The instructions of the teacher consist then merely in a hint, a touch-enough to give a start to the child. The rest develops of itself.

If we can, when we have established individual discipline, arrange the children, sending each one to his own place, in order, trying to make them understand the idea that thus placed they look well, and that it is a good thing to be placed in order . . .

We must support as much as possible the child's desires for activity; not wait on him, but educate him to be independent.

Education should therefore include the two forms of work, manual and intellectual, for the same person, and thus make it understood by practical experience that these two kinds complete each other and are equally essential to a civilized existence.

The activity of the child has always been looked upon as an expression of his vitality.

The work of education is divided between the teacher and the environment.

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