24
" The inkstand is full of ink, and the paper lies white and unspotted, in the round of light thrown by a candle. Puffs of darkness sweep into the corners, and keep rolling through the room behind his chair. The air is silver and pearl, for the night is liquid with moonlight.
See how the roof glitters, like ice!
Over there, a slice of yellow cuts into the silver-blue, and beside it stand two geraniums, purple because the light is silver-blue, to-night. "
― Amy Lowell , Selected Poems of Amy Lowell
26
" A story is not like a road to follow … it's more like a house. You go inside and stay there for a while, wandering back and forth and settling where you like and discovering how the room and corridors relate to each other, how the world outside is altered by being viewed from these windows. And you, the visitor, the reader, are altered as well by being in this enclosed space, whether it is ample and easy or full of crooked turns, or sparsely or opulently furnished. You can go back again and again, and the house, the story, always contains more than you saw the last time. It also has a sturdy sense of itself of being built out of its own necessity, not just to shelter or beguile you. "
― Alice Munro , Selected Stories
29
" And George Farr had the town, the earth, the world to himself and his sorrow. Music came faint as a troubling rumor beneath the spring night, sweetened by distance: a longing knowing no ease. (Oh God, oh God!)
At last George Farr gave up trying to see her. He had 'phoned vainly and time after time, at last the telephone became the end in place of the means: he had forgotten why he wanted to reach her. Finally he told himself that he hated her, that he would go away; finally he was going to as much pains to avoid her as he had been to see her. So he slunk about the streets like a criminal, avoiding her, feeling his his very heart stop when he did occasionally see her unmistakable body from a distance. And at night he lay sleepless and writhing to think of her, then to rise and don a few garments and walk past her darkened house, gazing in slow misery at the room in which he knew she lay, soft and warm, in intimate slumber, then to return to home and bed to dream of her brokenly. "
― William Faulkner , Soldiers' Pay
35
" Every now and then, I'm lucky enough to teach a kindergarten or first-grade class. Many of these children are natural-born scientists -
although heavy on the wonder side, and light on skepticism. They're curious, intellectually vigorous. Provocative and insightful questions bubble out of them. They exhibit enormous enthusiasm. I'm asked follow-up questions. They've never heard of the notion of a 'dumb question'.
But when I talk to high school seniors, I find something different. They memorize 'facts'. By and large, though, the joy of discovery, the life behind those facts has gone out of them. They've lost much of the wonder and gained very little skepticism. They're worried about asking 'dumb' questions; they are willing to accept inadequate answers, they don't pose follow-up questions, the room is awash with sidelong glances to judge, second-by-second, the approval of their peers. They come to class with their questions written out on pieces of paper, which they surreptitiously examine, waiting their turn and oblivious of whatever discussion their peers are at this moment engaged in.
Something has happened between first and twelfth grade. And it's not just puberty. I'd guess that it's partly peer pressure not to excel - except in sports, partly that the society teaches short-term gratification, partly the impression that science or mathematics won't buy you a sports car, partly that so little is expected of students, and partly that there are few rewards or role-models for intelligent discussion of science and technology - or even for learning for it's own sake. Those few who remain interested are vilified as nerds or geeks or grinds. But there's something else. I find many adults are put off when young children pose scientific questions. 'Why is the Moon round?', the children ask. 'Why is grass green?', 'What is a dream?', 'How deep can you dig a hole?', 'When is the world's birthday?', 'Why do we have toes?'. Too many teachers and parents answer with irritation, or ridicule, or quickly move on to something else. 'What did you expect the Moon to be? Square?' Children soon recognize that somehow this kind of question annoys the grown-ups. A few more experiences like it, and another child has been lost to science. "
― Carl Sagan , The Demon-Haunted World: Science as a Candle in the Dark