| It usually takes a great deal of urging to get the dull child to try even once. However, the bright child likes to experiment, or to try things out. Nobody starts off stupid. Hardly an adult in a thousand could in any three years of his life learn as much, grow as much in his understanding of the world around him, as every infant learns and grows in his first three years. But what happens, as we grow older, to this extraordinary capacity for learning and intellectual growth? What happens is that it is destroyed and more than by any other one thing. It’s destroyed by the process that we misunderstand education, which is a process going on in most homes and schools. |
| It usually takes a great deal of urging to get the dull child to try even once. However, the bright child likes to experiment, or to try things out. Nobody starts off stupid. Hardly an adult in a thousand could in any three years of his life learn as much, grow as much in his understanding of the world around him, as every infant learns and grows in his first three years. But what happens, as we grow older, to this extraordinary capacity for learning and intellectual growth? What happens is that it is destroyed and more than by any other one thing. It' s destroyed by the process that we misunderstand education, which is a process going on in most homes and schools. |
| It usually takes a great deal of urging to get the dull child to try even once. However, the bright child likes to experiment, or to try things out. Nobody starts off stupid. Hardly an adult in a thousand could in any three years of his life learn as much, grow as much in his understanding of the world around him, as every infant learns and grows in his first three years. But what happens, as we grow older, to this extraordinary capacity for learning and intellectual growth? What happens is that it is destroyed and more than by any other one thing. It' s destroyed by the process that we misunderstand education, which is a process going on in most homes and schools. |
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