Education should no longer be most imparting of knowledge, but must take a new path, seeking the release of human potentialities.

The prize and punishments are incentives toward unnatural or forced effort, and, therefore we certainly cannot speak of the natural development of the child in connection with them.

If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is little to be hoped from it in the bettering of man's future. For what is the use of transmitting knowledge if the individual's total development lags behind?

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.

No one can be free unless he is independent. Therefore, the first active manifestations of the child's individual liberty must be so guided that through this activity he may arrive at independence.

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.

The goal of early childhood education should be to activate the child's own natural desire to learn.