My contention is that it is impossible to limit Truth, for that would mean that you were stepping down the Truth to the individual, who is limited. It would be useless to lay down a crystallized method for everyone to follow.

In our relationship with children and young people, we are not dealing with mechanical devices that can be quickly repaired, but with living beings who are impressionable, volatile, sensitive, afraid, affectionate; and to deal with them we have to have great understanding, the strength of patience and love.

Hitler and Mussolini were only the primary spokesmen for the attitude of domination and craving for power that are in the heart of almost everyone. Until the source is cleared, there will always be confusion and hate, wars and class antagonisms.

Do you know that even when you look at a tree and say, `That is an oak tree', or `that is a banyan tree', the naming of the tree, which is botanical knowledge, has so conditioned your mind that the word comes between you and actually seeing the tree? To come in contact with the tree you have to put your hand on it and the word will not help you to touch it.

Fear begins and ends with the desire to be secure; inward and outward security, with the desire to be certain, to have permanency. The continuity of permanence is sought in every direction, in virtue, in relationship, in action, in experience, in knowledge, in outward and inward things. To find security and be secure is the everlasting cry. It is this insistent demand that breeds fear.

You cannot say that all experience is of equal value for all people.

Education in the true sense is helping the individual to be mature and free, to flower greatly in love and goodness. That is what we should be interested in, and not in shaping the child according to some idealistic pattern.