Read through the most famous quotes by topic #hood
Hold childhood in reverence, and do not be in any hurry to judge it for good or ill. Leave exceptional cases to show themselves, let their qualities be tested and confirmed, before special methods are adopted. Give nature time to work before you take over her business, lest you interfere with her dealings. You assert that you know the value of time and are afraid to waste it. You fail to perceive that it is a greater waste of time to use it ill than to do nothing, and that a child ill taught is further from virtue than a child who has learnt nothing at all. You are afraid to see him spending his early years doing nothing. What! is it nothing to be happy, nothing to run and jump all day? He will never be so busy again all his life long. Plato, in his Republic, which is considered so stern, teaches the children only through festivals, games, songs, and amusements. It seems as if he had accomplished his purpose when he had taught them to be happy; and Seneca, speaking of the Roman lads in olden days, says, "They were always on their feet, they were never taught anything which kept them sitting." Were they any the worse for it in manhood? Do not be afraid, therefore, of this so-called idleness. What would you think of a man who refused to sleep lest he should waste part of his life? You would say, "He is mad; he is not enjoying his life, he is robbing himself of part of it; to avoid sleep he is hastening his death." Remember that these two cases are alike, and that childhood is the sleep of reason. The apparent ease with which children learn is their ruin. You fail to see that this very facility proves that they are not learning. Their shining, polished brain reflects, as in a mirror, the things you show them, but nothing sinks in. The child remembers the words and the ideas are reflected back; his hearers understand them, but to him they are meaningless. Although memory and reason are wholly different faculties, the one does not really develop apart from the other. Before the age of reason the child receives images, not ideas; and there is this difference between them: images are merely the pictures of external objects, while ideas are notions about those objects determined by their relations. ↗
Father had stretched out his long legs and was tilting back in his chair. Mother sat with her knees crossed, in blue slacks, smoking a Chesterfield. The dessert dishes were still on the table. My sisters were nowhere in evidence. It was a warm evening; the big dining-room windows gave onto blooming rhododendrons. Mother regarded me warmly. She gave me to understand that she was glad I had found what I had been looking for, but that she and father were happy to sit with their coffee, and would not be coming down. She did not say, but I understood at once, that they had their pursuits (coffee?) and I had mine. She did not say, but I began to understand then, that you do what you do out of your private passion for the thing itself. I had essentially been handed my own life. In subsequent years my parents would praise my drawings and poems, and supply me with books, art supplies, and sports equipment, and listen to my troubles and enthusiasms, and supervise my hours, and discuss and inform, but they would not get involved with my detective work, nor hear about my reading, nor inquire about my homework or term papers or exams, nor visit the salamanders I caught, nor listen to me play the piano, nor attend my field hockey games, nor fuss over my insect collection with me, or my poetry collection or stamp collection or rock collection. My days and nights were my own to plan and fill. ↗
#benign-neglect #childhood #curiosity #imagination #parenting
What a face this girl possessed!—could I not gaze at it every day I would need to recreate it through painting, sculpture, or fatherhood until a second such face is born. Her face, at once innocent and feral, soft and wild! Her mouth voluptuous. Eyes deep as oceans, her eyes as wide as planets. I likened her to the slender Psyché and judged that the perfection of her face ennobled everything unclean around her: the dusty hems of her bunched-up skirt, the worn straps of her nightshirt; the blackened soles of her tiny bare feet, the coal-stained balcony bricks upon which she sat, and that dusty wrought-ironwork that framed her perch. All this and the pungent air!—almost foul, with so many odors. Ô, that and the spicy night! …Pungency, spice, filth and night, dust and light; all things dark did blossom in sight; flower and bloom, the night has its pearl too—the moon! And once a month it will make the face of this tender girl bloom. ↗
Two Songs For The World's End I Bombs ripen on the leafless tree under which the children play. And there my darling all alone dances in the spying day. I gave her nerves to feel her pain, I put her mortal beauty on. I taught her love that hate might find, its black work the easier done. I sent her out alone to play; and I must watch, and I must hear, how underneath the leafless tree, the children dance and sing with Fear. II Lighted by the rage of time where the blind and dying weep, in my shadow take your sleep, though wakeful I. Sleep unhearing while I pray - Should the red tent of the sky fall to fold your time away, wake to weep before you die. Die believing all is true that love your maker said to you Still believe that had you lived you would have found love, world, sight, sound, sorrow, beauty - all true. Grieve for death your moment - grieve. The world, the lover you must take, is the murderer you will meet. But if you die before you wake never think death sweet. ↗
