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Philip Sidney

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....But words came halting forth, wanting Invention's stay,
Invention, Nature's child, fled step-dame Study's blows,
And others' feet still seemed but strangers in my way.
Thus great with child to speak, and helpless in my throes,
Biting my truant pen, beating myself for spite:
"Fool," said my Muse to me, "look in thy heart and write."
--
Sonnet 1,Concluding couplet from Loving in truth,and fain in verse my love to show Compare: "Look, then, into thine heart and write", Henry W. Longfellow, Voices of the Night, Prelude.

 
Philip Sidney

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She said to her, "Grandmother, what great arms you have!"
"That's to embrace you the better, my child."
"Grandmother, what great legs you have!"
"That's to run the better, my child."
"Grandmother, what great ears you have!"
"That's to hear the better, my child."
"Grandmother, what great teeth you have!"
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And upon saying these words, this naughty Wolf threw himself upon Little Red Riding Hood, and ate her.

 
Charles Perrault
 

"Sir Isaac Newton, renowned inventor of the milled-edge coin and the catflap!"
"The what?" said Richard.
"The catflap! A device of the utmost cunning, perspicuity and invention. It is a door within a door, you see, a ..."
"Yes," said Richard, "there was also the small matter of gravity."
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Douglas Adams
 

I remember one clear example of the problem of communicating what is to be learned. You may have heard of or gone through a similar experience with a student or your child. Years ago, the child of a friend whom I was visiting arrived home from his day at school, all excited about something he had learned. He was in the first grade and his teacher had started the class on reading lessons. The child, Gary, announced that he had learned a new word. "That's great, Gary," his mother said. "What is it?" He thought for a moment, then said, "I'll write it down for you." On a little chalkboard the child carefully printed, HOUSE. "That's fine, Gary," his mother said. "What does it say?" He looked at the word, then at his mother and said matter-of-factly, "I don't know."

 
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"You hear your fate," said the Sphere to me, while the Council was passing for the third time the formal resolution. "Death or imprisonment awaits the Apostle of the Gospel of Three Dimensions." "Not so," replied I, "the matter is now so clear to me, the nature of real space so palpable, that methinks I could make a child understand it. Permit me but to descend at this moment and enlighten them." "Not yet," said my Guide, "the time will come for that. Meantime I must perform my mission. Stay thou there in thy place." Saying these words, he leaped with great dexterity into the sea (if I may so call it) of Flatland, right in the midst of the ring of Counsellors. "I come," cried he, "to proclaim that there is a land of Three Dimensions."

 
Edwin Abbot
 

"But he has nothing on at all," said a little child at last. "Good heavens! listen to the voice of an innocent child," said the father, and one whispered to the other what the child had said. "But he has nothing on at all," cried at last the whole people. That made a deep impression upon the emperor, for it seemed to him that they were right; but he thought to himself, "Now I must bear up to the end." And the chamberlains walked with still greater dignity, as if they carried the train which did not exist.

 
Hans Christian Andersen
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