The word education must not be understood in the sense of teaching but of assisting the psychological development of the child.

We do not believe in the educative power of words and commands alone, but seek cautiously, and almost without the child's knowing it, to guide his natural activity.

How does he achieve this independence? He does it by means of a continuous activity. How does he become free? By means of constant effort. we know that development results from activity. The environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences.

If help and salvation are to come they can only come from the children, for the children are the makers of men.

To give a child liberty is not to abandon him to himself.

An education capable of saving humanity is no small undertaking; it involves the spiritual development of man, the enhancement of his value as an individual, and the preparation of young people to understand the times in which they live.

A humankind abandoned in its earlier formative stage becomes its own greatest threat to survival.