My vision of the future is no longer of people taking exams and proceeding from secondary school to University but of passing from one stage of independence to a higher, by means of their own activity and effort of will.

We do not believe in the educative power of words and commands alone, but seek cautiously, and almost without the child's knowing it, to guide his natural activity.

It is almost possible to say that there is a mathematical relationship between the beauty of his surroundings and the activity of the child; he will make discoveries rather more voluntarily in a gracious setting than in an ugly one.

Children must grow not only in the body but in the spirit, and the mother longs to follow the mysterious spiritual journey of the beloved one who to-morrow will be the intelligent, divine creation, man.

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 children are now working as if I did not exist.

Mental development must be connected with movement and be dependent on it. It is vital that educational theory and practice should be informed by that idea.