Education demands, then, only this: the utilization of the inner powers of the child for his own instruction.

The child is truly a miraculous being, and this should be felt deeply by the educator.

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.

First the education of the senses, then the education of the intellect.

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

How can we speak of Democracy or Freedom when from the very beginning of life we mould the child to undergo tyranny, to obey a dictator? How can we expect democracy when we have reared slaves? Real freedom begins at the beginning of life, not at the adult stage. These people who have been diminished in their powers, made short-sighted, devitalized by mental fatigue, whose bodies have become distorted, whose wills have been broken by elders who say: "your will must disappear and mine prevail!"-how can we expect them, when school-life is finished, to accept and use the rights of freedom?

The world of education is like an island where people cut off from the world are prepared for life by exclusion from it.