The life of a child is not an abstraction; it is something that is lived by each one in particular. There is only one real biological manifestation...

Every external object and still more every external activity which hinders that frail and hidden impulse which, even though it is still unknown, acts...

...a child should be left free to choose the objects he wishes. The more the obstacles that stand between a child and the object to which his soul...

From his scientific training, a teacher should acquire not only an ability but also an interest in observing natural phenomena. In our system he...

When we speak of “environment” we include the sum total of objects which a child can freely choose and use as he pleases, that is to say, according to...

There are harsh and insistent changes that summon the unconscious to the consciousness; all spiritual development is an achievement of consciousness...

There is therefore a formative period in which the actions have no external scope or application. We find analogous facts connected with the...

From a biological point of view, the concept of liberty in the education of very young children should be understood as a condition most favourable to...

Then when she begins to see that it is her duty to distinguish between acts which should be prevented and those which should be observed....

A child's liberty should have at its limit the interests of the group to which he belongs.... We should therefore prevent a child from doing anything...