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How it happened that I in particular discovered the relativity theory, it seemed to lie in the following circumstance. The normal adult never bothers his head about space-time problems. Everything there is to be thought about it, in his opinion, has already been done in early childhood. I, on the contrary, developed so slowly that I only began to wonder about space and time when I was already grown up. In consequence I probed deeper into the problem than an ordinary child would have done.
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In Carl Seelig's Albert Einstein: A Documentary Biography (1956), Seelig reports that Einstein said this to James Franck, p. 71.
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I sometimes ask myself how did it come that I was the one to develop the theory of relativity. The reason, I think, is that a normal adult never stops to think about problems of space and time. But my intellectual development was retarded, as a result of which I began to wonder about space and time only when I had already grown up. Naturally, I could go deeper into the problem than a child with normal abilities.
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Variant translation which appears in Einstein: The Life and Times by Ronald W. Clark (1971), p. 27.

 

Albert Einstein

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Then the theory of relativity came and explained the cause of the failure. Electric action requires time to travel from one point of space to another, the simplest instance of this being the finite speed of travel of light... Thus electromagnetic action may be said to travel through space and time jointly. But by filling space and space alone [excluding time] with an ether, the pictorial representations had all supposed a clear-cut distinction between space and time.

 

James Jeans

 

Once again the universe was spread far out before him and it was a different and in some ways a better universe, a more diagrammatic universe, and in time, he knew, if there were such a thing as time, he'd gain some completer understanding and acceptance of it.
He probed and sensed and learned and there was no such thing as time, but a great foreverness.
He thought with pity of those others locked inside the ship, safe behind its insulating walls, never knowing all the glories of the innards of a star or the vast panoramic sweep of vision and of knowing far above the flat galactic plane.
Yet he really did not know what he saw or probed; he merely sensed and felt it and became a part of it, and it became a part of him — he seemed unable to reduce it to a formal outline of fact or of dimension or of content. It still remained a knowledge and a power so overwhelming that it was nebulous. There was no fear and no wonder, for in this place, it seemed, there was neither fear nor wonder. And he finally knew that it was a place apart, a world in which the normal space-time knowledge and emotion had no place at all and a normal space-time being could have no tools or measuring stick by which he might reduce it to a frame of reference.
There was no time, no space, no fear, no wonder — and no actual knowledge, either.

 

Clifford D. Simak

 

Some philosophers have believed that a philosophical clarification of space also provided a solution of the problem of time. Kant presented space and time as analogous forms of visualization and treated them in a common chapter in his major epistemological work. Time therefore seems to be much less problematic since it has none of the difficulties resulting from multidimensionality. Time does not have the problem of mirror-image congruence, i.e., the problem of equal and similarly shaped figures that cannot be superimposed, a problem that has played some role in Kant's philosophy. Furthermore, time has no problem analogous to non-Euclidean geometry. In a one-dimensional schema it is impossible to distinguish between straightness and curvature. ...A line may have external curvature but never an internal one, since this possibility exists only for a two-dimensional or higher continuum. Thus time lacks, because of its one-dimensionality, all those problems which have led to philosophical analysis of the problems of space.

 

Hans Reichenbach

 

From childhood we are trained to have problems. When we are sent to school, we have to learn how to write, how to read, and all the rest of it. How to write becomes a problem to the child. Please follow this carefully. Mathematics becomes a problem, history becomes a problem, as does chemistry. So the child is educated, from childhood, to live with problems — the problem of God, problem of a dozen things. So our brains are conditioned, trained, educated to live with problems. From childhood we have done this. What happens when a brain is educated in problems? It can never solve problems; it can only create more problems. When a brain that is trained to have problems, and to live with problems, solves one problem, in the very solution of that problem, it creates more problems. From childhood we are trained, educated to live with problems and, therefore, being centred in problems, we can never solve any problem completely. It is only the free brain that is not conditioned to problems that can solve problems. It is one of our constant burdens to have problems all the time. Therefore our brains are never quiet, free to observe, to look. So we are asking: Is it possible not to have a single problem but to face problems? But to understand those problems, and to totally resolve them, the brain must be free.

 

Jiddu Krishnamurti

 

She was a grown up now, and she discovered that being a grown up was not quite what she had suspected it would be when she was a child. She had thought then that she would make a conscious decision one day to simply put her toys and games and little make-believes away. Now she discovered that was not what happened at all. Instead, she discovered, interest simply faded. It became less and less and less, until a dust of years drew over the bright pleasures of childhood, and they were forgotten.

 

Stephen King