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 . . .

If I am going up a ladder, and a dog begins to bite at my ankles, I can do one of two things - either turn round and kick out at the it, or simply go on up the ladder. I prefer to go up the ladder!

These words reveal the child’s inner needs; ‘Help me to do it alone’.

Except when he has regressive tendencies, the child's nature is to aim directly and energetically at functional independence.

The essence of independence is to be able to do something for one’s self.

If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is little to be hoped from it in the bettering of man's future. 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.