Whatever is presented to him must be made beautiful and clear, striking his imagination. Once this love has been kindled, all problems confronting the educationist will disappear.

When a child is given a little leeway, he will at once shout, "I want to do it!" But in our schools, which have an environment adapted to children's needs, they say, "Help me to do it alone." And these words reveal their inner needs.

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.

A child is a discoverer. He is an amorphous, splendid being in search of his own proper form.

There are many who hold, as I do, that the most important part of life is not the age of university studies, but the first one, the period from birth to the age of six. For that is the time when a man's intelligence itself, his greatest implement, is being formed. But not only his intelligence; the full totality of his psychic powers.

Character formation cannot be taught. It comes from experience and not from explanation.

There must be provision for the child to have contact with nature; to understand and appreciate the order, the harmony and the beauty in nature.