We cannot create observers by saying 'observe,' but by giving them the power and the means for this observation and these means are procured through education of the senses.

There should be music in the child's environment, just as there does exist in the child's environment spoken speech. In the social environment the child should be considered and music should be provided.

The land is where our roots are. The children must be taught to feel and live in harmony with the Earth.

When mental development is under discussion, there are many who say, 'How does movement come into it? We are talking about the mind.' And when we think of intellectual activity, we always imagine people sitting still, motionless. But 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.

The child can only develop fully by means of experience in his environment. We call such experience 'work'.

Our goal is not so much the imparting of knowledge as the unveiling and developing of spiritual energy.

When the children had completed an absorbing bit of work, they appeared rested and deeply pleased. It almost seemed as if a road had opened up within their souls that led to all their latent powers, revealing the better part of themselves. They exhibited a great affability to everyone, put themselves out to help others and seemed full of good will.