Youth and education are two indispensable aspects that decide how tomorrow will be shaped. A kid in the kindergarten is already a citizen or subject of the state and is entitled to rights, an important one among them being right to education. As kids grow to be youth and finally to be contributing citizens, it is an important responsibility of the parents and the state to ensure smooth transitions and journey of experiences. At present, we are in the middle of the season of countdowns with examinations either over or to be held. Brilliant performances put up by students are positive signs that growth does not stop or be stagnant due to any reason. With students only few marks short of 100 percent, it is indeed laudable and deserves appreciation. However, education is not just about scoring and competition, but a holistic growth and development of human faculties. Society with all its heterogeneity, with division of labour and its complex structure, is more or less like an organism. People constitute its part. If one part stops functioning or would not grow, it will affect the whole organism – the whole society may be crippled, deformed or suffer from abnormalities. The reason to reflect upon youth, education, society and performances is not the brilliant performances that we have observed recently but the unfortunate incidents of students’ depressions over expectations and its consequences like escalating suicidal tendencies. This particular aspect about education does not come some much under the purview of any policy as general introspection. The score-oriented approach and attitude has crept not only in education institutions itself, but in larger social milieu. To pass or fail in examination has become a yardstick or benchmark and scores supposedly decides whether a child or youth can make it in life or not. It is grossly inconvenient because focus shifts on performance in an annual examination rather than what students learn on day to day basis. Overall, if failure in exams means that the student has not learnt anything, the blame should fall upon the educators first. But how many parents do inquire school/institution authorities before the countdown begins or before the results are declared? The bigger purpose of education for teachers is to teach and for learners is to learn. Scoring or no scoring, if this criterion is met, if students are taught every day and ensured that they learn, the battle has already been won. A great doctor may not even be able to fix a small electric fuse and for that he has to seek a technician. If that technician, a low scorer in one of the examinations, is removed from the picture, who is going to fix the problem? Expectations have to be realistic and there should be no unnecessary, sometimes even selfish, compulsions to push the children to a state of retardation than development. A child, no matter his or her age, is also an individual and entitled to rights. Last but not the least, learning and scoring are two different things that must not botch the growth and development of children and youth.