Failing Grades Quotes

I think the big mistake in schools is trying to teach children anything, and by using fear as the basic motivation. Fear of getting failing grades, fear of not staying with your class, etc. Interest can produce learning on a scale compared to fear as a nuclear explosion to a firecracker.

A Gallagher Girl's real grades don’t come in pass or fail—they're measured in life or death.

Hey, you’re lucky. My cabin is closest to the stables. I can hear her yelling all night: FIRST PLACE OR DEATH! AN A MINUS IS A FAILING GRADE! Leo really needs to design a gag that’s better than my old sock.

I failed angst in high school. They let me graduate anyway.

Disappointment will come when your effort does not give you the expected return. If things don’t go as planned or if you face failure. Failure is extremely difficult to handle, but those that do come out stronger. What did this failure teach me? is the question you will need to ask. You will feel miserable. You will want to quit, like I wanted to when nine publishers rejected my first book. Some IITians kill themselves over low grades – how silly is that? But that is how much failure can hurt you. But it’s life. If challenges could always be overcome, they would cease to be a challenge. And remember – if you are failing at something, that means you are at your limit or potential. And that’s where you want to be. Disappointment’ s cousin is Frustration, the second storm. Have you ever been frustrated? It happens when things are stuck. This is especially relevant in India. From traffic jams to getting that job you deserve, sometimes things take so long that you don’t know if you chose the right goal. After books, I set the goal of writing for Bollywood, as I thought they needed writers. I am called extremely lucky, but it took me five years to get close to a release. Frustration saps excitement, and turns your initial energy into something negative, making you a bitter person. How did I deal with it? A realistic assessment of the time involved – movies take a long time to make even though they are watched quickly, seeking a certain enjoyment in the process rather than the end result – at least I was learning how to write scripts, having a side plan – I had my third book to write and even something as simple as pleasurable distractions in your life – friends, food, travel can help you overcome it. Remember, nothing is to be taken seriously. Frustration is a sign somewhere, you took it too seriously.

Do they not deserve our attention, those armies of small-minded and low-graded people, drifting on the waves of their unawareness or misfortune, suffocating in their caves of bewilderment and fading into oblivion? Imminent counteractions might unchain an avalanche of social fallouts if they feel ignored or disregarded. Sheeple’s rage is unpredictable and rampant. We must never fail to remember the lessons of history. (“Bread and Satellite”)

Linus: What's wrong, Charlie Brown? Charlie Brown: I just got terrible news. The teacher says we're going on a field trip to an art museum; and I have to get an A on my report or I'll fail the whole course. Why do we have to have all this pressure about grades, Linus? Linus: Well, I think that the purpose of going to school is to get good grades so then you can go on to high school; and the purpose is to study hard so you can get good grades so you can go to college; and the purpose of going to college is so you can get good grades so you can go on to graduate school; and the purpose of that is to work hard and get good grades so we can get a job and be successful so that we can get married and have kids so we can send them to grammar school to get good grades so they can go to high school to get good grades so they can go to college and work hard... Charlie Brown: Good grief!

Some can be more intelligent than others in a structured environment—in fact school has a selection bias as it favors those quicker in such an environment, and like anything competitive, at the expense of performance outside it. Although I was not yet familiar with gyms, my idea of knowledge was as follows. People who build their strength using these modern expensive gym machines can lift extremely large weights, show great numbers and develop impressive-looking muscles, but fail to lift a stone; they get completely hammered in a street fight by someone trained in more disorderly settings. Their strength is extremely domain-specific and their domain doesn't exist outside of ludic—extremely organized—constructs. In fact their strength, as with over-specialized athletes, is the result of a deformity. I thought it was the same with people who were selected for trying to get high grades in a small number of subjects rather than follow their curiosity: try taking them slightly away from what they studied and watch their decomposition, loss of confidence, and denial. (Just like corporate executives are selected for their ability to put up with the boredom of meetings, many of these people were selected for their ability to concentrate on boring material.) I've debated many economists who claim to specialize in risk and probability: when one takes them slightly outside their narrow focus, but within the discipline of probability, they fall apart, with the disconsolate face of a gym rat in front of a gangster hit man.

life is a classroom. we are both student and teacher. each day is a test. and each day we receive a passing or failing grade in one particular subject: grace. grace is compassion, gratitude, surrender, faith, forgiveness, good manners, reverence, and the list goes on. it's something money can't buy and credentials rarely produce. being the smartest, the prettiest, the most talented, the richest, or even the poorest, can't help. being a humble person can and being a helpful person can guide you through your days with grace and gratitude.

The Kingdom of Hereford was unique in the Ununited Kingdoms for having driving tests based on maturity, not age, much to the chagrin of a lot of males, some of whom were still failing to make the grade at thirty-two.

Only someone who doesn’t understand art tells an artist their art somehow failed. How the fuck can art fail? Art can’t be graded, because it’s going to mean something different to everyone. You can’t apply a mathematical absolute to art because there is no one formula for self-expression.

Write poorly. Suck. Write Awful. Terribly. Frightfully. Don’t care. Turn off the inner editor. Let yourself write. Let it flow. Let yourself fail. Do something crazy. Write 50,000 words in the month of November. I did it. It was fun. It was insane. It was 1,667 words per day. It was possible, but you have to turn off the inner critic off completely. Just write. Quickly. In bursts. With joy. If you can’t write, run away. Come back. Write again. Writing is like anything else. You won’t get good at it immediately. It’s a craft. You have to keep getting better. You don’t get to Juilliard unless you practice. You want to get to Carnegie Hall? Practice. Practice. Practice ..or give them a lot of money. Like anything else it takes 10,000 hours to get to mastery. Just like Malcolm Gladwell says. So write. Fail. Get your thoughts down. Let it rest. Let is marinate. Then edit, but don’t edit as you type. That just slows the brain down. Find a daily practice. For me it’s blogging. It’s fun. The more you write the easier it gets. The more it is a flow, the less a worry. It’s not for school, it’s not for a grade, it’s just to get your thoughts out there. You know they want to come out. So keep at it. Make it a practice. Write poorly. Write awfully. Write with abandon and it may end up being really really good.

And so we polish our own lives, creating landscapes and canyons and peaks with the very silt we try to avoid, the dirt we disavow or hide or deny. It is the dirt of our lives—the depressions, the losses, the inequities, the failing grades in trigonometry, the e-mails sent in fear or hate or haste, the ways in which we encounter people different from us—that shape us, polish us to a heady sheen, make us in fact more beautiful, more elemental, more artful and lasting.

Many people keep deploring the low level of formal education in the United states (as defined by, say, math grades). Yet these fail to realize that the new comes from here and gets imitated elsewhere. And it is not thanks to universities, which obviously claim a lot more credit than their accomplishments warrant. Like Britain in the Industrial Revolution, America's asset is, simply, risk taking and the use of optionality, this remarkable ability to engage in rational forms fo trial and error, with no comparative shame in failing again, starting again, and repeating failure.

I guess that isn't the right word," she said. She was used to apologizing for her use of language. She had been encouraged to do a lot of that in school. Most white people in Midland City were insecure when they spoke, so they kept their sentences short and their words simple, in order to keep embarrassing mistakes to a minimum. Dwayne certainly did that. Patty certainly did that. This was because their English teachers would wince and cover their ears and give them flunking grades and so on whenever they failed to speak like English aristocrats before the First World War. Also: they were told that they were unworthy to speak or write their language if they couldn't love or understand incomprehensible novels and poems and plays about people long ago and far away, such as Ivanhoe.

The parents are making threatening noises, turning dinner into performance art, with dad doing his Arnold Schwarzenegger imitation and mom playing Glenn Close in one of her psycho roles. I am the Victim. Mom: [creepy smile] “Thought you could put one over us, did you, Melinda? Big high school students now, don’t need to show your homework to your parents, don’t need to show any failing test grades?” Dad: [bangs table, silverware jumps] “Cut the crap. She knows what’s up. The interim reports came today. Listen to me, young lady. I’m only going to say this to you once. You get those grades up or your name is mud. Hear me? Get them up!” [Attacks baked potato.]

When I am being bullied, my teachers never listen. They always think I am making it up—or they will try to sugar-coat the situation. They fail to realize that children have feelings too, and we deserve to be heard.

So the grades I earned were the only objective signal I ever received about how I was doing in the world. The task of setting and achieving academic goals operated as a sort of adhesive; I needed it to hold myself together. Failing (or, at least in this case, failing my own expectations) tore that adhesive off and further splintered my fragile sense of self.

Traditional schooling trains people to think incorrectly about failure. You’re taught a subject, you take a test, and if you fail, that’s it. You’re done. But once you’re out of school, there is no book, no test, no grade. And if you fail, you learn. In fact, in most cases, it’s the only way to learn—especially if you’re creating something the world has never seen before.

