Education is an atmosphere.
Principle 6. "When we say that 'education is an atmosphere,' we do not mean that a child should be isolated in what may be called a 'child-environment' especially adapted and prepared, but that we should take into account the educational value of his natural home atmosphere, both as regards persons and things, and should let him live freely among his proper conditions. It stultifies a child to bring down his world to the 'child's' level." (Vol. 6, page XXIX)
Education is a discipline.
Principle 7. "By 'education is a discipline,' we mean the discipline of habits, formed definitely and thoughtfully, whether habits of mind or body. Physiologist tell us of the adaptation of brain structures to habitual lines of thought, i.e., to our habits. (Vol. 6, page XXIX)
Education is a life.
Principle 8. "In saying that 'education is a life,' the need of intellectual and moral as well as of physical sustenance is implied. The mind feeds on ideas, and therefore children should have a generous curriculum.
"We know well that 'Education is an atmosphere, a discipline, a life.' In other words we know that parents and teachers should know how to make sensible use of a child's circumstances (atmosphere) to forward his sound education; should train him in the discipline of the habits of the good life; and should nourish his life with ideas, the food upon which personality waxes strong." (Vol. 3, page 182)
"...our motto, 'Education is an Atmosphere, a Discipline, a Life.' By this we mean that parents and teachers should know how to make sensible use of a child's circumstances (atmosphere), should train him in habits of good living (discipline), and should nourish his mind with ideas, the food of the intellectual life these three we believe to be the only instruments of which we may make lawful use in bringing up children. An easier way may be found by trading on their sensibilities, emotions, desires, passions; but the result must be disastrous. And for this reason, that habits, ideas, and circumstances are external, and we may help each other to get the best that is to be had of them; we may not, however, meddle directly with the personality of child or man;..." (Vol. 3, pages 216-217)
"...our motto, 'Education is an Atmosphere, a Discipline, a Life.' By this we mean that parents and teachers should know how to make sensible use of a child's circumstances (atmosphere), should train him in habits of good living (discipline), and should nourish his mind with ideas, the food of the intellectual life these three we believe to be the only instruments of which we may make lawful use in bringing up children. An easier way may be found by trading on their sensibilities, emotions, desires, passions; but the result must be disastrous. And for this reason, that habits, ideas, and circumstances are external, and we may help each other to get the best that is to be had of them; we may not, however, meddle directly with the personality of child or man;..." (Vol. 3, pages 216-217)