The concept of an education centered upon the care of the living being alters all previous ideas. Resting no longer on a curriculum, or a timetable, education must conform to the facts of human life.

Nothing is created or destroyed in nature.

How can we speak of Democracy or Freedom when from the very beginning of life we mould the child to undergo tyranny, to obey a dictator? How can we expect democracy when we have reared slaves? Real freedom begins at the beginning of life, not at the adult stage. These people who have been diminished in their powers, made short-sighted, devitalized by mental fatigue, whose bodies have become distorted, whose wills have been broken by elders who say: "your will must disappear and mine prevail!"-how can we expect them, when school-life is finished, to accept and use the rights of freedom?

The aim of education should not be to teach how to use human energies to improve the environment, for we are finally beginning to realize that the cornerstone of education is the development of the human personality, and that in this regard education is of immediate importance for the salvation of mankind.

The ancient saying, "There is nothing in the intellect which was not first in some way in the senses," and senses being explorers of the world, opens the way to knowledge.

The teacher must derive not only the capacity, but the desire, to observe natural phenomena. The teacher must understand and feel her position of observer: the activity must lie in the phenomenon.

An education capable of saving humanity is no small undertaking; it involves the spiritual development of man, the enhancement of his value as an individual, and the preparation of young people to understand the times in which they live.