The laws governing the universe can be made interesting and wonderful to the child, more interesting even that things in themselves, and he begins to ask: What am I? What is the task of man in this wonderful universe? Do we merely live here for ourselves, or is there something more for us to do? Why do we struggle and fight? What is good and evil? Where will it all end?

Culture and education have no bounds or limits; now man is in a phase in which he must decide for himself how far he can proceed in the culture that belongs to the whole of humanity.

The child becomes a person through work.

Education should no longer be most imparting of knowledge, but must take a new path, seeking the release of human potentialities.

Plainly, the environment must be a living one, directed by a higher intelligence, arranged by an adult who is prepared for his mission.

Only practical work and experience lead the young to maturity.

The undisciplined child enters into discipline by working in the company of others; not being told he is naughty.” “Discipline is, therefore, primarily a learning experience and less a punitive experience if appropriately dealt with.