Children are human beings to whom respect is due, superior to us by reason of their innocence and of the greater possibilities of their future.

When dealing with children there is greater need for observing than of probing

The prize and punishments are incentives toward unnatural or forced effort, and, therefore we certainly cannot speak of the natural development of the child in connection with them.

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.

To stimulate life, leaving it then free to develop, to unfold, herein lies the first task of the teacher.

Only practical work and experience lead the young to maturity.

The child has a mind able to absorb knowledge. He has the power to teach himself.