Colleges and universities, for all the benefits they bring, accomplish far less for their students than they should. Many students graduate without being able to write well enough to satisfy their employers... reason clearly or perform competently in analyzing complex, non-technical problems.

As an educator, I try to get people to be fundamentally curious and to question ideas that they might have or that are shared by others. In that state of mind, they have earned a kind of inoculation against the fuzzy thinking of these weird ideas floating around out there.

After years of finding mathematics easy, I finally reached integral calculus and came up against a barrier. I realized that this was as far as I could go, and to this day I have never successfully gone beyond it in any but the most superficial way.

My system is to be considered a system leading up, in a general way, to education. It can be followed not only in the education of little children from three to six years of age, but can be extended to children up to ten years of age.

One of the many interesting and surprising experiences of the beginner in child analysis is to find in even very young children a capacity for insight which is often far greater than that of adults.

This assumption that the blue collar crowd is not supposed to read it, or a farmer in his overalls is not to read poetry, seems to be dangerous if not tragic.