Clergyman's

“And when she at last came out, her eyes were dry. Her parents stared up from their silent breakfast at her. They both started to rise but she put a hand out, stopped them. ‘I can care for myself, please,’ and she set about getting some food. They watched her closely. In point of fact, she had never looked as well. She had entered her room as just an impossibly lovely girl. The woman who emerged was a trifle thinner, a great deal wiser, and an ocean sadder. This one understood the nature of pain, and beneath the glory of her features, there was character, and a sure knowledge of suffering. She was eighteen. She was the most beautiful woman in a hundred years. She didn’t seem to care. ‘You’re all right?’ her mother asked. Buttercup sipped her cocoa. ‘Fine,’ she said. ‘You’re sure?’ her father wondered. ‘Yes,’ Buttercup replied. There was a very long pause. ‘But I must never love again.’ She never did.”
— William Goldman

“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.”
— Jean-Jacques Rousseau

“They were just the ordinary sounds of of people beginning their day, silly raucous, discordant, but they were the most beautiful sounds on earth, the sounds of living people.”
— Karen Maitland