“When the child asks: "Why have the leaves turned red?" or "Why does it snow?" we launch into explanations which have no obvious connection with the question. Leaves are red because it is cold, we say. What has cold to do with colour? How is the child to know that we are talking of abstract connections between atmospheric conditions and leaf chemistry? And why should he care? The child has asked 'why,' not 'how,' and certainly not 'how much.' And why should he care the molecular structure of water is believed to be such that at low temperatures it forms rigid bonds which make it appear as ice or snow? None of these abstractions says anything about what the child experiences: the redness of leaves and the cool, tickling envelopment by snow. The living response would be quite different.

'Why are the leaves red Dad?"
"Because it is so beautiful, child. Don't you see how beautiful it is, all these autumn colours?"

There is no truer answer. That is how the leaves are red. An answer which does not invoke questions, which does not lead the child into an endless series of questions, to which each answer is a threshold. The child will hear later on that a chemical reaction occurs in those leaves. It is bad enough, then; let us not make the world uninhabitable for the child too soon.”