Shelley

“When Einstein had thought through a problem, he always found it necessary to formulate this subject in as many different ways as possible and to present it so that it would be comprehensible to people accustomed to different modes of thought and with different educational preparations.”
― Howard Gardner, Creating Minds: An Anatomy of Creativity as Seen Through the Lives of Freud, Einstein, Picasso, Stravinsky, Eliot, Graham, and Gandhi

“It’s easy to forget that teaching is holy work. We forget that building up the intellect- teaching our children to really think- does not happen by the might of human reason, but rather by the grace of God. On an ordinary day, you and I likely have a set of tasks we've scheduled for our kids. But it's more than math. It's more than history. It's the building up of our children's minds and hearts, and we can only do that if we realize that this is how we thank Him for the graces He so lavishly pours out on us.”
― Sarah Mackenzie, Teaching from Rest: A Homeschooler's Guide to Unshakable Peace

“Einstein was remarkable for his powers of concentration; he could work uninterruptedly for hours and even days on the same problem. Some of the topics that interested him remained on his mind for decades. For relaxation he turned to music and to sailing, but often his work would continue during these moments as well; he usually had a notebook in his pocket so that he could jot down any idea that came to him. Once, after the theory of relativity had been put forth, he confessed to his colleague Wolfgang Pauli, "For the rest of my life I want to reflect on what light is." It is perhaps not entirely an accident that a focus on light is also the first visual act of the newborn child.”
― Howard Gardner, Creating Minds: An Anatomy of Creativity as Seen Through the Lives of Freud, Einstein, Picasso, Stravinsky, Eliot, Graham, and Gandhi

“How wrong are those simpletons, of whom the world is full, who look more at... color than at the figures which show spirit and movement.”
― Michelangelo