My vision of the future is no longer of people taking exams and proceeding from secondary school to University but of passing from one stage of independence to a higher, by means of their own activity and effort of will.

The teacher's task is not to talk, but to prepare and arrange a series of motives for cultural activity in a special environment made for the child.

When the children had completed an absorbing bit of work, they appeared rested and deeply pleased. It almost seemed as if a road had opened up within their souls that led to all their latent powers, revealing the better part of themselves. They exhibited a great affability to everyone, put themselves out to help others and seemed full of good will.

All human victories, all human progress, stand upon the inner force.

Children have an anxious concern for living beings, and the satisfaction of this instinct fills them with delight. It is therefore easy to interest them in taking care of plants and especially of animals. Nothing awakens foresight in a small child such as this. When he knows that animals have need of him, that little plants will dry up if he does not water them, he binds together with a new thread of love today's passing moments with those of the morrow.

Except when he has regressive tendencies, the child's nature is to aim directly and energetically at functional independence.

The child builds his inmost self out of the deeply held impressions he receives.