“It is said that here we practise free discipline. That's wrong, quite wrong. It would be more correct to say that we are seeking, as best we can, to establish disciplined freedom, that state in which the child feels free to work, play and express himself without fear of those whose job it is to direct and stimulate his efforts into constructive channels. As things are we cannot expect of them high academic effort, but we can take steps to ensure that their limited abilities are exploited to the full." Here he smiled briefly, as if amused by some fleeting, private reflection. "We encourage them to speak up for themselves, no matter what the circumstances or the occasion; this may probably take the form of rudeness at first but gradually, through the influences of the various committees and the student council, we hope they will learn directness without rudeness, and humility without sycophancy. We try to show them a real relationship between themselves and their work, in preparation for the day when they leave school.”

“When we only name the problem, when we state complaint without a constructive focus or resolution, we take hope away. In this way critique can become merely an expression of profound cynicism, which then works to sustain dominator culture.”

“We can have wilderness without freedom; we can have wilderness without human life at all, but we cannot have freedom without wilderness, we cannot have freedom without leagues of open space beyond the cities, where boys and girls, men and women, can live at least part of their lives under no control but their own desires and abilities, free from any and all direct administration by their fellow men.”

“Work is so foundational to our makeup that it is one of the few things we can take in significant doses without harm. Indeed, the Bible does not say we should work one day and rest six or that work and rest should be balanced evenly but directs us to the opposite ratio. Leisure and pleasure are great goods, but we can take only so much of them.”

“Unless we press the limits, unless we stretch and expand them, unless we can accept at least the possibility that we may be wrong, or blinkered, or wrapped in our own habitual and familiar vision, we will never even see the prison bars we have constructed, let alone be able to break free of them.”

“The learned and the studious of thought have no monopoly of wisdom. Their violence of direction in some degree disqualifies them to think truly. We owe many valuable observations to people who are not very acute or profound, and who say the thing without effort which we want and have long been hunting in vain.”