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"Y' not charging tuppence for that little lad?"
Said Mother, her eyes flashing wild.
"Per tuppence per person per trip," answered Ted,
"Per woman, per man, or per child."
--
"Runcorn Ferry", line 21

 

Marriott Edgar

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On the bus going home I heard a most fascinating conversation between an old man and woman. "What a thing, though," the old woman said. "You'd hardly credit it." "She's always made a fuss of the whole family, but never me," the old man said. "Does she have a fire when the young people go to see her?" "Fire?" "She won't get people seeing her without warmth." "I know why she's doing it. Don't think I don't," the old man said. "My sister she said to me, 'I wish I had your easy life.' Now that upset me. I was upset by the way she phrased herself. 'Don't talk to me like that,' I said. 'I've only got to get on the phone and ring a certain number,' I said, 'to have you stopped.'" "Yes," the old woman said, "And you can, can't you?" "Were they always the same?" she said. "When you was a child? Can you throw yourself back? How was they years ago?" "The same," the old man said. "Wicked, isn't it?" the old woman said. "Take care, now" she said, as the old man left her. He didn't say a word but got off the bus looking disgruntled.

 

Joe Orton

 

His language had a special vocabulary — not just "the SF" [God] and "epsilon" [child] but also "bosses" (women), "slaves" (men), "captured" (married), "liberated" (divorced), "recaptured" (remarried), "noise" (music), "poison" (alcohol), "preaching" (giving a mathematics lecture), "Sam" (the United States), and "Joe" (the Soviet Union). When he said someone had "died," Erdős meant that the person had stopped doing mathematics. When he said someone had "left," the person had died.

 

Paul Erdos

 

"But I can't devote myself entirely to a child," said she; "it may die — which is not at all improbable."
"But, with care, many a delicate infant has become a strong man or woman."
"But it may grow so intolerably like its father that I shall hate it."
"That is not likely; it is a little girl, and strongly resembles its mother."

 

Anne Bronte

 

"You will be very welcome," answered Dorothy, "for you will help to keep away the other wild beasts. It seems to me they must be more cowardly than you are if they allow you to scare them so easily."
"They really are," said the Lion, "but that doesn't make me any braver, and as long as I know myself to be a coward I shall be unhappy."

 

L. Frank Baum

 

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