Early intervention programs enrich adverse family environments. The largest effects of the early intervention programs are on noncognitive traits. Now, what do I mean by that? I mean perseverance, motivation, self-esteem, and hard work.

I don't think that every child in America is going to necessarily aspire to, you know, a four-year degree from a liberal arts college or a certain kind of life. I think that people should learn to be excellent in the thing that they choose to do.

As every parent knows, children begin life as uninhibited, unabashed explorers of the unknown. From the time we can walk and talk, we want to know what things are and how they work - we begin life as little scientists.

I really see no harm which can come of giving our children a little knowledge of physiology. ... The instruction must be real, based upon observation, eked out by good explanatory diagrams and models, and conveyed by a teacher whose own knowledge has been acquired by a study of the facts; and not the mere catechismal parrot-work which too often usurps the place of elementary teaching.

What teachers and the administration in that era never seemed to see was that the mental work of what they called daydreaming often required more effort and concentration than it would have taken simply to listen in class. Laziness is not the issue. It is just not the work dictated by the administration.

It is not enough for the teacher to love the child. She must first love and understand the universe. She must prepare herself, and truly work at it.