“Much of what we call History is the success stories of madmen.”

“Much of what we call History is the success stories of madmen.”

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

“It's a most serious mistake to think that learning is an activity separate from the rest of life, that people do it best when they are not doing anything else and best of all in places where nothing else is done. p.278”

“Leaders are not, as we are often led to think, people who go along with huge crowds following them. Leaders are people who go their own way without caring, or even looking to see, whether anyone is following them. "Leadership qualities" are not the qualities that enable people to attract followers, but those that enable them to do without them. They include, at the very least, courage, endurance, patience, humor, flexibility, resourcefulness, stubbornness, a keen sense of reality, and the ability to keep a cool and clear head, even when things are going badly. True leaders, in short, do not make people into followers, but into other leaders.”

“Since we can't know what knowledge will be most needed in the future, it is senseless to try to teach it in advance. Instead, we should try to turn out people who love learning so much and learn so well that they will be able to learn whatever needs to be learned.”

“People should be free to find or make for themselves the kinds of educational experiences they want their children to have.”

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

“Books ... rarely if ever talk about what children can make of themselves about the powers that from the day or moment of birth are present in every child.”

“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.”

“What is most important and valuable about the home as a base for children's growth into the world is not that it is a better school than the schools, but that it isn't a school at all.”