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?

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

An educational method that shall have liberty as its basis must intervene to help the child to a conquest of liberty. That is to say, his training must be such as shall help him to diminish as much as possible the social bonds which limit his activity.

It is the child who makes the man, and no man exists who was not made by the child he once was.

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

For what is the use of transmitting knowledge if the individual's total development lags behind?

Growth is not merely a harmonious increase in size, but a transformation.