Children are our most valuable natural resource.
It is very difficult and expensive to undo after you are married the things that your mother and father did to you while you were putting your first six birthdays behind you.
If a child is to keep alive his inborn sense of wonder, he needs the companionship of at least one adult who can share it, rediscovering with him the joy, excitement and mystery of the world we live in.
From the Institute for Stork Research and Science Two different theories exist concerning the origin of children: the theory of Sexual reproduction, and the theory of the stork. Many people believe in the theory of sexual reproduction because they have been taught this theory at school. In reality, however, many of the world’s leading scientists are in favor of the theory of the stork. If the theory of sexual reproduction is taught in schools, it must only be taught as a theory and not as the truth. Alternative theories, such as the theory of the stork, must also be taught. Evidence supporting the theory of the stork includes the following: 1. It is a scientifically established fact that the stork does exist. This can be confirmed by every ornithologist. 2. The alleged human fetal development contains several features that the theory of sexual reproduction is unable to explain. 3. The theory of sexual reproduction implies that a child is approximately nine months old at birth. This is an absurd claim. Everyone knows that a newborn child is newborn. 4. According to the theory of sexual reproduction, children are a result of sexual intercourse. There are, however, several well documented cases where sexual intercourse has not led to the birth of a child. 5. Statistical studies in the Netherlands have indicated a positive correlation between the birth rate and the number of storks. Both are decreasing. 6. The theory of the stork can be investigated by rigorous scientific methods. The only assumption involved is that children are delivered by the stork.
I must study politics and war that my sons may have liberty to study mathematics and philosophy. My sons ought to study mathematics and philosophy, geography, natural history, naval architecture, navigation, commerce and agriculture in order to give their children a right to study painting, poetry, music, architecture, statuary, tapestry, and porcelain.
I sincerely believe that for the child, and for the parent seeking to guide him, it is not half so important to know as to feel. If facts are the seeds that later produce knowledge and wisdom, then the emotions and the impressions of the senses are the fertile soil in which the seeds must grow. The years of early childhood are the time to prepare the soil. Once the emotions have been aroused — a sense of the beautiful, the excitement of the new and the unknown, a feeling of sympathy, pity, admiration or love — then we wish for knowledge about the subject of our emotional response. Once found, it has lasting meaning. It is more important to pave the way for the child to want to know than to put him on a diet of facts he is not ready to assimilate.
At work, you think of the children you have left at home. At home, you think of the work you’ve left unfinished. Such a struggle is unleashed within yourself. Your heart is rent.
Respect the child. Wait and see the new product of Nature. Nature loves analogies, but not repetitions. Respect the child. Be not too much his parent. Trespass not on his solitude.
Recently a young mother asked for advice. What, she wanted to know, was she to do with a 7-year-old who was obstreperous, outspoken, and inconveniently willful? ‘Keep her,’ I replied…. The suffragettes refused to be polite in demanding what they wanted or grateful for getting what they deserved. Works for me.