I am beginning to suspect all elaborate and special systems of education. They seem to me to be built upon the supposition that every child is a kind of idiot who must be taught to think. Whereas if the child is left to himself, he will think more and better , if less "showily." Let him come and go freely, let him touch real things and combine his impressions for himself... Teaching fills the mind with artificial associations that must be got rid of before the child can develop independent ideas out of actual experiences.
Children require guidance and sympathy far more than instruction.
Obedience is the gateway through which knowledge, yes, and love, too, enter the mind of the child.
I am beginning to suspect all elaborate and special systems of education. They seem to me to be built up on the supposition that every child is a kind of idiot who must be taught to think.
It's a great mistake, I think, to put children off with falsehoods and nonsense, when their growing powers of observation and discrimination excite in them a desire to know about things.
The processes of teaching the child that everything cannot be as he wills it are apt to be painful both to him and to his teacher.
If the child is left to himself, he will think more and better, if less showily. Let him go and come freely, let him touch real things and combine his impressions for himself.
Why, it is as easy to teach the name of an idea, if it is clearly formulated in the child's mind, as to teach the name of an object.
Too often, I think, children are required to write before they have anything to say. Teach them to think and read and talk without self-repression, and they will write because they cannot help it.
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