Times have changed, and science has made great progress, and so has our work; but our principles have only been confirmed, and along with them our conviction that mankind can hope for a solution to its problems, among which the most urgent are those of peace and unity, only by turning its attention and energies to the discovery of the child and to the development of the great potentialities of the human personality in the course of its formation.

At about a year and a half, the child discovers another fact, and that is that each thing has its own name.

We teachers can only help the work going on, as servants wait upon a master.

We must, therefore, quit our roles as jailers and instead take care to prepare an environment in which we do as little as possible to exhaust the child with our surveillance and instruction

If education recognizes the intrinsic value of the child's personality and provides an environment suited to spiritual growth, we have the revelation of an entirely new child whose astonishing characteristics can eventually contribute to the betterment of the world.

The child is an enigma… He has the highest potentialities, but we do not know what he will be.

The child, making use of all that he finds around him, shapes himself for the future.