The whole of education should be designed so as to occupy a boy's free time in cultivation of his body. He has no right to loaf about idly; but after his day's work is done, he ought to harden his young body, so that life may not find him soft when he enters it. No one should be allowed to sin at the expense of posterity, that is, of the race.
Every search begins with beginner's luck. And every search ends with the victor's being severely tested." The boy remembered an old proverb from his country. It said that the darkest hour of the night came just before the dawn.
I had to be a grown-up when I should have been a little boy, and now that I'm a grown-up my little-boyness has exploded out of me. I've lived my life backwards.
We teach them to take their patriotism at second-hand; to shout with the largest crowd without examining into the right or wrong of the matter -- exactly as boys under monarchies are taught and have always been taught. We teach them to regard as traitors, and hold in aversion and contempt, such as do not shout with the crowd, and so here in our democracy we are cheering a thing which of all things is most foreign to it and out of place -- the delivery of our political conscience into somebody else's keeping. This is patriotism on the Russian plan.
...But we enjoyed playing games and were punished for them by men who played games themselves. However, grown-up games are known as 'business' and even though boys' games are much the same, they are punished for them by their elders. No one pities either the boys or the men, though surely we deserve pity, for I cannot believe that a good judge would approve of the beatings I received as a boy on the ground that my games delayed my progress in studying subjects which would enable me to play a less creditable game later in life.
In addition to the social pressures from the scientific community there is also at work a very human trait of individual scientist. I call it the law of the instrument , and it may be formulated as follows: Give a small boy a hammer, and he will find that everything he encounters needs pounding. It comes as no particular surprise to discover that a scientist formulates problems in a way which requires for their solution just those techniques in which he himself is especially skilled.
FORCE, n. "Force is but might," the teacher said p/ "That definition's just."/ The boy said naught but throught instead,/ Remembering his pounded head:/ "Force is not might but must!"
But they (the infantry) had no use for boys of twelve and thirteen, and before I had a chance in another war, the desire to kill people to whom I had not been introduced had passed away.
Let me tell you, though: being the smartest boy in the world wasn’t easy. I didn’t ask for this. I didn’t want this. On the contrary, it was a huge burden. First, there was the task of keeping my brain perfectly protected. My cerebral cortex was a national treasure, a masterpiece of the Sistine Chapel of brains. This was not something that could be treated frivolously. If I could have locked it in a safe, I would have. Instead, I became obsessed with brain damage.
There's plenty of boys that will come hankering and gruvvelling around when you've got an apple, and beg the core off you; but when they're got one, and you beg for the core, and remind them how you give them a core one time, they take a mouth at you, and say thank you 'most to death, but there ain't a-going to be no core.