The great constructive energies of the child ... have hitherto been concealed beneath an accumulation of ideas concerning motherhood. We used to say it was the mother who formed the child; for it is she who teaches him to walk, talk, and so on. But none of this is really done by the mother. It is an achievement of the child. What the mother brings forth is the baby, but it is the baby who produces the man. Should the mother die, the baby still grows up and completes his work of making the man.

If education recognizes the intrinsic value of the child's personality and provides an environment suited to spiritual growth, we have the revelation of an entirely new child whose astonishing characteristics can eventually contribute to the betterment of the world.

When mental development is under discussion, there are many who say, 'How does movement come into it? We are talking about the mind.' And when we think of intellectual activity, we always imagine people sitting still, motionless. But mental development must be connected with movement and be dependent on it. It is vital that educational theory and practice should be informed by that idea.

If children are allowed free development and given occupation to correspond with their unfolding minds their natural goodness will shine forth.

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

Whatever is presented to him must be made beautiful and clear, striking his imagination. Once this love has been kindled, all problems confronting the educationist will disappear.

If help and salvation are to come they can only come from the children, for the children are the makers of men.