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.

The children are now working as if I did not exist.

The exercises of practical life are formative activities, a work of adaptation to the environment. Such adaptation to the environment and efficient functioning therein is the very essence of a useful education.

Children have an anxious concern for living beings, and the satisfaction of this instinct fills them with delight. It is therefore easy to interest them in taking care of plants and especially of animals. Nothing awakens foresight in a small child such as this. When he knows that animals have need of him, that little plants will dry up if he does not water them, he binds together with a new thread of love today's passing moments with those of the morrow.

Love and the hope of it are not things one can learn; they are a part of life's heritage.

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.

Giving children the opportunity to stir up life and leave it free to discover.