Scientific observation then has established that education is not what the teacher gives; education is a natural process spontaneously carried out by the human individual, and is acquired not by listening to words but by experiences upon the environment.

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.

The teacher, when she begins work in our schools, must have a kind of faith that the child will reveal himself through work.

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.

Education cannot be effective unless it helps a child to open up himself to life.

The first duty of the educator, whether he is involved with the newborn infant or the older child, is to recognize the human personality of the young being and respect it.

We shall walk together on this path of life, for all things are a part of the universe, and are connected with each other to form one whole unity. This idea helps the mind of the child to become fixed, to stop wandering in an aimless quest for knowledge. He is satisfied, having found the universal centre of himself with all things.