Oh, magic hour, when a child first knows she can read printed words.
Interpretation
This quote celebrates the transformative moment when a child discovers the ability to read, highlighting the magic of literacy.
Betty Smith's quote captures the profound joy and significance of a child's first experience with reading. This moment, referred to as the 'magic hour,' marks not only a milestone in the child's development but also opens up a world of knowledge, imagination, and understanding. It emphasizes the power of literacy as a gateway to further learning and personal growth.
In practice
In a speech about the importance of literacy in childhood development, one might quote this to emphasize its significance.
Francie was ten years old when she first found an outlet in writing. What she wrote was of little consequence. What was important was that the attempt to write stories kept her straight on the dividing line between truth and fiction. If she had not found this outlet in writing, she might have grown up to be a tremendous liar.
Dear God," she prayed, "let me be something every minute of every hour of my life. Let me be gay; let me be sad. Let me be cold; let me be warm. Let me be hungry...have too much to eat. Let me be ragged or well dressed. Let me be sincere - be deceitful. Let me be truthful; let me be a liar. Let me be honorable and let me sin. Only let me be something every blessed minute. And when I sleep, let me dream all the time so that not one little piece of living is ever lost.
I know that's what people say-- you'll get over it. I'd say it, too. But I know it's not true. Oh, youll be happy again, never fear. But you won't forget. Every time you fall in love it will be because something in the man reminds you of him.
It was the last time she’d see the river from that window. The last time of anything has the poignancy of death itself. This that I see now, she thought, to see no more this way. Oh, the last time how clearly you see everything; as though a magnifying light had been turned on it. And you grieve because you hadn’t held it tighter when you had it every day.
It doesn't take long to write things of which you know nothing. When you write of actual things, it takes longer, because you have to live them first.
Because the child must have a valuable thing which is called imagination. The child must have a secret world in which live things that never were. It is necessary that she believe. She must start out believing in things not of this world. Then when the world becomes too ugly for living in, the child can reach back and live in her imagination.
The results showed that Joe Mokoena and I had made history. For the first time in the history of education in South Africa, two African students had passed the JC with a First Class degree, regarded as a rare achievement for any student.
She was the reason I was a reader, and being a reader was what had made me most myself; it had given me the gifts of curiosity and sympathy, an awareness of the world as an odd and vibrant contradictory place, and it had me unafraid of its oddness and vibrancy and contradictions.
How can our kids really understand the moral complexities of being alive if they are not allowed to engage in those complexities outdoors?
Maybe all wondrous books appear in our lives the way Milo’s tollbooth appears, an inexplicable gift, cast up by some curious chance that comes to feel, after we have finished and fallen in love with the book, like the workings of a secret purpose. Of all the enchantments of beloved books the most mysterious-the most phantasmal-is the way they always seem to come our way precisely when we need them.
To use books rightly, is to go to them for help; to appeal to them when our own knowledge and power fail; to be led by them into wider sight and purer conception than our own, and to receive from them the united sentence of the judges and councils of all time, against our solitary and unstable opinions.
This passion, so unordered and yet so potent, explains the capacity for teaching that one frequently observes in scientific men of high attainments in their specialties-for example, Huxley, Ostwald, Karl Ludwig, Virchow, Billroth, Jowett, William G. Sumner, Halsted and Osler-men who knew nothing whatever about the so-called science of pedagogy, and would have derided its alleged principles if they had heard them stated.
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