"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.

753. By doing nothing we learne to do ill.

Learning without doing is wasted. If I don’t use what I learn, then it was pointless! How horrible to waste those hundreds of hours I spent learning, and not turn it into action.

I was raised to feel that doing nothing was a sin. I had to learn to do nothing.

Çocuklara saygı gösterin ve onlar hakkında iyi ya da kötü diye yargıda bulunmakta acele etmeyin. İstisnalar için özel yöntemler benimsemeden önce, bunların belirlenmesi, kanıtlanması, doğrulanması için zaman bırakın. Bırakın, doğa uzun süre bildiği gibi davransın, sonra, yaptıklarını bozmaktan korka korka, onun yerine davranmak için harekete geçin. Zamanın değerini bildiğinizi söylüyor ve hiç zaman kaybetmek istemiyorsunuz, öyle mi? Görmüyorsunuz ki, zamanı kötüye kullanmak hiçbir şey yapmamaktan daha çok zaman kaybetmektir ve kötü yetişmiş bir çocuk, hiç yetiştirilmemiş olan bir çocuğa göre bilgelikten daha uzaktır. Onun ilk yıllarını hiçbir şey yapmayarak boşa tükettiğini görmekten kaygıya düşüyorsunuz, öyle mi? Nasıl olur! Mutlu olmak hiçbir şey yapmamak mıdır? Gün boyunca zıplamak, oynamak, koşmak hiçbir şey yapmamak mıdır? Ömrü boyunca hiç bu kadar meşgul olmayacaktır. Platon, çok katı olduğu sanılan devletinde çocukları yalnızca şenliklerle, oyunlarla, şarkılarla, eğlencelerle yetiştirir; onlara iyi eğlenmeyi öğrettiğinde her şeyi yapmış gibidir; Seneca da eski Roma gençliğinden söz ederken, bu gençlik her zaman ayaktaydı, ona oturarak öğrenmesi gereken hiçbir şey öğretilmezdi, diyor. Erginlik çağına geldiğinde daha az mı değerli oluyordu bu gençlik? Siz bu sözde aylaklıktan pek korkmayın. Tüm yaşamından yararlanmak için hiç uyumak istemeyen bir adam hakkında ne düşünürsünüz? Belki şöyle dersiniz: Bu adam kaçık; zamandan yararlanmıyor, zamanı kendinden uzaklaştırıyor: Uykudan kaçmak için ölüme koşuyor. Öyleyse düşünün ki burada da aynı şey söz konusudur ve çocukluk aklın uykusudur.

One of the very worst uses of time is to do something very well that need not to be done at all.

A child that knows nothing of God’s earth, of green fields, or sparkling brooks, of breezy hill and springy heather, and whose mind is stored with none of the beauties of nature, but knows only the drunkenness prevalent in the hideous slum it is forced to live in, and whose walks abroad have never extended beyond the corner public-house and the pawnshop, cannot be benefited by education. Such children grow up to depraved, and become a danger and terror to the State; wealth-destroyers instead of wealth-producers.

By doing nothing men learn to do ill.

unless time is good for something it is good for nothing.

It is the greatest of all mistakes, to do nothing because you can only do little...

It is no small mischief to a boy, that many of the best years of his life should be devoted to the learning of what can never be of any real use to any human being. His mind is necessarily rendered frivolous and superficial by the long habit of attaching importance to words instead of things; to sound instead of sense.

It is the greatest of all mistakes to do nothing because you can only do little.

That being said, you can have all of the resources and open doors in the world, but if you know don't know what to do with them, they're useless. And we know plenty of kids who grew up with privilege, who grew up wealthy — way more privilege than [us] — and they do nothing with their lives.

The greatest of all mistakes is to do nothing because you think you can only do a little.