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If an educational act is to be efficacious, it will be only that one which tends to help toward the complete unfolding of life. To be thus helpful it is necessary rigorously to avoid the arrest of spontaneous movements and the imposition of arbitrary tasks.
Establishing lasting peace is the work of education all politics can do is keep us out of war.
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?
Times have changed, and science has made great progress, and so has our work but our principles have only been confirmed, and along with them our conviction that mankind can hope for a solution to its problems, among which the most urgent are those of peace and unity, only by turning its attention and energies to the discovery of the child and to the development of the great potentialities of the human personality in the course of its formation.
The first idea that the child must acquire, in order to be actively disciplined, is that of the difference between good and evil and the task of the educator lies in seeing that the child does not confound good with immobility, and evil with activity.
The teacher must derive not only the capacity, but the desire, to observe natural phenomena. In our system, she must become a passive, much more than an active, influence, and her passivity shall be composed of anxious scientific curiosity and of absolute respect for the phenomenon which she wishes to observe. The teacher must understand and feel her position of observer: the activity must lie in the phenomenon.
The greatest sign of success for a teacher... is to be able to say, "The children are now working as if I did not exist."
If help and salvation are to come, they can only come from the children, for the children are the makers of men.
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