2. What the learner experiences and observes must be connected with language.
3. The time for learning is not the time for judging, not the time for criticism.
4. In every department instruction must begin with the simplest elements, and starting from these must be carried on step by step according to the development of the child, that is, it must be brought into psychological sequence.
5. At each point the instructor shall not go forward till that part of the subject has become the proper intellectual possession of the learner.
6. Instruction must follow the path of development, not the path of lecturing, teaching, or telling.
7. To the educator the individuality of the child must be sacred.
8. Not the acquisition of knowledge or skill is the main object of elementary instruction, but the development and strengthening of the powers of the mind.
9. With knowledge (Wissen) must come power (Können), with information (Kenntniss) skill (Fertigkeit).
10. Intercourse between educator and pupil, and school discipline especially, must be based on and controlled by love.
11. Instruction shall be subordinated to the aim of education.