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They drew near, and observing that they were very comfortable standing before the warm fire, they put on logs and, while thus keeping it alive, brought up other people to it, showing them by signs how much comfort they got from it. In that gathering of men, at a time when utterance of sound was purely individual, from daily habits they fixed upon articulate words just as these had happened to come; then, from indicating by name things in common use, the result was that in this chance way they began to talk, and thus originated conversation with one another.
--
Chapter I "The Origin of the Dwelling House" Sec. 1

 

Vitruvius

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Magic is another word that makes people uneasy, so I use it deliberately, because words they are comfortable with, the words that sound acceptable, rational, scientific, and intellectually sound, are comfortable precisely because they are the language of estrangement.

 

Starhawk

 

Men changed whatever they set hand to. They wrought their magic on beasts, to make them dull and patient. They brought fire and the reek of smoke to the dales. They brought lines and order to the curve of the hills. Most of all they brought the chill of iron, to sweep away the ancient shadows.
But they took the brightness too. It was inevitable, because that brightness was measured against that dark. Men piled stone on stone and made warm homes, and tamed some humbler, quieter things, but the darkest burrowed deep and the brightest went away, heartbroken.
Save one, whose patience or whose pride was more than all the rest.
So one place, one untouched place in all the world remained, a rather smallish forest near the sea and near humankind, keeping a time different than elsewhere.

 

C. J. Cherryh

 

From the point of view of the practice or application of rules four successive stages can be distinguished.
A first stage of a purely motor and individual character, during which the child handles the marbles at the dictation of his desires and motor habits. This leads to the formation of more or less ritualized schemas, but since play is still purely individual, one can only talk of motor rules and not of truly collective rules.
The second may be called egocentric for the following reasons. This stage begins at the moment when the child receives from outside the example of codified rules, that is to say, some time between the ages of two and five. But though the child imitates this example, he continues to play either by himself without bothering to find play-fellows, or with others, but without trying to win, and therefore without attempting to unify the different ways of playing. In other words, children of this stage, even when they are playing together, play each one "on his own " (everyone can win at once) and without regard for any codification of rules. This dual character, combining imitation of others with a purely individual use of the examples received, we have designated by the term Egocentrism.
A third stage appears between 7 and 8, which we shall call the stage of incipient cooperation. Each player now tries to win, and all, therefore, begin to concern themselves with the question of mutual control and of unification of the rules. But while a certain agreement may be reached in the course of one game, ideas about the rules in general are still rather vague. In other words, children of 7-8, who belong to the same class at school and are therefore constantly playing with each other, give, when they are questioned separately, disparate and often entirely contradictory accounts of the rules observed in playing marbles.
Finally, between the years of 11 and 12, appears a fourth stage, which is that of the codification of rules. Not only is every detail of procedure in the game fixed, but the actual code of rules to be observed is known to the whole society. There is remarkable concordance in the information given by children of 10-12 belonging to the same class at school, when they are questioned on the rules of the game and their possible variations.

 

Jean Piaget

 

I remember the morning that I first asked the meaning of the word, "love." This was before I knew many words. I had found a few early violets in the garden and brought them to my teacher. She tried to kiss me: but at that time I did not like to have any one kiss me except my mother. Miss Sullivan put her arm gently round me and spelled into my hand, "I love Helen."
"What is love?" I asked.
She drew me closer to her and said, "It is here," pointing to my heart, whose beats I was conscious of for the first time. Her words puzzled me very much because I did not then understand anything unless I touched it.
I smelt the violets in her hand and asked, half in words, half in signs, a question which meant, "Is love the sweetness of flowers?"
"No," said my teacher.
Again I thought. The warm sun was shining on us.
"Is this not love?" I asked, pointing in the direction from which the heat came. "Is this not love?"
It seemed to me that there could be nothing more beautiful than the sun, whose warmth makes all things grow. But Miss Sullivan shook her head, and I was greatly puzzled and disappointed. I thought it strange that my teacher could not show me love.

 

Helen Keller

 

So hello! I'm good at hello, I'm not very good with goodbye, especially on the phone. I don't know what's happened, every time I say goodbye I sound like a f**king idiot. What is it? You sound like a child, you feel it coming when you're on the phone. It can be a very serious conversation "of course I'll be at the funeral, I loved your father deeply, I'll say a few words. [high pitched] Byeeeeee!" Why am I doing that?

 

Michael McIntyre