• In the event that a child is unbalanced, keeping it under careful observation is very important. To relieve it of such imbalance and restore it to normalcy is equal to restoring its freedom.

• A child acts according to its innate urge. This urge is its natural motive force. This is the urge for an individual’s progress. A child ought to be left free of all constraints to allow this urge a free hand.

• A child learns through emulation of elders. This is intelligent imitation, and such imitation is also education of a kind. On the one hand, it helps tonal control of muscles, and on the intellectual level, it is also a performance repetition for item identification.

• A child is sensitive ever since its birth. Its instinct for learning is always sharp. It is important that it remains ever sharp. For that, education shall never be thrust on it.

• A child is keen on its independence. Its natural urge and its need for development are behind this. Therefore, it should never be denied its freedom of action, either at home or at school. On the contrary, it should be encouraged to be independent.

• We must ever be respectful towards children.

• An environment that stimulates a child’s instincts provides the right atmosphere for independence. Such an environment stimulates and invokes activity; it is challenging and is, therefore, very important.

• Every child is, by nature, a unique entity. Its birth, its development and its end are all uniquely different for each child.

• A child ought to have the freedom of charting its own progress. The freedom of a child is all about being free to achieve this progress in its own way – at its own speed.

• A child must be left to feel its freedom in the environment of its home and its school. The teachers at school, the oppressive discipline, the fear of punishment, the looming exams – these things strike fear at school. It deprives the child of its freedom of learning.

• Children can easily imbibe important concepts through instinctive action. Clearly, not only it is unnecessary to force children to learn, even incentives or rewards to do so are needless.

• The methods we adopt for learning in our childhood decide the methods that will be adopted in our later life too. Those children who learn through their own activities – without incentives or punishments – develop into independent minded and naturally self-reliant adults in their pursuit of education.