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

Growth comes from activity, not from intellectual understanding.

The objects in our system are instead a help to the child himself, he chooses what he wants for his own use, and works with it according to his own needs, tendencies and special interests. In this way, the objects become a means of growth.

Today, however, those things which occupy us in the field of education are the interests of humanity at large and of civilization, and before such great forces we can recognize only one country-the entire world.

The aim of education should not be to teach how to use human energies to improve the environment, for we are finally beginning to realize that the cornerstone of education is the development of the human personality, and that in this regard education is of immediate importance for the salvation of mankind.

The work of education is divided between the teacher and the environment.

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.