To stimulate life, leaving it then free to develop, to unfold, herein lies the first task of the teacher.

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.

The child’s progress does not depend only on his age, but also on being free to look around him.

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.

Children become like the things they love.

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

This is the treasure we need today - helping the child become independent of us and make his way by himself, receiving in return his gifts of hope and light.