The Child Is Both A Hope And

Do Not Offer The Child The Content Of The Mind, But The Order For That Content.

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.

There Must Be Provision For The Child To Have Contact With Nature; To Understand And Appreciate The Order, The Harmony And The Beauty In Nature.

How Can We Speak Of Democracy Or Freedom When From The Very Beginning Of Life We Mould The Child To Undergo Tyranny, To Obey A Dictator? How Can We Expect Democracy When We Have Reared Slaves? Real Freedom Begins At The Beginning Of Life, Not At The Adult Stage. These People Who Have Been Diminished In Their Powers, Made Short-sighted, Devitalized By Mental Fatigue, Whose Bodies Have Become Distorted, Whose Wills Have Been Broken By Elders Who Say: "your Will Must Disappear And Mine Prevail!"-how Can We Expect Them, When School-life Is Finished, To Accept And Use The Rights Of Freedom?

In The Psychological Realm Of Relationship Between Teacher And Child, The Teacher's Part And Its Techniques Are Analogous To Those Of The Valet; They Are To Serve, And To Serve Well: To Serve The Spirit.