“We learn to do something by doing it.There is no other way.”

“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.”

“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.”

“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.”

“schools assume that children are not interested in learning and are not much good at it, that they will not learn unless made to, that they cannot learn unless shown how, and that the way to make them learn is to divide up the prescribed material into a sequence of tiny tasks to be mastered one at a time, each with it's approrpriate 'morsel' and 'shock.' And when this method doesn't work, the schools assume there is something wrong with the children -- something they must try to diagnose and treat.”

“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.”

“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.”