Red RodsBefore elaborating any system of education, we must therefore create a favorable environment that will encourage the flowering of a child's natural gifts. All that is needed is to remove the obstacles. And this should be the basis of, and point of departure for, all future education. The first thing to be done, therefore, is to discover the true nature of a child and then assist him in his normal development.

At one year of age the child says his first intentional wordhis babbling has a purpose, and this intention is a proof of conscious intelligenceHe becomes ever more aware that language refers to his surroundings, and his wish to master it consciously becomes also greater.Subconsciously and unaided, he strains himself to learn, and this effort makes his success all the more astonishing.

The exercises of practical life are formative activities, a work of adaptation to the environment. Such adaptation to the environment and efficient functioning therein is the very essence of a useful education.

To consider the school as a place where instruction is given is one point of view. But, to consider the school as a preparation for life is another. In the latter case, the school must satisfy all the needs of life.

Beauty lies in harmony, not in contrast; and harmony is refinement; therefore, there must be a fineness of the senses if we are to appreciate harmony.

The teacher's task is not to talk, but to prepare and arrange a series of motives for cultural activity in a special environment made for the child.

Environment is undoubtedly a secondary factor in the phenomena of life; it can modify in that it can help or hinder, but it can never create.