“It is hard not to feel that there must be something very wrong with much of what we do in school, if we feel the need to worry so much about what many people call 'motivation'. A child has no stronger desire than to make sense of the world, to move freely in it, to do the things that he sees bigger people doing.”

“Someone asked the other day, "Why do we go to school?" Pat, with vigorunusual in her, said, "So when we grow up we won't be stupid." Thesechildren equate stupidity with ignorance. Is this what they mean when theycall themselves stupid? Is this one of the reasons why they are so ashamed ofnot knowing something? If so, have we, perhaps un-knowingly, taught themto feel this way? We should clear up this distinction, show them that it ispossible to know very few facts, but make very good use of them.Conversely, one can know many facts and still act stupidly. The learned foolis by no means rare in this country.”

“For many years I have been asking myself why intelligent children act unintelligently at school. The simple answer is, "Because they're scared." I used to suspect that children's defeatism had something to do with their bad work in school, but I thought I could clear it away with hearty cries of "Onward! You can do it!" What I now see for the first time is the mechanism by which fear destroys intelligence, the way it affects a child's whole way of looking at, thinking about, and dealing with life. So we have two problems, not one: to stop children from being afraid, and then to break them of the bad thinking habits into which their fears have driven them.What is most surprising of all is how much fear there is in school. Why is so little said about it. Perhaps most people do not recognize fear in children when they see it. They can read the grossest signs of fear; they know what the trouble is when a child clings howling to his mother; but the subtler signs of fear escaping them. It is these signs, in children's faces, voices, and gestures, in their movements and ways of working, that tell me plainly that most children in school are scared most of the time, many of them very scared. Like good soldiers, they control their fears, live with them, and adjust themselves to them. But the trouble is, and here is a vital difference between school and war, that the adjustments children make to their fears are almost wholly bad, destructive of their intelligence and capacity. The scared fighter may be the best fighter, but the scared learner is always a poor learner.”

“The book will be a demonstration that children, without being coerced or manipulated, or being put in exotic, specially prepared environments, or having their thinking planned and ordered for them, can, will and do pick up from the world around them important information about what we call the Basics. It will also demonstrate that "ordinary" people, without special schooling themselves, can give their children whatever slight assistance may be needed to help them in their exploration of the world, and that to do this requires no more than a little tact, patience, attention and readily available information. ”

“The true test of character is not how much we know how to do, but how we behave when we don't know what to do.”

“This idea that children won't learn without outside rewards and penalties, or in the debased jargon of the behaviorists, "positive and negative reinforcements," usually becomes a self-fulfilling prophecy. If we treat children long enough as if that were true, they will come to believe it is true. So many people have said to me, "If we didn't make children do things, they wouldn't do anything." Even worse, they say, "If I weren't made to do things, I wouldn't do anything."It is the creed of a slave.”

“A life worth living, and work worth doing - that is what I want for children (and all people), not just, or not even, something called 'a better education.”