The Child Endures All Things.

... The First Thing His Education Demands Is The Provision Of An Environment In Which He Can Develop The Powers Given Him By Nature. This Does Not Mean Just To Amuse Him And Let Him Do What He Likes. But It Does Mean That We Have To Adjust Our Minds To Doing A Work Of Collaboration With Nature, To Being Obedient To One Of Her Laws, The Law Which Decrees That Development Comes From Environmental Experience.

No One Can Be Free Unless He Is Independent.

A Great Deal Of Time And Intellectual Force Are Lost In The World, Because The False Seems Great And The Truth So Small And Insignificant.

The Task Of The Educator Lies In Seeing That The Child Does Not Confound Good With Immobility, And Evil With Activity, As Often Happens In Old-time Discipline . . . A Room In Which All The Children Move About Usefully, Intelligently, And Voluntarily, Without Committing Any Rough Or Rude Act, Would Seem To Me A Classroom Very Well Disciplined Indeed.

Great Tact And Delicacy Is Necessary For The Care Of The Mind Of A Child From Three To Six Years, And An Adult Can Have Very Little Of It.