“This is not a book about teaching a child how to read; it's about teaching a child to want to read. There's an education adage that goes, "What we teach children to love and desire will always outweigh what we make them learn." The fact is that some children learn to read sooner than others, while some learn better than others. There is a difference. For the parent who thinks that sooner is better, who has an eighteen-month-old child barking at flash cards, my response is: sooner is not better. Are the dinner guests who arrive an hour early better guests than those who arrive on time? Of course not.”

“Those who will not read are no better off than those who cannot read.”

“The more you read, the better you get, the more better you get, the more you like it; and the more you like it, the more you do it.”

“Not that parents are alone in their extreme behavior. That have more than enough company among school boards and high-ranking politicians who think if you "fix the schools, they'll fix the kids." So, in Gadsden, Alabama, school officials eliminated kindergarten nap time in 2003 so the children would have more test-prep time. Two hours away in Atlanta, school officials figured that if you eliminated recess, the kids will study more. And just in case those shifty teachers try to sneak it in, Atlanta started building schools without playgrounds. "We are intent on improving academic performance," said the superintendent. "You don't do that by having kids hanging on the monkey bars." Meanwhile, Georgia's governor wanted the state to give Mozart CDs to newborns because research showed Mozart improved babies' IQs (which later proved to be mythical research). Right behind him is Lincoln, Rhode Island, where they canceled the district spelling bee because only one child would win, leaving all others behind, thus violating the intent of No Child Left Behind--or, as they might say in Lincoln, no child gets ahead.”

“We have to learn to remind the other parents who think we're being careless when we loosen our grip that we are actually trying to teach our children how to get along in the world, and that we believe this is our job. A child who can fend for himself is a lot safer than one forever coddled, because the coddled child will not have Mom or Dad around all the time, even though they act as if he will.”

“When I look at a child, I see a living, breathing person, made in God's image, for whom God has a plan. As parent educators, we need to embrace a new notion of learning...we need to engage the hearten order to effectively educate the child. Our vision of a well-educated child is a child who has a heart for learning, a child who has the tools he needs to continue to learn for a lifetime and a child who has the love to want to do it.”

“You never teach a subject, you always teach a child. You teach children in a way that they will learn, and then things will fall in place for them.”