We are storytelling creatures, and as children we acquire language to tell those stories that we have inside us.
We begin with the hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development.
The main characteristic of play - whether of child or adult - is not it content but its mode. Play is an approach to action, not a form of activity.
Good teaching is forever being on the cutting edge of a child's competence.
The young child approaching a new subject or anew problem is like the scientist operating at the edge of his chosen field.
It is sentimentalism to assume that the teaching of life can always be fitted to the child's interests, just as it is empty formalism to force the child to parrot the formulas of adult society. Interests can be created and stimulated.
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