The undisciplined child enters into discipline by working in the company of others; not being told he is naughty.” “Discipline is, therefore, primarily a learning experience and less a punitive experience if appropriately dealt with.

Adults have not understood children or adolescents and they are, as a consequence, in continual conflict with them.

This system in which a child is constantly moving objects with his hands and actively exercising his senses, also takes into account a child's special aptitude for mathematics. When they leave the material, the children very easily reach the point where they wish to write out the operation. They can thus carryout an abstract mental operation and acquire a kind of natural and spontaneous inclination for mental calculations.

What we need is a world full of miracles, like the miracle of seeing the young child seeking work and independence, and manifesting a wealth of enthusiasm and love.

Supposing I said there was a planet without schools or teachers, where study was unknown, and yet the inhabitants -- doing nothing but live and walk about -- came to know all things, to carry in their minds the whole of learning; would you not think I was romancing? Well, just this, which seems so fanciful as to be nothing but the invention of a fertile imagination, is a reality. It is the child's way of learning.

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.

Let us treat them [children], therefore, with all the kindness which we would wish to help to develop in them.