The work of education is divided between the teacher and the environment.
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.
Plainly, the environment must be a living one, directed by a higher intelligence, arranged by an adult who is prepared for his mission.
The adult works to improve his environment while the child works to improve himself.
The exercises of practical life are formative activities, a work of adaptation to the environment. Such adaptation to the environment and efficient functioning therein is the very essence of a useful education.
The child should live in an environment of beauty.
The environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences.
To assist a child we must provide him with an environment which will enable him to develop freely.