“I can't think of one great human being in the arts, or in history generally, who conformed, who succeeded, as educational experts tell us children must succeed, with his peer group...If a child in their classrooms does not succeed with his peer group, then it would seem to many that both child and teacher have failed. Have they? If we ever, God forbid, manage to make each child succeed with his peer group, we will produce a race of bland and faceless nonentities, and all poetry and mystery will vanish from the face of the earth.”

“Peering succeeds because it leverages self-organization—a style of production that works more effectively than hierarchical management for certain tasks.”

“All good teachers will tell you that the most important quality they bring to their teaching is their love for the children. But what does that mean? It means that before we can teach them, we need to delight in them. Someone once said that children need one thing in order to succeed in life: someone who is crazy about them. We need to find a way to delight in all our students. We may be the only one in their lives to do so. We need to look for the best, expect the best, find something in each child that we can truly treasure.... If children recognize that we have seen their genius, who they really are, they will have the confidence and resilience to take risks in learning. I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to develop.”

“Who succeeds in forming and leading a Great Group? He or she is almost always a pragmatic dreamer. They are people who get things done, but they are people with immortal longings. Often, they are scientifically minded people with poetry in their souls.”

“When one of us succeeds we all succeed”

“When I was in school I studied biology. I learned that in making their experiments scientists will take some group--bacteria, mice, people--and subject that group to certain conditions. They compare the results with a second group which has not been disturbed. This second group is called the control group. It is the control group which enables the scientist gauge the effect of his experiment. To judge the significance of what has occurred. In history there are no control groups. There is no one to tell us what might have been. We weep over the might have been, but there is no might have been. There never was. It is supposed to be true that those who o not know history are condemned to repeat it. I don't believe knowing can save us. What is constant in history is greed and foolishness and a love of blood and this is a thing that even God--who knows all that can be known--seems powerless to change.”