Floyd Dell Quotes

We discovered that education is not something which the teacher does, but that it is a natural process which develops spontaneously in the human being.

There should be no element of slavery in learning. Enforced exercise does no harm to the body, but enforced learning will not stay in the mind. So avoid compulsion, and let your children's lessons take the form of play.

Whenever the child is given the notion that he needs to be entertained, learning comes almost to a halt.

But, if you observe children learning in their first few years of life, you can see that they can and do learn on their own - we leave them alone to crawl, walk, talk, and gain control over their bodies. It happens without much help from parents.

Jean Piaget observed that scarcely any question seems absurd to a child, but he was silent on the question of absurd answers from adults.

Children are like men, the experience of others does not help them.

If children have interests, then education happens.

Each time one prematurely teaches a child something he could have discovered himself, that child is kept from inventing it and consequently from understanding it completely.

There is hardly a more heart-thrilling pleasure enjoyed by mortals, than that which parents feel when seeing their child first being able to 'catch knowledge of objects.

The parent knows that the child cannot be artificially motivated to learn; they know that he is already motivated by the strongest driving force on earth: his inner intent.

People never learn anything by being told, they have to find out for themselves.

Something we all have as kids and is beaten out of us as adults. Parents come up to me, "How do I get my kids interested in science?" They're already interested in science. Just stop beating it out of them.

Children are not less intelligent than adults; what they are is less informed.

Actually, all education is self-education. A teacher is only a guide, to point out the way, and no school, no matter how excellent, can give you education. What you receive is like the outlines in a child’s coloring book. You must fill in the colors yourself.

We do not have to get our children to learn; only to allow and encourage them in their learning. We do not have to dictate what they should learn; only to discern and respond to what it is that they are learning. Such responsiveness is at once the most educational and the most loving.

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. Whereas, if the child is left to himself, he will think more and better, if less showily.

Curiosity is unknown. All adults were once kids and once curious, but as adults you don't remember that and you see curiosity when it's expressed in children as a pathway to household disaster. They're simply exploring their environment, manifesting their curiosity. So what you need to do is create an environment where curiosity is rewarded rather than punished, or thwarted.

Because psychologists have been able to discover, exactly as in a slow-motion picture, the way the human creature acquires knowledge and habits, the normal child has been vastly helped by what the retarded have taught us.

The objects in our system are instead a help to the child himself, he chooses what he wants for his own use, and works with it according to his own needs, tendencies and special interests. In this way, the objects become a means of growth.

Children will learn to do what they want to learn to do.

The child learns so easily because he has a natural gift, but adults, because they are tyrants, ignore natural gifts and say that children must learn through the same process that they learned by. We insist upon forced mental feeding and our lessons

Children are born true scientists. They spontaneously experiment and experience and reexperience again. They select, combine, and test, seeking to find order in their experiences - "which is the mostest? which is the leastest?" They smell, taste, bite, and touch-test for hardness, softness, springiness, roughness, smoothness, coldness, warmness: they heft, shake, punch, squeeze, push, crush, rub, and try to pull things apart.

Curiosity in children, is but an appetite for knowledge. The great reason why children abandon themselves wholly to silly pursuits and trifle away their time insipidly is, because they find their curiosity balked, and their inquiries neglected.

The elements of instruction should be presented to the mind in childhood, but not with any compulsion.

How hard would it be to ask children what they see in their heads? How big should the house be in comparison to the family standing in front of it? What is it about the anatomy of the people that doesn't look right? Then let them try it again. Teach them to learn how to see and ask questions.