A failing grade does not denounce a child to fail in life. An IQ is what I would call an 'inadequate question', it may state our brain capacity or tell us how smart we are, but it does not predict our future. Happy Character Traits and positive Reinforcements will help a child succeed better than a number that means nothing

I, on the other hand, am best friends with Wikipedia.' 'You know that site is woefully inaccurate a lot of the time, right? Because anyone can change the information.' 'Yep. I'm the girl changing the information to make it woefully inaccurate.' 'So half the high schoolers around the country have you to thank for their failing grades on research papers.' 'Yes, sir. I'm practically a celebrity. Or I would be if it wasn't anonymous.

One semester later I did, indeed, graduate with a 4.0. I had done it. And after that, my GPA did . . . Nothing. I never planned on going to graduate school. I wasn’t applying for jobs that used grades as a measurement. I didn’t need that GPA for any single reason other than to SAY I had it and impress people. I could turn this into an argument for “Let’s reward a high GPA after college in LIFE! Can we get priority seating on Southwest? A free monthly refill at Starbucks? SOMETHING to make four years of my life chasing this arbitrary number WORTH it?!” (Great idea. Never gonna happen.) Or I could argue that if I’d been easier on myself and gotten 10 percent worse grades I could have had 50 percent more friendships and fun. If someone’s takeaway from this story is “Felicia Day said don’t study!,” I’ll punch you in the face. But I AM saying don’t chase perfection for perfection’s sake, or for anyone else’s sake at all. If you strive for something, make sure it’s for the right reasons. And if you fail, that will be a better lesson for you than any success you’ll ever have. Because you learn a lot from screwing up. Being perfect . . . not so much.

The clearest version of vision, backed by the purest grade of greed is a ripen file of failure.

So by these accounts, for the first two hundred and fifty years of American history, the entire nation would have earned a failing grade according to our modern mainstream nutritional advice.

One might say, I am too young to experience bullying. Believe it or not, bullying happens to kids who are younger than me. When I am being bullied my teachers never listen. They always think I am making it up—or they will try to sugar-coat the situation. They fail to realize that children have feelings too, and we deserve to be heard. Teachers just don’t understand bullying hurts.

Is my socialism a religious faith? That’s a longstanding critique, most famously expressed in The God That Failed, a book written by disillusioned former Communist Party supporters after World War II. I’m not sure why socialism was the only god singled out by the authors for failure. What grade did the regular God get in the wake of the Nazis and the nuclear devastation of Hiroshima and Nagasaki, a C+?

[Charlie] Moon was trying hard to get a handle on this. Maybe he's got a PhD. What with pass-fail replacing conventional grading, Internet diploma mills, and who knows what other academic innovations that has been driving the dumbing-down in American education, you couldn't tell who might have a sheepskin tucked away in his hip pocket.

Write poorly. Suck Write awful Terribly Frightfully Don't care Turn off the inner editor Let yourself write Let it flow Let yourself fail Do something crazy Write fifty thousand words in the month of November. I did it. It was fun , it was insane , it was one thousand six hundred and sixty-seven words a day. It was possible. But you have to turn off your inner critic. Off completely. Just write. Quickly. In bursts. With joy. If you can't write, run away for a few. Come back. Write again. Writing is like anything else. You won't get good at it immediately. It's a craft, you have to keep getting better. You don't get to Juilliard unless you practice. If you want to get to Carnegie Hall, practice, practice, practice. ...Or give them a lot of money. Like anything else, it takes ten thousand hours to master. Just like Malcolm Gladwell says. So write. Fail. Get your thoughts down. Let it rest. Let it marinate. Then edit. But don't edit as you type, that just slows the brain down. Find a daily practice, for me it's blogging every day. And it's fun. The more you write, the easier it gets. The more it is a flow, the less a worry. It's not for school, it's not for a grade, it's just to get your thoughts out there. You know they want to come out. So keep at it. Make it a practice. And write poorly, write awfully, write with abandon and it may end up being really really good.

Your brother?" St. Clair points above my bed to the only picture I've hung up. Seany is grinning at the camera and pointing at one of my mother's research turtles,which is lifting its neck and threatening to take away his finger. Mom is doing a study on the lifetime reproductive habits of snapping turtles and visits her brood in the Chattahoochie River several times a month. My brother loves to go with her, while I prefer the safety of our home. Snapping turtles are mean. "Yep.That's Sean." "That's a little Irish for a family with tartan bedspreads." I smile. "It's kind of a sore spot. My mom loved the name,but Granddad-my father's father-practically died when he heard it.He was rooting for Malcolm or Ewan or Dougal instead." St. Clair laughs. "How old is he?" "Seven.He's in the second grade." "That's a big age difference." "Well,he was either an accident or a last-ditch effort to save a failing marriage.I've never had the nerve to ask which.

Your soul may be more evolved than you are right now. If a kid fails tenth grade, do you make him repeat grades K through nine?” “No, I guess not.” “No, you just make him start over at the beginning of tenth grade. Well, it’s the same with souls. They only ascend. A person gets a soul when they can carry it to the next level, when they are ready to learn the next lesson.

It is essential that we develop a learning space where failure is positive, as it is a catalyst for growth and change. Students need to recognize that taking a risk and not succeeding does not mean they are failing: It means they need to try another way. After

When I was in the third grade, I did my very best to fail every class so that the kids would like me and stop calling me a teacher's pet. It did not work out for me, though. My best attempts at failure in school garnered me an A- at best, and at my worst, I won awards for being the student of the month. -Mackenzie

You have been gifted the Blood Diamond and are surrounded by all that is good. You will not fail as long as you believe.” Analea

Think of writing on a consistent basis as something that you get a pass/fail grade on.

English teachers would wince and cover their ears and give them flunking grades and so on whenever they failed to speak like English aristocrats before the First World War.

Everybody did; most of the first grade had failed it last year.

Success is shown to us as a straight line, heading in one direction, up. There are no detours, no turn-arounds, no missteps allowed... When you aren’t allowed to fail, either due to the expectations of others or yourself, although it may seem like you are being pragmatic and focusing on how to succeed, you are actually making it that much harder for yourself.

Most white people in Midland City were insecure when they spoke, so they kept their sentences short and their words simple, in order to keep embarrassing mistakes to a minimum. Dwayne certainly did that. Patty certainly did that. This was because their English teachers would wince and cover their ears and give them flunking grades and so on whenever they failed to speak like English aristocrats before the First World War. Also: they were told that they were unworthy to speak or write their language if they couldn’t love or understand incomprehensible novels and poems and plays about people long ago and far away, such as Ivanhoe. The black people would not put up with this. They went on talking English every which way. They refused to read books they couldn’t understand—on the grounds they couldn’t understand them. They would ask such impudent questions as, “Whuffo I want to read no Tale of Two Cities? Whuffo?

There’s no research that finds that failing grades motivate students, and plenty of research that has found the opposite—that a student who receives 0s and Fs becomes less motivated, not more motivated. Guskey (2009) found that “no studies support the use of low grades as punishment. Instead of prompting greater effort, low grades more often cause students to withdraw from learning.

Innovation was a curious thing. It never failed to amaze him. And yet this place confirmed what they’d long known: that truly disruptive innovation rarely came from the expected sources. They’d had so much more luck investing in eccentric B and C students. The rationale was simple: Those heavily invested in the status quo had difficulty thinking outside of it—and were often tainted by it. Especially when success and peer approval beckoned. One did not accidentally graduate from top-tier schools. One strove to get in and to maintain grades once there, and to do that, one usually needed to be a master at conformity. To excel in all the accepted conventions. No, the truly different thinkers often went unnoticed.

A grade is not necessarily that helpful in terms of early feedback because all it tells you is where you fail in terms of the expectation,” she says. “It doesn’t necessarily tell you what you need to do, or what part of your work needs to improve.

This book is just not meant for pretty reading. It’s not for coffee-table curiosity and other such cameo appearances. Think of it instead as industrial-grade survival gear. Duct tape and superglue. Leather straps lashed around it. Old shoelaces maybe. In tight double knots. Whatever it takes to keep it all together. Because this is war. The fight of your life. A very real enemy has been strategizing and scheming against you, assaulting you, coming after your emotions, your mind, your man, your child, your future. In fact, he’s doing it right this second. Right where you’re sitting. Right where you are. But I say his reign of terror stops here. Stops now. He might keep coming, but he won’t have victory anymore. Because it all starts failing when we start praying.

Los Angeles had its faults, metaphorical and geophysical, but it was not a malicious place. People were nice here. Hollywood was the grade school teacher who started you off with an “A” until you failed. New York was the one who gave you an “F” until you proved you deserved better.

If the option of taking the course pass-fail (without a letter grade) is available to all students, it is usually observed that there are some who will elect pass-fail no matter how many others do, some who will elect letter grades no matter how many elect pass-fail, and an intermediate group who will elect pass-fail if enough do but will choose letter grades if pass-fail is uncommon. Notice that the first and second groups’ behavior is independent of how the third group chooses, but not vice versa; the people whose behavior is uninfluenced nevertheless influence others.

