For example, in Year 1 that useless letter "c" would be dropped to be replased either by "k" or "s", and likewise "x" would no longer be part of the alphabet. The only kase in which "c" would be retained would be the "ch" formation, which will be dealt with later. Year 2 might reform "w" spelling, so that "which" and "one" would take the same konsonant, wile Year 3 might well abolish "y" replasing it with "i" and Iear 4 might fiks the "g<br>j" anomali wonse and for all.<br> <br> Jenerally, then, the improvement would kontinue iear bai iear with Iear 5 doing awai with useless double konsonants, and Iears 6-12 or so modifaiing vowlz and the rimeining voist and unvoist konsonants. Bai Iear 15 or sou, it wud fainali bi posibl tu meik ius ov thi ridandant letez "c", "y" and "x" -- bai now jast a memori in the maindz ov ould doderez -- tu riplais "ch", "sh", and "th" rispektivli.<br> <br> Fainali, xen, aafte sam 20 iers ov orxogrefkl riform, wi wud<br> hev a lojikl, kohirnt speling in ius xrewawt xe Ingliy-spiking werld.

Experience consists of experiencing that which one does not wish to experience

Experience is a hard teacher. She gives the test first and the lessons afterwards.

Experience is what causes a person to make new mistakes instead of old ones.

We should be careful to get out of an experience only the wisdom that is in it--and stop there; lest we be like the cat that sits down on a hot stove lid. She will never sit on a hot stove lid again--and that is well; but also she will never sit down on a cold one anymore.

If history repeats itself, and the unexpected always happens, how incapable must Man be of learning from experience.

What a price we pay for experience, when we must sell our youth to buy it.

There was a blithe certainty that came from first comprehending the full Einstein field equations, arabesques of Greek letters clinging tenuously to the page, a gossamer web. They seemed insubstantial when you first saw them, a string of squiggles. Yet to follow the delicate tensors as they contracted, as the superscripts paired with subscripts, collapsing mathematically into concrete classical entities-- potential; mass; forces vectoring in a curved geometry-- that was a sublime experience. The iron fist of the real, inside the velvet glove of airy mathematics.

How did Biot arrive at the partial differential equation? [the heat conduction equation] . . . Perhaps Laplace gave Biot the equation and left him to sink or swim for a few years in trying to derive it. That would have been merely an instance of the way great mathematicians since the very beginnings of mathematical research have effortlessly maintained their superiority over ordinary mortals.

The mathematician lives long and lives young; the wings of his soul do not early drop off, nor do its pores become clogged with the earthy particles blown from the dusty highways of vulgar life.