The child often sees only what he already knows. He projects the whole of his verbal thought into things. He sees mountains as built by men, rivers as dug out with spades, the sun and moon as following us on our walks.
Scientific knowledge is in perpetual evolution; it finds itself changed from one day to the next.
The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done.
Logical activity is not the whole of intelligence. One can be intelligent without being particularly logical.
It is with children that we have the best chance of studying the development of logical knowledge, mathematical knowledge, physical knowledge, and so forth.
Logic and mathematics are nothing but specialised linguistic structures.