The child has a mind able to absorb knowledge. He has the power to teach himself.

A teacher, therefore, who would think that he could prepare himself for his mission through study alone would be mistaken. The first thing required of a teacher is that he be rightly disposed for his task.

The principal agent is the object itself and not the instruction given by the teacher. It is the child who uses the objects; it is the child who is active, and not the teacher.

Whatever is presented to him must be made beautiful and clear, striking his imagination. Once this love has been kindled, all problems confronting the educationist will disappear.

We must clearly understand that when we give the child freedom and independence, we are giving freedom to a worker already braced for action, who cannot live without working and being active.

At one year of age the child says his first intentional wordhis babbling has a purpose, and this intention is a proof of conscious intelligenceHe becomes ever more aware that language refers to his surroundings, and his wish to master it consciously becomes also greater.Subconsciously and unaided, he strains himself to learn, and this effort makes his success all the more astonishing.

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.