How does he become free? By means of constant effort. we know that development results from activity. The environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences.

Education must start from birth.