It is necessary for the teacher to guide the child without letting him feel her presence too much, so that she may always be ready to supply the desired help, but may never be the obstacle between the child and his experience.

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.

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

We must help the child to act for himself, will for himself, think for himself; this is the art of those who aspire to serve the spirit.

Since it is through movement that the will realises itself, we should assist a child in his attempts to put his will into act.

Two things are necessary, the development of individuality and the participation of the individual in a truly social life.

Education cannot be effective unless it helps a child to open up himself to life.