Ethan’s parents constantly told him how brainy he was. “You’re so smart! You can do anything, Ethan. We are so proud of you, they would say every time he sailed through a math test. Or a spelling test. Or any test. With the best of intentions, they consistently tethered Ethan’s accomplishment to some innate characteristic of his intellectual prowess. Researchers call this “appealing to fixed mindsets.” The parents had no idea that this form of praise was toxic. 　　Little Ethan quickly learned that any academic achievement that required no effort was the behavior that defined his gift. When he hit junior high school, he ran into subjects that did require effort. He could no longer sail through, and, for the first time, he started making mistakes. But he did not see these errors as opportunities for improvement. After all, he was smart because he could mysteriously grasp things quickly. And if he could no longer grasp things quickly, what did that imply? That he was no longer smart. Since he didn’t know the ingredients making him successful, he didn’t know what to do when he failed. You don’t have to hit that brick wall very often before you get discouraged, then depressed. Quite simply, Ethan quit trying. His grades collapsed. What happens when you say, ‘You’re so smart’ 　　Research shows that Ethan’s unfortunate story is typical of kids regularly praised for some fixed characteristic. If you praise your child this way, three things are statistically likely to happen: 　　First, your child will begin to perceive mistakes as failures. Because you told her that success was due to some static ability over which she had no control, she will start to think of failure (such as a bad grade) as a static thing, too—now perceived as a lack of ability. Successes are thought of as gifts rather than the governable product of effort. 　　Second, perhaps as a reaction to the first, she will become more concerned with looking smart than with actually learning something. (Though Ethan was intelligent, he was more preoccupied with breezing through and appearing smart to the people who mattered to him. He developed little regard for learning.) 　　Third, she will be less willing to confront the reasons behind any deficiencies, less willing to make an effort. Such kids have a difficult time admitting errors. There is simply too much at stake for failure. 　　  　　What to say instead: ‘You really worked hard’ 　　What should Ethan’s parents have done? Research shows a simple solution. Rather than praising him for being smart, they should have praised him for working hard. On the successful completion of a test, they should not have said,“I’m so proud of you. You’re so smart. They should have said, “I’m so proud of you. You must have really studied hard”. This appeals to controllable effort rather than to unchangeable talent. It’s called “growth mindset” praise.

When other girls had tea parties on the playground, I brought out my secondhand Ouija board and attempted to raise the dead. While my classmates gave book reports on The Wind In The Willows or Charlotte’s Web, I did mine on tattered, paperback copies of Stephen King novels that I’d borrowed from my grandmother. Instead of Sweet Valley High, I read books about zombies and vampires. Eventually, my third grade teacher called my mother in to discuss her growing concerns over my behavior, and my mom nodded blithely, but failed to see what the problem was. When Mrs. Johnson handed her my recent book report on Pet Sematary,, my mom wrinkled her forehead with concern and disapproval. "Oh, I see,"she said disappointingly, as she turned to me. "You spelled ‘cemetery’ wrong.” Then I explained that Stephen King had spelled it that way on purpose, and she nodded, saying, “Ah. Well, good enough for me.

I was driving, which might have been unusual anywhere but here in the Kingdom of Hereford, which was unique in the Ununited Kingdoms for having driving tests based on maturity, not age. That explained why I’d had a license since I was thirteen, while some were still failing to make the grade at forty.

teachers do not hold bombs or knives, they are still dangerous enemies. They fill us with insidious revisionist ideas. They teach us that scholars are superior to workers. They promote personal ambition by encouraging competition for the highest grades. All these things are intended to change good young socialists into corrupt revisionists. They are invisible knives that are even more dangerous than real knives or guns. For example, a student from Yu-cai High School killed himself because he failed the university entrance examination. Brainwashed by his teachers, he believed his sole aim in life was to enter a famous university and become a scientist—

The game isn't over until we stop fighting. Like my ten thousand hours chart. Ten thousand touches. Ten thousand tries. Ten thousand spectacular fails until you finally get it. I'm trying so hard to stay positive. Just because I'm failing right now doesn't mean I'll stop. Believe me, if I could, I'd never doubt again. I'd believe every single second and never stop.

While you were in school, you got a report card once a quarter. A financial statement is your report card once you leave school. The problem is that since most people have not been trained to read financial statements or trained in how to keep a personal financial statement, they have no idea how they are doing once they leave school. Many people have failing marks on their personal financial statements but think they are doing well because they have a high-paying job and a nice home. Unfortunately, if I were handing out the grades, anyone who was not financially independent by age 45 would receive a failing grade. It is not that I want to be cruel. I just want people to wake up and maybe do a few things differently, before they run out of their most important asset—time.

Dear Mama, I hope this letter finds you well. It contains all my love and affection. (It also contains all my questions about how you could ever have loved a man like Professor Miller.) You asked about where I live. I cannot believe I haven’t mentioned it, but I suppose I’m so used to it now I don’t think of it. The dorms are small and plain, but as a student I don’t need much more. (I cannot afford the dorms. I do not live in them.) The food is dreadful, all heavy meat and sauce. I miss fruit! (I am always hungry; a supper with a strange man was the fullest my stomach has been since I got here.) As I have mentioned in every letter, my professors are all interesting and I take copious notes during lectures. (If you do not bring up my father, I am certainly not going to offer you information on that louse of a man.) The course work is challenging but I am excelling. (I have to be perfect so they can find no excuse to dock my grades.) I have delivered Aunt Nani’s package to Jacabo. He was so happy to receive it, and I take tea with him once a week. It is a great comfort to speak Melenese with someone. (I live in the hotel where Jacabo works. He saved me when I realized I could not afford room and board at the school. I work long, hard hours in the evenings to earn a tiny hole of a servant’s room and whatever scraps of food are left over.) Please give everyone my love and tell them how much I am learning to bring back to the island as a teacher. (I will not fail, and I will use everything I learn here to make Melei better.) Your affectionate daughter, Jessamin

And maybe this whole thing has taught me something else about what kindness is for. Because, looking back at this year, I still basically did fail when I tried to protect everybody. But that doesn't mean my efforts didn't matter. Maybe kindness spreads slowly, and even fails for a while, but then sort of seeps through again and keeps moving outward, until you suddenly find yourself surrounded by a ring of fellow hamster owners who used to be your enemies.

Thus, as adolescence dawns, frontal cortical efficiency is diluted with extraneous synapses failing to make the grade, sluggish communication thanks to undermyelination, and a jumble of uncoordinated subregions working at cross-purposes; moreover, while the striatum is trying to help, a pinch hitter for the frontal cortex gets you only so far. Finally, the frontal cortex is being pickled in that ebb and flow of gonadal hormones. No wonder they act adolescent.

When they hear I teach first grade, they invariably picture my kids like a litter of puppies in a pet store window, cute and nearly brainless. Let me tell you. My kids are brilliant. Never underestimate children. I don't teach to their minds. Or their hearts. I teach to their spirits, and not one child has failed me. Ever. I mind-boggle them by reminding them they are made from the remnants of star-dusted constellations. When I tell them this their eyes sparkle to prove it.

The first girl I dated was named Cammie Anthony. She was a year older than me. She had failed eleventh-grade calculus and had to take it again with my class. The specific chemicals that are released when we have a crush are called norepinephrine, dopamine, and endogenous opioids. I remember Cammie reaching to hold my hand in a movie theater. We went to see a horror movie, and it was unclear if we were going as friends or on a date. Norepinephrine is what causes our bodies to have sweaty palms and increased heart rates. I remember lying awake in my bed texting Cammie until three in the morning. Dopamine is energizing; it makes us feel motivated and attentive. I remember every time my phone pinged with a text from Cammie, I felt happy. Endogenous opioids are part of our reward system. It's what makes having a crush feel enjoyable rather than just crushing. Oxytocin and vasopressin are the chemicals that make us feel calm, secure, comfortable, and emotionally attached to long-term partners.

I wish I had asked myself when I was younger. My path was so tracked that in my 8th-grade yearbook, one of my friends predicted— accurately— that four years later I would enter Stanford as a sophomore. And after a conventionally successful undergraduate career, I enrolled at Stanford Law School, where I competed even harder for the standard badges of success. The highest prize in a law student’s world is unambiguous: out of tens of thousands of graduates each year, only a few dozen get a Supreme Court clerkship. After clerking on a federal appeals court for a year, I was invited to interview for clerkships with Justices Kennedy and Scalia. My meetings with the Justices went well. I was so close to winning this last competition. If only I got the clerkship, I thought, I would be set for life. But I didn’t. At the time, I was devastated. In 2004, after I had built and sold PayPal, I ran into an old friend from law school who had helped me prepare my failed clerkship applications. We hadn’t spoken in nearly a decade. His first question wasn’t “How are you doing?” or “Can you believe it’s been so long?” Instead, he grinned and asked: “So, Peter, aren’t you glad you didn’t get that clerkship?” With the benefit of hindsight, we both knew that winning that ultimate competition would have changed my life for the worse. Had I actually clerked on the Supreme Court, I probably would have spent my entire career taking depositions or drafting other people’s business deals instead of creating anything new. It’s hard to say how much would be different, but the opportunity costs were enormous. All Rhodes Scholars had a great future in their past. the best paths are new and untried. will this business still be around a decade from now? business is like chess. Grandmaster José Raúl Capablanca put it well: to succeed, “you must study the endgame before everything else. The few who knew what might be learned, Foolish enough to put their whole heart on show, And reveal their feelings to the crowd below, Mankind has always crucified and burned. Above all, don’t overestimate your own power as an individual. Founders are important not because they are the only ones whose work has value, but rather because a great founder can bring out the best work from everybody at his company. That we need individual founders in all their peculiarity does not mean that we are called to worship Ayn Randian “prime movers” who claim to be independent of everybody around them. In this respect, Rand was a merely half-great writer: her villains were real, but her heroes were fake. There is no Galt’s Gulch. There is no secession from society. To believe yourself invested with divine self-sufficiency is not the mark of a strong individual, but of a person who has mistaken the crowd’s worship—or jeering—for the truth. The single greatest danger for a founder is to become so certain of his own myth that he loses his mind. But an equally insidious danger for every business is to lose all sense of myth and mistake disenchantment for wisdom.

