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There now ensued a series of incidents which transported me to the opposite extremes of ecstasy and horror; incidents which I tremble to recall and dare not seek to interpret. No sooner had I crawled beneath the overhanging foliage of the palm, than there dropped from its branches a young child of such beauty as I never beheld before. Though ragged and dusty, this being bore the features of a faun or demigod, and seemed almost to diffuse a radiance in the dense shadow of the tree. It smiled and extended its hand, but before I could arise and speak I heard in the upper air the exquisite melody of singing; notes high and low blent with a sublime and ethereal harmoniousness. The sun had by this time sunk below the horizon, and in the twilight I saw an aureole of lambent light encircled the child's head. Then in a tone of silver it addressed me: "It is the end. They have come down through the gloaming from the stars. Now all is over, and beyond the Arinurian streams we shall dwell blissfully in Teloe." As the child spoke, I beheld a soft radiance through the leaves of the palm tree, and rising, greeted a pair whom I knew to be the chief singers among those I had heard. A god and goddess they must have been, for such beauty is not mortal; and they took my hands, saying, "Come, child, you have heard the voices, and all is well...."

 

H. P. Lovecraft

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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."

 

Betty Edwards

 

We make a mistake if we ask ourselves, "Am I good enough?" or "Is it worthwhile to be me?" ... Whoever heard of a baby who was inadequate or a child who did not know just exactly how to be a child? How could it not be all right for me to be me? How could it not be just right for you to be you?

 

Sheldon Kopp

 

[Isadora Duncan] wrote to George Bernard Shaw: "Will you be the father of my next child? A combination of my beauty and your brains would startle the world," but he replied: "I must decline your offer with thanks, for the child might have my beauty and your brains."

 

George Bernard Shaw

 

"I have the right to choose the father of my own children," she declared, and then wrote to George Bernard Shaw: "Will you be the father of my next child? A combination of my beauty and your brains would startle the world," but he replied: "I must decline your offer with thanks, for the child might have my beauty and your brains."

 

Isadora Duncan

 

imagine a child sitting and drawing with a pencil, drawing whatever occurs to a child, whatever a child recklessly and disconnectedly dashes off; but behind the child stands an invisible artist who guides his hand so that the drawing that is about to become disordered submits to the law of beauty, so that the line that is about to go astray is called back within the boundary of beauty-imagine the child’s amazement! Or imagine that child puts his drawing aside in the evening, but while he sleeps a friendly hand finishes the jumbled and poorly begun sketch-imagine a child’s wonder when he sees his drawing again in the morning! So also with a person; let us never forget that even the more mature person always retains some of the child’s lack of judgment, especially if the prayer is to assist the explanation, not as the essential but as the means.

 

Soren Aabye Kierkegaard