Adults look upon a child as something empty that is to be filled through their own efforts, as something inert and helpless for which they must do everything, as something lacking an inner guide and in constant need of inner direction. . . . An adult who acts in this way, even though he may be convinced that he is filled with zeal, love, and a spirit of sacrifice on behalf of his child, unconsciously suppresses the development of the child's own personality.

No social problem is as universal as the oppression of the child

The word education must not be understood in the sense of teaching but of assisting the psychological development of the child.

Education demands, then, only this: the utilization of the inner powers of the child for his own instruction.

Order is ... the true key to rapidity of reaction.

The child, in fact, once he feels sure of himself, will no longer seek the approval of authority after every step.

The environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences.