Those who first introduced compulsory education into American life knew exactly why children should go to school and learn to read: to save their souls.... Consistent with this goal, the first book written and printed for children in America was titled Spiritual Milk for Boston Babes in either England, drawn from the Breasts of both Testaments for their Souls' Nourishment.

Parents can offer their help by suggesting and locating resources likely to be unfamiliar to children, such as people, books, andmaterials that can be useful.

Children of the middle years do not do their learning unaffected by attendant feelings of interest, boredom, success, failure, chagrin, joy, humiliation, pleasure, distress and delight. They are whole children responding in a total way, and what they feel is a constant factor that can be constructive or destructive in any learning situation.

In the middle years of childhood, it is more important to keep alive and glowing the interest in finding out and to support this interest with skills and techniques related to the process of finding out than to specify any particular piece of subject matter as inviolate.

Children of eight and nine who love their mothers dearly will cross to the other side of the street when they see her coming, if they happen to be with friends, because to greet or be greeted by their mothers in the presence of peers is to acknowledge having been (and perhaps still being) a baby.

No school can work well for children if parents and teachers do not act in partnership on behalf of the children's best interests

Helping children at a level of genuine intellectual inquiry takes imagination on the part of the adult. Even more, it takes the courage to become a resource in unfamiliar areas of knowledge and in ones for which one has no taste. But parents, no less than teachers, must respect a child's mind and not exploit it for their own vanity or ambition, or to soothe their own anxiety.