Why don't you make everybody an Alpha Double Plus while you're about it?" Mustapha Mond laughed. "Because we have no wish to have our throats cut," he answered. "We believe in happiness and stability. A society of Alphas couldn't fail to be unstable and miserable. Imagine a factory staffed by Alphas–that is to say by separate and unrelated individuals of good heredity and conditioned so as to be capable (within limits) of making a free choice and assuming responsibilities. Imagine it!" he repeated. The Savage tried to imagine it, not very successfully. "It's an absurdity. An Alpha-decanted, Alpha-conditioned man would go mad if he had to do Epsilon Semi-Moron work–go mad, or start smashing things up. Alphas can be completely socialized–but only on condition that you make them do Alpha work. Only an Epsilon can be expected to make Epsilon sacrifices, for the good reason that for him they aren't sacrifices; they're the line of least resistance. His conditioning has laid down rails along which he's got to run. He can't help himself; he's foredoomed. Even after decanting, he's still inside a bottle–an invisible bottle of infantile and embryonic fixations. Each one of us, of course," the Controller meditatively continued, "goes through life inside a bottle. But if we happen to be Alphas, our bottles are, relatively speaking, enormous. We should suffer acutely if we were confined in a narrower space. You cannot pour upper-caste champagne-surrogate into lower-caste bottles. It's obvious theoretically. But it has also been proved in actual practice. The result of the Cyprus experiment was convincing." "What was that?" asked the Savage. Mustapha Mond smiled. "Well, you can call it an experiment in rebottling if you like. It began in A.F. 473. The Controllers had the island of Cyprus cleared of all its existing inhabitants and re-colonized with a specially prepared batch of twenty-two thousand Alphas. All agricultural and industrial equipment was handed over to them and they were left to manage their own affairs. The result exactly fulfilled all the theoretical predictions. The land wasn't properly worked; there were strikes in all the factories; the laws were set at naught, orders disobeyed; all the people detailed for a spell of low-grade work were perpetually intriguing for high-grade jobs, and all the people with high-grade jobs were counter-intriguing at all costs to stay where they were. Within six years they were having a first-class civil war. When nineteen out of the twenty-two thousand had been killed, the survivors unanimously petitioned the World Controllers to resume the government of the island. Which they did. And that was the end of the only society of Alphas that the world has ever seen." The Savage sighed, profoundly. "The optimum population," said Mustapha Mond, "is modelled on the iceberg–eight-ninths below the water line, one-ninth above." "And they're happy below the water line?" "Happier than above it.

FAILURE CAN BE A GREAT TEACHER “When I was in tenth grade I decided to take an AP computer science class. I ended up failing the AP exam. But I would not accept the failure, so I took the class and the test again the following year. Somehow, staying away from programming for nearly a year and then coming back to it made me realize how much I truly enjoyed it. I passed the test easily on the second try. If I had been too afraid of failure to take the computer science class the first time, and then a second time, I would certainly not be what I am today, a passionate and happy computer scientist.

Why do we learn things we'll never use? Why are we taught f(x+y) = f(x) + f(y)? Why are we made to memorize the decline and fall or royal dynasties but not stories of people who've experienced and overcome heartbreak? Why do we answer dozens of questions about the layers of the earth but not of what lies within ourselves? Why do we break down the cellular anatomies of amoebas and plankton but not the anatomy of pain? Why are we told to win, before we're told to overcome ourselves? Why are we lectured on English and French grammar, before we can learn what it is we really need to hear in life? Why are we taught to compete, not cooperate? Why are we forced to compare and ask, what grade did you get, what place did you finish in, whose clothes are you wearing, where did you go to school, where do you work? Why does not being at the top automatically mean you've failed? Why do we feel the need to look good on paper, and who decides what's written on this "paper"? Why can't everyone just be left alone? Why can't everyone just stop running? Who is making us feel more shame with every ounce of envy? Who is this elusive Pied Piper at the head of the pack, luring everyone with his pipe? And just who and where am I?

I love like a fool, like a Z-grade off-brand romantic comedy, a loon in too much makeup saying things in an awkward script to a handsome man with his own canceled comedy show I’m not a romantic, I’m a half-wit. Only stupid people would think I’m smart. I’m not something anyone should know. I’m a lunatic wandering around for scraps, I’m like every single miserable moron I’ve scorned and pretended I didn’t recognize. I’m all of them, every last ugly thing in a bad last-minute costume. I’m not different, not at all, not different from any other speck of a thing. I’m a blemished blemish, a ruined ruin, a stained wreck so failed I can’t see what I used to be.

Albert Einstein, considered the most influential person of the 20th century, was four years old before he could speak and seven before he could read. His parents thought he was retarded. He spoke haltingly until age nine. He was advised by a teacher to drop out of grade school: “You’ll never amount to anything, Einstein.” Isaac Newton, the scientist who invented modern-day physics, did poorly in math. Patricia Polacco, a prolific children’s author and illustrator, didn’t learn to read until she was 14. Henry Ford, who developed the famous Model-T car and started Ford Motor Company, barely made it through high school. Lucille Ball, famous comedian and star of I Love Lucy, was once dismissed from drama school for being too quiet and shy. Pablo Picasso, one of the great artists of all time, was pulled out of school at age 10 because he was doing so poorly. A tutor hired by Pablo’s father gave up on Pablo. Ludwig van Beethoven was one of the world’s great composers. His music teacher once said of him, “As a composer, he is hopeless.” Wernher von Braun, the world-renowned mathematician, flunked ninth-grade algebra. Agatha Christie, the world’s best-known mystery writer and all-time bestselling author other than William Shakespeare of any genre, struggled to learn to read because of dyslexia. Winston Churchill, famous English prime minister, failed the sixth grade.

In this book I contend that even when school appears to be successful, even when it elicits the performances for which it has apparently been designed, it typically fails to achieve its most important missions. Evidence for this startling claim comes from a by now overwhelming body of educational research that has been assembled over the last decades. These investigations document that even students who have been well trained and who exhibit all the overt signs of success—faithful attendance at good schools, high grades and high test scores, accolades from their teachers—typically do not display an adequate understanding of the materials and concepts with which they have been working.

This was because their English teachers would wince and cover their ears and give them flunking grades and so on whenever they failed to speak like English aristocrats before the First World War. Also: they were told that they were unworthy to speak or write their language if they couldn’t love or understand incomprehensible novels and poems and plays about people long ago and far away, such as Ivanhoe. *** The black people would not put up with this. They went on talking English every which way. They refused to read books they couldn’t understand—on the grounds they couldn’t understand them. They would ask such impudent questions as, “Whuffo I want to read no Tale of Two Cities? Whuffo?

I don’t want them to like me,” I said firmly. “I want them to respect me.” Amo shrugged. “They do. You’re a Vitiello.” He jogged after Lora to get his hands on more pineapple and fresca. For him, the discussion was over. Amo was going to be Capo, and yet he didn’t feel the pressure as I did. As the oldest Vitiello and a girl, expectations were sky high. I could only fail. I had to be beautiful and morally impeccable, pure as the snow but at the same time progressive enough to represent the new generation of the Famiglia. Amo got bad grades, slept around, and went out in sweats, and everyone just said he was a boy and would grow out of it. If I ever did either of those things, I’d be socially dead.

I think we're all just doing our best to survive the inevitable pain and suffering that walks alongside us through life. Long ago, it was wild animals and deadly poxes and harsh terrain. I learned about it playing The Oregon Trail on an old IBM in my computer class in the fourth grade. The nature of the trail has changed, but we keep trekking along. We trek through the death of a sibling, a child, a parent, a partner, a spouse; the failed marriage, the crippling debt, the necessary abortion, the paralyzing infertility, the permanent disability, the job you can't seem to land; the assault, the robbery, the break-in, the accident, the flood, the fire; the sickness, the anxiety, the depression, the loneliness, the betrayal, the disappointment, and the heartbreak. There are these moments in life where you change instantly. In one moment, you're the way you were, and in the next, you're someone else. Like becoming a parent: you're adding, of course, instead of subtracting, as it is when someone dies, and the tone of the occasion is obviously different, but the principal is the same. Birth is an inciting incident, a point of no return, that changes one's circumstances forever. The second that beautiful baby onto whom you have projected all your hopes and dreams comes out of your body, you will never again do anything for yourself. It changes you suddenly and entirely. Birth and death are the same in that way.

