All Quotes By Tag: Youth

“Owing to the shape of a bell curve, the education system is geared to the mean. Unfortunately, that kind of education is virtually calculated to bore and alienate gifted minds. But instead of making exceptions where it would do the most good, the educational bureaucracy often prefers not to be bothered.In my case, for example, much of the schooling to which I was subjected was probably worse than nothing. It consisted not of real education, but of repetition and oppressive socialization (entirely superfluous given the dose of oppression I was getting away from school). Had I been left alone, preferably with access to a good library and a minimal amount of high-quality instruction, I would at least have been free to learn without useless distractions and gratuitous indoctrination. But alas, no such luck.Let’s try to break the problem down a bit. The education system […] is committed to a warm and fuzzy but scientifically counterfactual form of egalitarianism which attributes all intellectual differences to environmental factors rather than biology, implying that the so-called ‘gifted’ are just pampered brats who, unless their parents can afford private schooling, should atone for their undeserved good fortune by staying behind and enriching the classroom environments of less privileged students.This approach may appear admirable, but its effects on our educational and intellectual standards, and all that depends on them, have already proven to be overwhelmingly negative. This clearly betrays an ulterior motive, suggesting that it has more to do with social engineering than education. There is an obvious difference between saying that poor students have all of the human dignity and basic rights of better students, and saying that there are no inherent educationally and socially relevant differences among students. The first statement makes sense, while the second does not.The gifted population accounts for a very large part of the world’s intellectual resources. As such, they can obviously be put to better use than smoothing the ruffled feathers of average or below-average students and their parents by decorating classroom environments which prevent the gifted from learning at their natural pace. The higher we go on the scale of intellectual brilliance – and we’re not necessarily talking just about IQ – the less support is offered by the education system, yet the more likely are conceptual syntheses and grand intellectual achievements of the kind seldom produced by any group of markedly less intelligent people. In some cases, the education system is discouraging or blocking such achievements, and thus cheating humanity of their benefits.”

“Do not forget your Creator in the days of your youth.”

“Life teaches us two important things – we are careless when we are young and by the time we get old, it is too late to be careful!!”

“We often don’t realize the passing of years until we see them in a child.”

“The youth of today will never have the determination and the understanding of yesteryear’s youth.”

“The most important key to bettering yourself – is just that “yourself” – (g swiss)”

“Why be trapped in time? Why count the days?Why worry if you are getting older or looking younger?When authentic beauty is timeless and true love is eternal;And the fond memories in your heart are for ever.”

“Youth is a disease but it’s curable and passes quickly.”

“Молодость — это болезнь, которая быстро излечивается.”

“Every generation gets stuck in own youth and then scolds succeeding generations for sticking in their youth.”

“The more risk you can take upfront in life, the better off you will be later.”

“If God would help any man, He will make him know and understand what vanity is early in life.”

“Dreaming is how you set your future in motion.”

“A talent is a gift from God.”

“The Love Song of J. Alfred Prufrock,” whatever else it might be, seems to be an investigation into the possibility of durational being, which Bergson had described as “the form which the succession of our conscious states assumes when our ego lets itself live, when it refrains from separating its present state from its former states.” The succession that Bergson opposes to vitality is the realm in which the morbid Prufrock tries to imagine speaking Andrew Marvell’s line, “Now let us sport us while we may,” but then falls back on his indecision, his failure to pose his overwhelming question, and his inability to sing his love. Prufrock’s problems are shown to be symptoms of the form of time in which desire for youth runs defiantly against the remorselessness of aging, snapping the present in two. The “silent seas” that might bring relief from currents and countercurrents of time turn out to be like the troubling one that figures in Hamlet’s overwhelming question: “To be or not to be: that is the question: / Whether ’tis nobler in the mind to suffer / The slings and arrows of outrageous fortune, / Or to take arms against a sea of troubles / And by opposing end them.” Prufrock understands but is unable to admit the ontological force of the question: the “whips and scorns of time” that threaten to reverse all his “decisions and revisions” make him wish to be merely “a pair of ragged claws / Scuttling across the floors of silent seas.” That synecdochic figure is as much an anachronous peripeteia for Prufrock as it is for Polonius when Hamlet taunts him: “you yourself, sir, should be as old as I am if, like a crab, you could go backwards.”