• Open and inclusive spaces that reflect openness to learning.
  • Enduring respect for children as thinkers and explorers.
  • Structures and processes ‘led’ by children, experiential education, collaborative work and skilful feedback.
  • Choices with a purpose that define children as individuals far more than their abilities.
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THE FIRST principle of  true teaching is that nothing can be taught. The teacher is not an instructor or taskmaster,  he is a helper and a guide.  His business is to suggest and not to impose. He does not actually train the pupil’s mind, he only shows him how to perfect his instruments of knowledge and helps and encourages him in the process.

He does not impart knowledge to him, he shows him how to acquire knowledge for himself.  He does not call forth the knowledge that is within; he only shows him where it lies and how it can be habituated to rise to the surface. The distinction that reserves this principle for the teaching of adolescent and adult minds and denies its application to the child, is a conservative and unintelligent doctrine.

THE SECOND principle is that the mind has to be consulted in its own growth.  The idea of hammering the child into the shape desired by the parent or teacher is barbarous and ignorant superstition…

To force the nature to abandon its own dharma is to do it permanent harm, mutilate its growth and deface its perfection.  It is a selfish tyranny over a human soul and a wound to the nation, which loses the benefit of the best that a man could have given it…

THE THIRD principle of education is to work from the near to the far, from that which is, to that which shall be….  We must not take up the nature by the roots from the earth in which it must grow or surround the mind with images and ideas of a life which is alien to that in which it must physically move.  If anything has to be brought in from outside, it must be offered, not forced on the mind.  A free and natural growth is the condition of genuine development.”