“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.”

“If I had to make a general rule for living and working with children, it might be this: be wary of saying or doing anything to a child that you would not do to another adult, whose good opinion and affection you valued.”

“We can best help children learn, not by deciding what we think they should learn and thinking of ingenious ways to teach it to them, but by making the world, as far as we can, accessible to them, paying serious attention to what they do, answering their questions -- if they have any -- and helping them explore the things they are most interested in.”

“We who believe that children want to learn about the world, are good at it, and can be trusted to do it with very little adult coercion or interference, are probably no more than one percent of the population, if that. And we are not likely to become the majority in my lifetime. This doesn't trouble me much anymore, as long as this minority keeps on growing. My work is to help it grow. ”

“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.”

“To trust children we must first learn to trust ourselves...and most of us were taught as children that we could not be trusted.”

“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.”