My worst day was in seventh grade, when Tommy Hewitt pissed on my gym clothes and then the gym teacher said I had to wear my uniform or I’d fail the class. Seventh-grade gym, right? There are worse things to fail. But it was a big deal then, and I was crying, and trying to explain to the teacher what happened, but it was so embarrassing, and he just yelled and yelled and yelled until I put on these piss-soaked shorts and T-shirt. That was the day I stopped caring what people did. I just never cared anymore, about being a loser or not having friends or any of that. So I guess it was good for me in a way, but that moment was awful. I mean, imagine me playing volleyball or whatever in pee-soaked gym clothes while Tommy Hewitt tells everyone what he did. That was the worst day.

From the dawn of Spain’s venture into the New World until the end of its colonial regime, Spanish America was gripped by an almost innate need to process, categorize, and label human differences in an effort to manage its vast empire.1 Whether it was conquistadors seeking to establish grades of difference between themselves and native rulers, or simple artisans striving to distinguish themselves from their peers, people paid careful attention to what others looked like, how they lived, what they wore, and how they behaved. Over time, rules were created to contain transgressions. The wearing of costumes and masks outside of sanctioned events and holidays was soundly discouraged, lest disguises lead to crimes, immorality, and mistaken identities.2 People who lived as others could be labeled criminals, and those who moved across color boundaries to enjoy privileges not associated with their caste did so at their own peril.3 When legislation failed to control behavior, social pressure impelled obedience and conformity.

My grades were dropping. My grades aren’t too good to begin with, but they’re pretty stable. Your average C work with an occasional B or D thrown in. I’ve been known to fail tests, but when I dropped to a solid D average, no one seemed surprised or even said anything and that surprised me. Ordinarily, my parents would have hit the roof, and my teachers would have called me in for conferences. They’d have said things like, “We know you can do better. You’re a smart girl. You have a high I.Q.” (That’s true. I do.) Or, “We know you can do better. You’re Janine’s sister.” That was the killer. It was also the point. I’m Janine’s sister, not Janine. Anyway, except for feeling tired all the time, I wasn’t sure why my grades had gone down. I did my homework more often than usual. I read all the chapters that were assigned to us. But I’ll admit that it was hard to concentrate. Maybe that was because suddenly it had become hard not to think about Mimi. For awhile, I tried to shut her out of my mind. Now I couldn’t. But why didn’t someone say something to me? Why did they let my grades slide? Just because Mimi had died? Mimi would have wanted me to do well in school, if I could.

Yet, it was precisely our failure to differentiate between work and politics, between reality and illusion; it was precisely our mistake of conceiving of politics as a rational human activity comparable to the sowing of seeds or the construction of buildings that was responsible for the fact that a painter who failed to make the grade was able to plunge the whole world into misery. And I have stressed again and again that the main purpose of this book—which, after all, was not written merely for the fun of it—was to demonstrate these catastrophic errors in human thinking and to eliminate irrationalism from politics. It is an essential part of our social tragedy that the farmer, the industrial worker, the physician, etc., do not influence social existence solely through their social activities, but also and even predominantly through their political ideologies. For political activity hinders objective and professional activity; it splits every profession into inimical ideologic groups; creates a dichotomy in the body of industrial workers; limits the activity of the medical profession and harms the patients. In short, it is precisely political activity that prevents the realization of that which it pretends to fight for: peace, work, security, international cooperation, free objective speech, freedom of religion, etc.

Right! You see me as superhuman! That’s some serious pressure.” Amelia laughs a little. “Sometimes it feels good, yeah, that people like how I look and act. But sometimes it’s just so much. I already have a ton of pressure on me from my parents and from myself, so it’s extra hard coming from you. Because we’re equals, me and you. Imperfect equals. And you’ve seen my struggles and you’ve been there right alongside me for the ride. I mean, I was a hot mess when I was trying to figure out if I wanted to have sex with Sid. I couldn’t face my parents over a dinner with my new girlfriend. I sometimes don't have the courage to stick up to people or for myself.” “But those are just normal human things.” “Yeah, exactly! This is my point! You look at me and you see me struggle through things and you root for me regardless, thinking I’m, like, killing it out there in the world, but when it’s you, you don’t cut yourself any slack and you beat yourself up. But I’m a regular person, and so are you,” she says. “And a pretty badass one, too. You’re so good at everything. You get amazing grades and you’re an incredible writer and you’re so smart-sometimes so smart that teachers assume I am, too, just because I’m around you. When I nearly failed my bio test earlier this semester, Mr. O'Donnell told me I should try to be more like you. And you know what? Maybe that’s a shitty thing to say to a student, but I do find myself wishing I could be more like you all the time. Not because I’m inadequate as a person but because humans yearn! Humans want to be better than they are! Humans feel jealous! And I think it’s okay if sometimes I want to be more like you. Who wouldn’t? You’re smart and hilarious and fashionable and fierce and you would do anything for the ones you love. You put up with a lot of shit and you let it light a fire in you and I admire the hell out of that, babe.

THE SK8 MAKER VS. GLOBAL INDUSTRIALIZATION This new era of global industrialization is where my personal analogy with the history of the skateboard maker diverges. It’s no longer cost-effective to run a small skateboard company in the U.S., and the handful of startups that pull it off are few and far between. The mega manufacturers who can churn out millions of decks at low cost and record speed each year in Chinese factories employ proprietary equipment and techniques that you and I can barely imagine. Drills that can cut all eight truck holes in a stack of skateboard decks in a single pull. CNC machinery to create CAD-perfect molds used by giant two-sided hydraulic presses that can press dozens of boards in a few hours. Computer-operated cutting bits that can stamp out a deck to within 1⁄64 in. of its specified shape. And industrial grade machines that apply multicolored heat-transfer graphics in minutes. In a way, this factory automation has propelled skateboarding to become a multinational, multi-billion dollar industry. The best skateboarders require this level of precision in each deck. Otherwise, they could end up on their tails after a failed trick. Or much worse. As the commercial deck relies more and more on a process that is out of reach for mere mortals, there is great value in the handmade and one of a kind. Making things from scratch is a dying art on the brink of extinction. It was pushed to the edge when public schools dismissed woodworking classes and turned the school woodshop into a computer lab. And when you separate society from how things are made—even a skateboard—you lose touch with the labor and the materials and processes that contributed to its existence in the first place. It’s not long before you take for granted the value of an object. The result is a world where cheap labor produces cheap goods consumed by careless customers who don’t even value the things they own.

The fact that no one made demands on her knowledge in her special field was lucky for Simochka. Not only she but many of her girlfriends had graduated from the institute without any such knowledge. There were many reasons for this. The young girls had come from high schools with very little grounding in mathematics and physics. They had learned in the upper grades that at faculty council meetings the school director had scolded the teachers for giving out failing marks, and that even if a pupil didn't study at all he received a diploma. In the institute, when they found time to sit down to study, they made their way through the mathematics and radio-technology as through a dense pine forest. But more often there was no time at all. Every fall for a month or more the students were taken to collective farms to harvest potatoes. For this reason, they had to attend lectures for eight and ten hours a day all the rest of the year, leaving no time to study their course work. On Monday evenings there was political indoctrination. Once a week a meeting of some kind was obligatory. Then one had to do socially useful work, too: issue bulletins, organize concerts, and it was also necessary to help at home, to shop, to wash, to dress. And what about the movies? And the theater? And the club? If a girl didn't have some fun and dance a bit during her student years, when would she do so afterward? For their examinations Simochka and her girlfriends wrote many cribs, which they hid in those sections of female clothing denied to males, and at the exams they pulled out the one the needed, smoothed it out, and turned it in as a work sheet. The examiners, of course, could have easily discovered the women students' ignorance, but they themselves were overburdened with committee meetings, assemblies, a variety of plans and reports to the dean's office and to the rector. It was hard on them to have to give an examination a second time. Besides, when their students failed, the examiners were reprimanded as if the failures were spoiled goods in a production process—according to the well-known theory that there are no bad pupils, only bad teachers. Therefore the examiners did not try to trip the students up but, in fact, attempted to get them through the examination with as good results as possible.

