1. A child's should not be described as a circle of light that increases
as the child learns. Its mind is a totality and it brings the worls into it bit by bit
as if increasing the brightness. Before, it knows the totality ingorantly,
with knowledge it knows it knowledgably. From the beginning the child needs a
total explanation of the world. For it, all the problems of ontology and value are
presented by its rooms and their objects; and the child must give meaning and
value to them from its limited learning.