In the psychological realm of relationship between teacher and child, the teacher's part and its techniques are analogous to those of the valet; they are to serve, and to serve well: to serve the spirit.

The development of the child during the first three years after birth is unequaled in intensity and importance by any period that precedes or follows in the whole life of the child.

The first aim of the prepared environment is, as far as it is possible, to render the growing child independent of the adult.

Education demands, then, only this: the utilization of the inner powers of the child for his own instruction.

A child starts from nothing and advances alone. It is the child's reason about which the sensitive periods revolve. The reason provides the initial force and energy, and a child absorbs his first images to assist the reason and act on it.

Culture and education have no bounds or limits; now man is in a phase in which he must decide for himself how far he can proceed in the culture that belongs to the whole of humanity.

Bring the child to the consciousness of his own dignity, and he will be free. We see no limit to what should be offered to the child, for his will be an immense field of chosen activity.