The observation of the way in which the children pass from the first disordered movements to those which are spontaneous and ordered -- this is the book of the teacher; this is the book which must inspire her actions . . .

Today, however, those things which occupy us in the field of education are the interests of humanity at large and of civilization, and before such great forces we can recognize only one country-the entire world.

Freedom in intellectual work is found to be the basis of internal discipline.

Growth and psychic development are therefore guided by: the absorbent mind, the nebulae and the sensitive periods, with their respective mechanisms. It is these that are hereditary and characteristic of the human species. But the promise they hold can only be fulfilled through the experience of free activity conducted in the environment.

The aim of education should not be to teach how to use human energies to improve the environment, for we are finally beginning to realize that the cornerstone of education is the development of the human personality, and that in this regard education is of immediate importance for the salvation of mankind.

We must help the child to act for himself, will for himself, think for himself; this is the art of those who aspire to serve the spirit.

To consider the school as a place where instruction is given is one point of view. But, to consider the school as a preparation for life is another. In the latter case, the school must satisfy all the needs of life.