THE MAJOR ATTRIBUTES OF LEADERSHIP The following are important factors of leadership:- 1. UNWAVERING COURAGE based upon knowledge of self, and of one's occupation. No follower wishes to be dominated by a leader who lacks self-confidence and courage. No intelligent follower will be dominated by such a leader very long. 2. SELF-CONTROL. The man who cannot control himself, can never control others. Self-control sets a mighty example for one's followers, which the more intelligent will emulate. 3. A KEEN SENSE OF JUSTICE. Without a sense of fairness and justice, no leader can command and retain the respect of his followers. 4. DEFINITENESS OF DECISION. The man who wavers in his decisions, shows that he is not sure of himself. He cannot lead others successfully. 5. DEFINITENESS OF PLANS. The successful leader must plan his work, and work his plan. A leader who moves by guesswork, without practical, definite plans, is comparable to a ship without a rudder. Sooner or later he will land on the rocks. 6. THE HABIT OF DOING MORE THAN PAID FOR. One of the penalties of leadership is the necessity of willingness, upon the part of the leader, to do more than he requires of his followers. 7. A PLEASING PERSONALITY. No slovenly, careless person can become a successful leader. Leadership calls for respect. Followers will not respect a leader who does not grade high on all of the factors of a Pleasing Personality. 8. SYMPATHY AND UNDERSTANDING. The successful leader must be in sympathy with his followers. Moreover, he must understand them and their problems. 9. MASTERY OF DETAIL. Successful leadership calls for mastery of details of the leader's position. 10. WILLINGNESS TO ASSUME FULL RESPONSIBILITY. The successful leader must be willing to assume responsibility for the mistakes and the shortcomings of his followers. If he tries to shift this responsibility, he will not remain the leader. If one of his followers makes a mistake, and shows himself incompetent, the leader must consider that it is he who failed. 11. COOPERATION. The successful leader must understand, and apply the principle of cooperative effort and be able to induce his followers to do the same. Leadership calls for POWER, and power calls for COOPERATION. There are two forms of Leadership. The first, and by far the most effective, is LEADERSHIP BY CONSENT of, and with the sympathy of the followers. The second is LEADERSHIP BY FORCE, without the consent and sympathy of the followers.

A True Story Let me tell you about Wendy. For more than ten years, Wendy struggled unsuccessfully with ulcerative colitis. A thirty-six-year-old grade school teacher and mother of three, she lived with constant cramping, diarrhea, and frequent bleeding, necessitating occasional blood transfusions. She endured several colonoscopies and required the use of three prescription medications to manage her disease, including the highly toxic methotrexate, a drug also used in cancer treatment and medical abortions. I met Wendy for an unrelated minor complaint of heart palpitations that proved to be benign, requiring no specific treatment. However, she told me that, because her ulcerative colitis was failing to respond to medications, her gastroenterologist advised colon removal with creation of an ileostomy. This is an artificial orifice for the small intestine (ileum) at the abdominal surface, the sort to which you affix a bag to catch the continually emptying stool. After hearing Wendy’s medical history, I urged her to try wheat elimination. “I really don’t know if it’s going to work,” I told her, “but since you’re facing colon removal and ileostomy, I think you should give it a try.” “But why?” she asked. “I’ve already been tested for celiac and my doctor said I don’t have it.” “Yes, I know. But you’ve got nothing to lose. Try it for four weeks. You’ll know if you’re responding.” Wendy was skeptical but agreed to try. She returned to my office three months later, no ileostomy bag in sight. “What happened?” I asked. “Well, first I lost thirty-eight pounds.” She ran her hand over her abdomen to show me. “And my ulcerative colitis is nearly gone. No more cramps or diarrhea. I’m off everything except my Asacol.” (Asacol is a derivative of aspirin often used to treat ulcerative colitis.) “I really feel great.” In the year since, Wendy has meticulously avoided wheat and gluten and has also eliminated the Asacol, with no return of symptoms. Cured. Yes, cured. No diarrhea, no bleeding, no cramps, no anemia, no more drugs, no ileostomy. So if Wendy’s colitis tested negative for celiac antibodies, but responded to—indeed, was cured by—wheat gluten elimination, what should we label it? Should we call it antibody-negative celiac disease? Antibody-negative wheat intolerance? There is great hazard in trying to pigeonhole conditions such as Wendy’s into something like celiac disease. It nearly caused her to lose her colon and suffer the lifelong health difficulties associated with colon removal, not to mention the embarrassment and inconvenience of wearing an ileostomy bag. There is not yet any neat name to fit conditions such as Wendy’s, despite its extraordinary response to the elimination of wheat gluten. Wendy’s experience highlights the many unknowns in this world of wheat sensitivities, many of which are as devastating as the cure is simple.

The second aspect of the moral appeal of the inner-child movement is consolation. Life is full of setbacks. People we love reject us. We don't get the jobs we want. We get bad grades. Our children don't need us anymore. We drink too much. We have no money. We are mediocre. We lose. We get sick. When we fail, we look for consolation, one form of which is to see the setback as something other than failure-to interpret it in a way that does not hurt as much as failure hurts. Being a victim, blaming someone else, or even blaming the system is a powerful and increasingly widespread form of consolation. It softens many of life's blows. Such shifts of blame have a glorious past. Alcoholics Anonymous made the lives of millions of alcoholics more bearable by giving them the dignity of a “disease” to replace the ignominy of “failure,” “immorality,” or “evil.” Even more important was the civil rights movement. From the Civil War to the early 1950s, black people in America did badly-by every statistic. How did this get explained? “Stupid,” “lazy,” and “immoral” were the words shouted by demagogues or whispered by the white gentry. Nineteen fifty-four marks the year when these explanations began to lose their power. In Brown v. Board of Education, the Supreme Court held that racial segregation in schools was illegal. People began to explain black failure as “inadequate education,” “discrimination,” and “unequal opportunity.” These new explanations are literally uplifting. In technical terms, the old explanations—stupidity and laziness—are personal, permanent, and pervasive. They lower self-esteem; they produce passivity, helplessness, and hopelessness. If you were black and you believed them, they were self-fulfilling. The new explanations—discrimination, bad schools, lean opportunities are impersonal, changeable, and less pervasive. They don't deflate self-esteem (in fact, they produce anger instead). They lead to action to change things. They give hope. The recovery movement enlarges on these precedents. Recovery gives you a whole series of new and more consoling explanations for setbacks. Personal troubles, you're told, do not result as feared from your own sloth, insensitivity, selfishness, dishonesty, self-indulgence, stupidity, or lust. No, they stem from the way you were mistreated as a child. You can blame your parents, your brother, your teachers, your minister, as well as your sex and race and age. These kinds of explanations make you feel better. They shift the blame to others, thereby raising self-esteem and feelings of self-worth. They lower guilt and shame. To experience this shift in perspective is like seeing shafts of sunlight slice through the clouds after endless cold, gray days. We have become victims, “survivors” of abuse, rather than “failures” and “losers.” This helps us get along better with others. We are now underdogs, trying to fight our way back from misfortune. In our gentle society, everyone roots for the underdog. No one dares speak ill of victims anymore. The usual wages of failure—contempt and pity—are transmuted into support and compassion. So the inner-child premises are deep in their appeal: They are democratic, they are consoling, they raise our self-esteem, and they gain us new friends. Small wonder so many people in pain espouse them.

Mooney was the class bully, a boy who had already failed two grades by the time he landed in mine. He was fat, sweaty and loud, and all the kids were scared of him. With good reason. If Mooney wanted something he took it, and woe to the child who tried to stop him. But Mooney was also crafty and sly. He never retaliated when an adult was near, preferring to ambush his prey when he could catch them off-guard, knowing it would be his word against the victims if the kid were stupid enough to tell. Sitting next to him was torture. I always carried extra pencils because I knew Mooney would confiscate the one I was using. And I considered myself lucky that pencils were all he’d taken so far. At least, I was lucky until the week before our midterm tests. Because the weather was nasty that Monday, our recess was taken in the gym. I was sitting on the bleachers taking a breather, watching Jenna chase Hugh in a game of tag, when Mooney confronted me. “You’re gonna let me copy off your paper when we take our tests next week,” he said. “If you don’t, I’ll stomp you into the ground.” He swaggered off, secure in the thought that I’d comply with his demand. I watched him in shock. Cheat? He wanted me to cheat on the tests? The Judge would disown me. I would never be able to look my grandfather in the eye again. There was no way I could let Mooney copy, even knowing he would kill me when it was over. Death before dishonor was my family motto.

She was used to apologizing for her use of language. She had been encouraged to do a lot of that in school. Most white people in Midland City were insecure when the spoke, so they kept their sentences short and their words simple, in order to keep embarrassing mistakes to a minimum. Dwayne certainly did that. Patty certainly did that. This was because their English teachers would wince and cover their ears and give them flunking grades and so on whenever they failed to speak like English aristocrats before the First World War. Also: they were told that they were unworthy to speak or write their language if they couldn't love or understand incomprehensible novels and poems and plays about people long ago and far away, such as 'Ivanhoe.

Notice something. God did not say, “What are you talking about? I have not been mean to you! I have given you everything you needed to be successful with your talent!” Nor did he say, “Gosh, you are right. It is tough to only have one talent. Here, I will do your work for you.” Neither what God had given this man nor what he had not given him was the issue. The issue was just one thing: what had he done with what was given him? How had he used it? How had he responded to the options that were available to him? Had he tried his best and failed, he would not have been graded on the failure. He was graded simply on whether or not he had acted responsibly with what had been dealt to him.

