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

At about a year and a half, the child discovers another fact, and that is that each thing has its own name.

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

Plainly, the environment must be a living one, directed by a higher intelligence, arranged by an adult who is prepared for his mission.

Education, as conceived today, is something separated both from biological and social life.

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.

The adult works to improve his environment while the child works to improve himself.