Shelley

“At the end of our lives, He is going to look into hearts. What is it He will find there, I wonder? Will he find that we used the geography lesson, the dreaded math test, the teetering laundry pile and the boiling-over pot of soup to draw closer to Him? Did we use these gifts to teach our children to lift their eyes heavenward? Were the tedious details of a homeschooling day offered up as a way for us to love Him, or were they merely gotten through, checked off and accomplished? Did we even realize that every Monday, every Thursday, we were standing on holy ground? No task is too trivial, no assignment too small. Educating our children is an offering of love we make to the God Who was so gracious to bestow them upon us in the first place. Every moment of the daily grind in raising and teaching and loving on them is hallowed, because we do it for Him and because there would be no point of doing it without Him.”
― Sarah Mackenzie, Teaching from Rest: A Homeschooler's Guide to Unshakable Peace

“Freud's convictions about the importance of infantile developments also colored his view of creative activity. Freud was impressed by the parallels between the child at play, the adult daydreamer, and the creative artist. As he once phrased it:

Might we not say that every child at play behaves like a creative writer, in that he creates a world of his own, or, rather, rearranges the things of his world in a new way which pleases him?....The creative writer does the same as the child at play. He creates a world of phantasy which he takes very seriously-that is, which he invests with large amounts of emotion-while separating it sharply from reality.”
― Howard Gardner, Creating Minds: An Anatomy of Creativity as Seen Through the Lives of Freud, Einstein, Picasso, Stravinsky, Eliot, Graham, and Gandhi

“It appears necessary to go back to first principles in search of the most simple truths, and to dispute with some prevailing prejudice every inch of ground.”
― Mary Wollstonecraft, A Vindication of the Rights of Woman

“[We] cannot and should not expect to rediscover the full body of ancient wisdom by studying dusty monuments and myths full of idioms and subtle references understood only by those who lived at the time. The perennial wisdom requires each individual and age to discover it anew in external mathematics, expressing it in ways and symbols suitable for those times and cultures.”
― Michael S. Schneider, A Beginner's Guide to Constructing the Universe: The Mathematical Archetypes of Nature, Art, and Science