I freaked out because I hate the words Everything will be okay. Mom’s death is not a broken cup we can clean up. I know you can make most things better, even really serious things. If you fail a grade, you can make it up. If you lose your job, you can find another one. If you go to jail, you can do your sentence and get out. But dead is dead. There’s no way to make it okay.

59. Creature Comforts Are Only Temporary It was one of the most painful lessons of my life. It was during the first time I attempted SAS selection. I was totally lost in a vast boggy wetland, torrential rain was driving down, and I was utterly spent. I was also way behind time, and I knew it. When I finally made it to the penultimate checkpoint, the corporals kept me there doing endless press-ups in the wet marsh with my heavy pack still on my back. I knew this was costing me even more valuable time and energy. I was feeling fainter and fainter; I knew things were bad. I was soon off again, wading across a fast-flowing, waist-deep stream, before climbing up through knee-deep mud towards the next 2,000-foot (600-metre) mountain ridge-line. I just had to keep going. Ten miles. Twenty miles. ‘Nothing good comes from quitting,’ I told myself, over and over again. ‘If I keep going, I will pass.’ But I was getting more and more delirious with fatigue. I didn’t know why this was happening, and I couldn’t control it. Maybe I hadn’t eaten or drunk enough, or perhaps it was just that the months of this relentless pace were finally taking their toll and I was at my limit. Every couple of paces, my knees would buckle. If I stumbled, I couldn’t stop myself from falling. Eventually I saw the trucks in the distance below me, symbolizing the end point. Wisps of smoke from army Hexi stoves curled upwards from the woods. Soon I would be warm, soon I would have a cup of hot tea. It was all I wanted. But when I reached the end checkpoint I was told I had been failed - I had been too slow. My world fell inwards. I was sent off to make camp in the woods and rest for the night. The remaining recruits would be heading out for the night march in a few hours. The next morning I would be returned to camp with the others who hadn’t made the grade. I was totally dejected. That night in those woods, warm and dry under my shelter, blisters attended to, dry socks on, and out of the wind and rain, I learnt an enduring lesson: warm and dry doesn’t mean fulfilled and happy.

Never before in my career, have I seen such horrendous exam grades.

Meccah was a cool chick and she was older than all of us. She was nineteen and in the 12th grade because she had failed the 5th grade. She

Hardie Boys- Exterior Millwork That Provides Value Over Time The outdoor areas on your property and the features on it, become the perfect backdrop for your home’s structure. They are also one of the first things that visitors to your property notice. The manner in which these features are designed and the finishing that’s used in them, go a long way in enhancing the overall appeal and value of your property. And so it follows that you ensure resilient materials are used in the work and hire expert technicians for the installation. When you start researching products and materials for outdoor installations, you will find that wood; iron, aluminum, plaster, brick and foam are commonly used in exterior construction. And this may lead you to believe that they are the best option for these applications. It’s also natural for you to be unsure about using new materials such as the specialized cellular PVC materials we use in our millwork. Some comparisons But the fact is that there has been a significant advancement in the manufacture of exterior-grade, manmade materials and cellular PVC is one of them. However, the higher upfront cost can sometimes become the other deterrent for property owners, to opt for this innovative material. Take a look at how the cellular PVC material that we at Hardie Boys, Inc. use stands up against other traditionally-used materials: 1. Weather impact Materials such as hardwood and metal are strong and durable, but need a significant amount of treatments before they can be used in exterior applications. For instance, untreated and unfinished wood features get affected by moisture and the sun’s rays and eventually crack and crumble. They can also develop rot or moss; and if these conditions are very severe, extensive repairs or complete replacement of the feature is the only option you are left with. Metal too gets affected by moisture and exposure to rain and frost; and rusts and corrodes over time. In comparison the unique PVC cellular material that we use in our millwork is moisture and heat-resistant and doesn’t corrode over time. 2. Termite damage Termites are extremely destructive creatures and they can bore through wooden features and cause extensive damage to them. In most cases, replacement is the only option you are left with, which represents a significant expense. Concrete surfaces get affected by the freeze and thaw cycles and crack over a period of time, and you end up spending considerable amounts on repair and replacements. On the other hand, cellular PVC doesn’t get impacted by termites or weather fluctuations at all. 3. Maintenance While choosing materials for exterior applications, most property owners fail to factor the maintenance costs into the overall cost of the installation. For instance, wood, plaster, foam, brick and concrete require annual mold prevention maintenance as well as sanding and polishing or painting. Metal surfaces have to be sanded, and painted regularly too. In comparison, our cellular PVC material features require only basic cleaning and they won’t warp, crack, fade, corrode, develop rot or mold. In short, this is an extremely low-maintenance option that is worth every penny you spend on initial costs. We at Hardie Boys, Inc. are the leaders in this space and provide excellent, customized, cellular PVC millwork solutions for residential and commercial settings. For any more information about our exterior millwork,

The Mahatmas are not yet Buddhas. A Buddha is a Mahatma of the highest grade. A Mahatma is one who has become self-consciously alive in the spiritual part of his constitution, whereas a Buddha is one who has become self-consciously living in the divine-spiritual part of his constitution. The Masters are human beings, although lofty ones, and it is this that makes them so near and dear to us. They occupy the step immediately superior to ordinary humanity. They are soul-men in human bodies, feeling as men feel, understanding human woes and human sorrows, capable of cognizing what human failings and human sin are, and therefore having human hearts moved with tender compassion and pity. They know also the need, when occasion arises, of the strong and directing hand. They are brothers, tender-hearted men, great-hearted men, of magnificent spiritual and intellectual powers and faculties. 'Diamond-heart' is the term used when speaking of the Mahatma; and it has its symbolic meaning, signifying the crystal-clear consciousness reflecting the misery of the world, receiving and reflecting the call for help, reflecting the Buddhic splendor in the heart of every struggling soul on earth; but yet as hard as the diamond for all calls of the personality, the self-personality, and first of all of the Mahatma’s own personal nature. Should the Mahatma abandon his physical body and live in his other principles, he becomes de facto a Nirmanakaya, living in the auric atmosphere of the earth and working for mankind invisibly, thus becoming one of the living stones in the Guardian Wall.

Fail Grades POOR (P) DREADFUL (D) TROLL (T)

This was because their English teachers would wince and cover their ears and give them flunking grades and so on whenever they failed to speak like English aristocrats before the First World War. Also: they were told that they were unworthy to speak or write their language if they couldn't love or understand incomprehensible novels and poems and plays about people long ago and far away, such as Ivanhoe.

Even at this point, say Ressler and others, these potential hosts of monsters can be turned around through the (often unintentional) intervention of people who show kindness, support, or even just interest. I can say from experience that it doesn’t take much. Ressler’s theories on the childhoods of the worst killers in America have an unlikely ideological supporter, psychiatrist and child-advocate Alice Miller. Her emotionally evocative books (including The Drama Of The Gifted Child and The Untouched Key) make clear that if a child has some effective human contact at particularly significant periods, some recognition of his worth and value, some “witness” to his experience, this can make an extraordinary difference. I have learned that the kindness of a teacher, a coach, a policeman, a neighbor, the parent of a friend, is never wasted. These moments are likely to pass with neither the child nor the adult fully knowing the significance of the contribution. No ceremony attaches to the moment that a child sees his own worth reflected in the eyes of an encouraging adult. Though nothing apparent marks the occasion, inside that child a new view of self might take hold. He is not just a person deserving of neglect or violence, not just a person who is a burden to the sad adults in his life, not just a child who fails to solve his family’s problems, who fails to rescue them from pain or madness or addiction or poverty or unhappiness. No, this child might be someone else, someone whose appearance before this one adult revealed specialness or lovability, or value. This value might be revealed through appreciation of a child’s artistic talent, physical ability, humor, courage, patience, curiosity, scholarly skills, creativity, resourcefulness, responsibility, energy, or any of the many attributes that children bring us in such abundance. I had a fifth-grade teacher, Mr. Conway, who fought monsters in me. He showed kindness and recognized some talent in me at just the period when violence was consuming my family. He gave me some alternative designs for self-image, not just the one children logically deduce from mistreatment (“If this is how I am treated, then this is the treatment I am worthy of”). It might literally be a matter of a few hours with a person whose kindness reconnects the child to an earlier experience of self, a self that was loved and valued and encouraged.

Of course, mistakes and mess-ups are inevitable. Humans are imperfect, especially in middle school. Go easy on yourself and others. And when all else fails, connect with people and activities that make you smile.

