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1 " Why does a young Muslim, in the prime of life, with a full life ahead, go and blow himself up in a bus full of innocent passengers? In our countries, religion is the sole source of education, and this is the only spring from which that terrorist drank until his thirst was quenched. He was not born a terrorist, and did not become a terrorist overnight. Islamic teachings played a role in weaving his ideological fabric, thread by thread, and did not allow other sources—I am referring to scientific sources—to play a role. It was these teachings that distorted this terrorist, and killed his humanity; it was not [the terrorist] who distorted the religious teachings, and misunderstood them, as some ignorant people claim. When you recite to a child still in his early years the verse 'They will be killed or crucified, or have their hands and feet on alternative sides cut off,' regardless of this verse's interpretation, and regardless of the reasons it was conveyed, or its time, you have made the first step towards creating a great terrorist. "
― Wafa Sultan
2 " Hold childhood in reverence, and do not be in any hurry to judge it for good or ill. Leave exceptional cases to show themselves, let their qualities be tested and confirmed, before special methods are adopted. Give nature time to work before you take over her business, lest you interfere with her dealings. You assert that you know the value of time and are afraid to waste it. You fail to perceive that it is a greater waste of time to use it ill than to do nothing, and that a child ill taught is further from virtue than a child who has learnt nothing at all. You are afraid to see him spending his early years doing nothing. What! is it nothing to be happy, nothing to run and jump all day? He will never be so busy again all his life long. Plato, in his Republic, which is considered so stern, teaches the children only through festivals, games, songs, and amusements. It seems as if he had accomplished his purpose when he had taught them to be happy; and Seneca, speaking of the Roman lads in olden days, says, " They were always on their feet, they were never taught anything which kept them sitting." Were they any the worse for it in manhood? Do not be afraid, therefore, of this so-called idleness. What would you think of a man who refused to sleep lest he should waste part of his life? You would say, " He is mad; he is not enjoying his life, he is robbing himself of part of it; to avoid sleep he is hastening his death." Remember that these two cases are alike, and that childhood is the sleep of reason.The apparent ease with which children learn is their ruin. You fail to see that this very facility proves that they are not learning. Their shining, polished brain reflects, as in a mirror, the things you show them, but nothing sinks in. The child remembers the words and the ideas are reflected back; his hearers understand them, but to him they are meaningless.Although memory and reason are wholly different faculties, the one does not really develop apart from the other. Before the age of reason the child receives images, not ideas; and there is this difference between them: images are merely the pictures of external objects, while ideas are notions about those objects determined by their relations. "
3 " To hear Camrose tell of it, as he often does and in excruciating detail, his early years were tantamount to a parallel Dickensian universe inasmuch as every meal was boiled down to gruel. (Please sir, I don’t want any more.) Whatever vegetables the commune were able to come by through barter, theft or scavenging – though oddly not from a community garden which no one had ever thought to plant – were tossed into a pot with a few heaping scoops of lentils and a handful of curry powder, then boiled down until thick and grayish brown. The resulting semi-solid porridge landed in the bowl with a wet thump reminiscent of raw liver smacking the floor and forced its way to the stomach with an angry lurch. Invalids fed through feeding tubes found more satisfaction in their daily bread than young Camrose. "
― , The Whole Beast
4 " As we know, Rilke, under the influence of Auguste Rodin, whom he had assisted between 1905 and 1906 in Meudon as a private secretary, turned away from the art nouveau-like, sensitized-atmospheric poetic approach of his early years to pursue a view of art determined more strongly by the priority of the object. The proto-modern pathos of making way for the object without depicting it in a manner 'true to nature', like that of the old masters, led in Rilke's case to the concept of the thing-poem - and thus to a temporarily convincing new answer to the question of the source of aesthetic and ethical authority. From that point, it would be the things themselves from which all authority would come - or rather: from this respectively current singular thing that turns to me by demanding my full gaze. This is only possible because thing-being would now no longer mean anything but this: having something to say. "
― Peter Sloterdijk , You Must Change Your Life