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.

A child's work is to create the person she/he will become.

Environment is undoubtedly a secondary factor in the phenomena of life; it can modify in that it can help or hinder, but it can never create.

The child seeks for independence by means of work; an independence of body and mind.

Under the urge of nature and according to the laws of development, though not understood by the adult, the child is obliged to be serious about two fundamental things ... the first is the love of activity... The second fundamental thing is independence.

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?

We shall walk together on this path of life, for all things are part of the universe and are connected with each other to form one whole unity.