1.11 Why Do Myths About Intelligence Definitions and Measurement Persist? Given all this strong empirical evidence that intelligence test scores are meaningful, why does the myth persist that scores have little if any validity? Here is an informative example. From time to time, a college admissions representative will assert that in their institution they find no relationship between grade point average (GPA) and SAT scores. Such observations are virtually always based on a lack of understanding of a basic statistical principle regarding the correlation between two variables. To calculate a correlation between any two variables, there must be a wide range of scores for each variable. At a place like MIT, for example, most students fall in a narrow range of high SAT scores. This is a classic problem of restriction of range. There is little variance among the students, so in this case, the relationship between GPA and SAT scores will not be very strong. Sampling from just the high end or just the low end or just the middle of a distribution restricts range and results in spuriously low or zero correlations. Restriction of range actually accounts for many findings about what intelligence test scores “fail” to predict.

When they arrived in the corridor they saw that there were only a dozen people progressing to N.E.W.T. level. Crabbe and Goyle had evidently failed to achieve the required O.W.L. grade, but four Slytherins had made it through, including Malfoy. Four Ravenclaws were there, and one Hufflepuff, Ernie Macmillan, whom Harry liked despite his rather pompous manner. ‘Harry,’ Ernie said portentously, holding out his hand as Harry approached, ‘didn’t get a chance to speak in Defence Against the Dark Arts this morning. Good lesson, I thought, but Shield Charms are old hat, of course, for us old DA lags … and how are you, Ron – Hermione?’ Before they could say more than ‘fine’, the dungeon door opened and Slughorn’s belly preceded him out of the door. As they filed into the room, his great walrus moustache curved above his beaming mouth and he greeted Harry and Zabini with particular enthusiasm. The dungeon was, most unusually, already full of vapours and odd smells. Harry, Ron and Hermione sniffed interestedly as they passed large, bubbling cauldrons. The four Slytherins took a table together, as did the four Ravenclaws. This left Harry, Ron and Hermione to

Government alone cannot restore the economy to health. Innovation is a primary driver of economic growth. One way of measuring inventive creativeness is through patent applications. Chetty, along with Alex Bell, Xavier Jaravel, Neviana Petkova, and John Van Reenen, studied the childhoods of more than a million patent holders, linking family income with elementary test scores and other key factors. Children at the top of their third-grade math class were the most likely to become inventors—but only if they also came from a high-income family. High-scoring children who were from low-income or minority families were no more likely to become inventors than affluent children with mediocre scores. Successful inventors were also less likely to be women, Black, Latino, or from the Southeast. Chetty called these failed inventors the “lost Einsteins.” “If women, minorities, and children from low-income families were to invent at the same rate as white men from high-income (top 20%) families, the rate of innovation in America would quadruple,” the authors said. The most ominous finding by Chetty and his colleagues was the effect of Covid-19 on educational progress. Using a popular math program called Zearn, the economists plotted the achievement of children from upper-income families versus those from lower incomes. When schools shut down and instruction switched to remote learning, children in the upper-income tier suffered a small drop in the lessons completed, but low-income children fell in a hole—a 60 percent drop in the rate of progress in learning math. The long-term economic prospects for those children are dire. “We’re likely to see further erosion of social mobility the longer this lasts,” Chetty said. The American dream was drifting farther out of reach for another generation.

As mentioned earlier, the 27th Amendment was one of 2 unratified amendments written by Madison that Congress sent to the states with the Bill of Rights. But here’s the story of how it was ratified. Unlike modern amendments, the proposed amendments in the Bill of Rights didn’t have expiration dates. So in 1982, 191 years after it failed, a sophomore political science student at the University of Texas–Austin named Gregory Watson noticed that some states had ratified it, but that it hadn’t expired. So he wrote a paper about the failed amendment and got a C from his TA. He appealed the grade, but his professor upheld the C. Pissed off, Watson started writing letters to various state legislatures. They noticed and began ratifying the amendment. Ten years after his C, Alabama became the 38th state to ratify it, giving it the ¾ (38) needed to add it to the U.S. Constitution. In 2016, Watson’s paper was resubmitted for a grade change, with a request of an A+ for having caused an actual constitutional amendment. The University of Texas–Austin honored the change, but only gave the paper an A.

One key point in this book is that we need to normalize the try, fail, try again cycle of learning while also normalizing that effort is a necessary part of learning.

Instead of jumping into summer vacation like so many of my friends, I began work with a series of online courses offered through Brigham Young University that were approved by the NCAA for core course requirements for athletes trying to improve their GPAs. The grades earned there can be used to replace older, failing grades on the transcript, and it was an exciting series of courses for me. Subjects covered a wide range, including foreign languages, math, social studies, business, and English. It was a wonderful program for kids like me to go back and redo some of the courses we didn’t get right the first time.

This new sense of personal awareness also comes with many added social accessories (batteries included). Adolescent insecurity can be a devastating plague for a youngster, especially ones whose bodies are growing faster than their emotional and social maturity. One misstep can spell disaster from which recovery is next to impossible. Drop your books in the hall once between classes. Trip going up the school steps. Let a facial blemish emerge on the wrong day. Your voice cracks in class while asking a question. Suffer through the accusation of liking someone of the opposite sex. And pray hard that you don't wear the wrong clothes to your first dance. All these near-fatal mishaps can mark you forever in your classmates' eyes, socially branding you with a label that sticks like super-glue throughout your grade-school career. Most adults can recall childhood classmates from their childhood who failed to make the grade socially. Even today, though a former classmate may be a physician, she is still remembered for the time she cried and ran off stage during the school talent show. Or the successful businessman is forever known as the boy who wet his pants and had to go home early from school. We can still name the girl who always sat out during recess games because she was athletically uncoordinated.

What was worse, the outrage they supplied was akin to hits of heroin. Like any addictive substance, it constantly needed to be delivered in stronger and stronger doses. The moment any grifter or con artist failed to provide an ever-more-potent product, the audience would migrate to someone else who did. It was slow-motion cultural suicide; an arms race of weapons-grade stupid, which tens of millions of people were lapping up daily.

In other words, they have failed to find the paleontological equivalent of the numerous finely graded intermediate colors (Pendleton blue, dusty rose, gun barrel gray, magenta, etc.) that interior designers covet.

Fourteen-year-old Connor Hansen raced at full speed through the shiny, sterile emergency room hallways of Westley Hospital. He was excited ... and terrified. He was about to do what he had been training for almost his entire life. But if he failed, someone would die. Paramedics rushed toward him, pushing a bright-yellow gurney that carried a bloodied, lifeless man whose heart had stopped beating. It was Connor's job to get the man's heart started again. Connor was a doctor.

The Major Attributes of Leadership. The following are important factors of leadership:— 1.   Unwavering courage based upon knowledge of self, and of one’s occupation. No follower wishes to be dominated by a leader who lacks self-confidence and courage. No intelligent follower will be dominated by such a leader very long. 2.   Self-control. The man who cannot control himself can never control others. Self-control sets a mighty example for one’s followers, which the more intelligent will emulate. 3.   A keen sense of justice. Without a sense of fairness and justice, no leader can command and retain the respect of his followers. 4.   Definiteness of decision. The man who wavers in his decisions, shows that he is not sure of himself, cannot lead others successfully. 5.   Definiteness of plans. The successful leader must plan his work, and work his plan. A leader who moves by guesswork, without practical, definite plans, is comparable to a ship without a rudder. Sooner or later he will land on the rocks. 6.   The habit of doing more than paid for. One of the penalties of leadership is the necessity of willingness, upon the part of the leader, to do more than he requires of his followers. 7.   A pleasing personality. No slovenly, careless person can become a successful leader. Leadership calls for respect. Followers will not respect a leader who does not grade high on all of the factors of a pleasing personality. 8. Sympathy and understanding. The successful leader must be in sympathy with his followers. Moreover, he must understand them and their problems. 9. Mastery of detail. Successful leadership calls for mastery of the details of the leader’s position. 10. Willingness to assume full responsibility. The successful leader must be willing to assume responsibility for the mistakes and the shortcomings of his followers. If he tries to shift this responsibility, he will not remain the leader. If one of his followers makes a mistake, and shows himself incompetent, the leader must consider that it is he who failed. 11. Cooperation. The successful leader must understand and apply the principle of cooperative effort and be able to induce his followers to do the same. Leadership calls for power, and power calls for cooperation. There are two forms of leadership. The first, and by far the most effective, is leadership by consent of, and with the sympathy of the followers. The second is leadership by force, without the consent and sympathy of the followers. History is filled with evidences that leadership by force cannot endure. The downfall and disappearance of dictators and kings is significant. It means that people will not follow forced leadership indefinitely. Napoleon, Mussolini, Hitler, were examples of leadership by force. Their leadership passed. Leadership-by-consent of the followers is the only brand which can endure! Men may follow the forced leadership temporarily, but they will not do so willingly.

As Brené Brown says about parents, “When you hold those perfect little babies in your hand, our job is not to say, ‘Look at her, she’s perfect. My job is just to keep her perfect—make sure she makes the tennis team by fifth grade and Yale by seventh.’ That’s not our job. Our job is to look and say, ‘You know what? You’re imperfect, and you’re wired for struggle, but you are worthy of love and belonging.’