Succeeding In School Quotes

We don’t study as children, and we don’t make our kids study when we’re parents. Our kids perform poorly in school. We might get angry with them, but we never give them the tools—like peace and quiet at home—to succeed.

But a society that protects some people through a safety net of schools, government-backed home loans, and ancestral wealth but can only protect you with the club of criminal justice has either failed at enforcing its good intentions or has succeeded at something much darker.

people who succeed tend to find one goal in the distant future and then chase it through thick and thin. People who flit from one interest to another are much, much less likely to excel at any of them. School asks students to be good at a range of subjects, but life asks people to find one passion that they will follow forever.

Scholars have argued that without humanism the Reformation could not have succeeded, and it is certainly difficult to imagine the Reformation occurring without the knowledge of languages, the critical handling of sources, the satirical attacks on clerics and scholastics, and the new national feeling that a generation of humanists provided. On the other hand, the long-term success of the humanists owed something to the Reformation. In Protestant schools and universities classical culture found a permanent home. The humanist curriculum, with its stress on languages and history, became a lasting model for the arts curriculum.

What I envy most about you and everyone else heading back to school is the certainty of it all. You’ve got a prescribed set of requirements to guide you through the next few years. Focus your energy on the completion of those assignments and you’ll succeed. Guaranteed. Where’s my syllabus to guide me through life?

What I mean is, even a dumbass like me can think everything’s pointless. Why do I get up and eat? It all ends up shit anyway. Why am I going to school and studying? Even if I happen to succeed I’m going to die anyway. You wear nice clothes, you seek respect, you make a lot of money, but what’s the point? It’s all pointless. But… but, you see, we still have emotions like joy and happiness, right? They may not amount to much but they fill up our emptiness.

The part of the brain most affected by early stress is the prefrontal cortex, which is critical in self-regulatory activities of all kinds, both emotional and cognitive. As a result, children who grow up in stressful environments generally find it harder to concentrate, harder to sit still, harder to rebound from disappointments, and harder to follow directions. And that has a direct effect on their performance in school.

Society functions in a way much more interesting than the multiple-choice pattern we have been rewarded for succeeding at in school. Success in life comes not from the ability to choose between the four presented answers, but from the rather more difficult and painfully acquired ability to formulate the questions.

If you fail an examination, it means you have not yet master the subject. With diligent study and understanding, you will succeed in passing the exams.

I had to learn Mandarin. And I had the best teacher – necessity. You can study a language for years at school, but nothing helps you succeed like need, and mine was clear, and urgent.

Have you noticed how the cleverest people at school are not those who make it in life? People who are conventionally clever get jobs on their qualifications (the past), not on their desire to succeed (the future). Very simply, they get overtaken by those who continually strive to be better than they are.

If want to succeed, you must work to overcome the obstacles on your path.

The Bible says you should live “casting all your care upon Him, for He cares for you” (1 Pet. 5:7). God doesn’t want you to neglect your cares; He wants to help you take care of them. He wants to give you wisdom about how to handle them—whether it is a relationship, a project at work, volunteering at your kids’ school, or your passion to see a world issue resolved justly. He wants to give you strength to handle it. He has the wisdom you need to make it right. He wants to see you succeed so that He can be glorified in you.

What are the purposes of examinations anyhow? Are they to increase our educational attainment? Or are they instruments used to bring suffering and humiliation and deep hurt to a person who is trying so hard to succeed?

In order to help children make the most of their education, parents must begin to relinquish control and focus on three goals: embracing opportunities to fail, finding ways to learn from that failure, and creating positive home-school relationships.

The more people stared at their phones, the more money these companies made. Period. The people in Silicon Valley did not want to design gadgets and websites that would dissolve people’s attention spans. They’re not the Joker, trying to sow chaos and make us dumb. They spend a lot of their own time meditating and doing yoga. They often ban their own kids from using the sites and gadgets they design, and send them instead to tech-free Montessori schools. But their business model can only succeed if they take steps to dominate the attention spans of the wider society. It’s not their goal, any more than ExxonMobil deliberately wants to melt the Arctic. But it’s an inescapable effect of their current business model.

What?” Richardson snarled. “No smart retort, Mr. Gautier? Cat swallow your tongue?” Nick gave her a charming grin he didn’t really feel. “No, ma’am. A gator named Sense Formerly Known as Common.” Sneering at him, she tottered her way to her desk so that she could insult someone else and ruin their day. Caleb let out an annoyed breath. -Great,- he projected to Nick. -Now I have to get detention, too. I really hate you, Gautier.- Nick batted his eyelashes at Caleb. -But I wubs you, Caliboo.- That succeeded in wringing a groan out of Caleb. “What was that, Mr. Malphas?” Richardson asked. “Severe intestinal woe caused by an external hemorrhoid that seems to be growing on my right-hand side.” He cast a meaningful glower toward Nick. The class erupted into laughter as Richardson shot to her feet. “Enough!” She slammed her hands on her desk. “For that, Mr. Malphas, you can join Mr. Gautier in after-school detention.” Caleb let out an irritated sigh. --More quality time with my hemorrhoid. Just what I wanted for Christmas. Yippee ki-yay.--

We’ve all heard the usual examples: Michael Jordan cut from his high school basketball team, Walt Disney fired by a newspaper editor for not being creative enough, the Beatles turned away by a record executive who told them that “guitar groups are on their way out.” In fact, many of their winning mantras essentially describe the notion of falling up: “I’ve failed over and over again in my life,” Jordan once said, “and that is why I succeed.” Robert F. Kennedy said much the same: “Only those who dare to fail greatly can ever achieve greatly.” And Thomas Edison, too, once claimed that he had failed his way to success.

Keep moving in the direction of your dreams. No matter how slows it may seems, stay focus, you will get to the finish line.

The people whose children had to walk barefoot to school killed the people who could buy shoes for theirs.

Saint Bartleby's School for Young Gentlemen Annual Report Student: Artemis Fowl II Year: First Fees: Paid Tutor: Dr Po Language Arts As far as I can tell, Artemis has made absolutely no progress since the beginning of the year. This is because his abilities are beyond the scope of my experience. He memorizes and understands Shakespeare after a single reading. He finds mistakes in every exercise I administer, and has taken to chuckling gently when I attempt to explain some of the more complex texts. Next year I intend to grant his request and give him a library pass during my class. Mathematics Artemis is an infuriating boy. One day he answers all my questions correctly, and the next every answer is wrong. He calls this an example of the chaos theory, and says that he is only trying to prepare me for the real world. He says the notion of infinity is ridiculous. Frankly, I am not trained to deal with a boy like Artemis. Most of my pupils have trouble counting without the aid of their fingers. I am sorry to say, there is nothing I can teach Artemis about mathematics, but someone should teach him some manners. Social Studies Artemis distrusts all history texts, because he says history was written by the victors. He prefers living history, where survivors of certain events can actually be interviewed. Obviously this makes studying the Middle Ages somewhat difficult. Artemis has asked for permission to build a time machine next year during double periods so that the entire class may view Medieval Ireland for ourselves. I have granted his wish and would not be at all surprised if he succeeded in his goal. Science Artemis does not see himself as a student, rather as a foil for the theories of science. He insists that the periodic table is a few elements short and that the theory of relativity is all very well on paper but would not hold up in the real world, because space will disintegrate before lime. I made the mistake of arguing once, and young Artemis reduced me to near tears in seconds. Artemis has asked for permission to conduct failure analysis tests on the school next term. I must grant his request, as I fear there is nothing he can learn from me. Social & Personal Development Artemis is quite perceptive and extremely intellectual. He can answer the questions on any psychological profile perfectly, but this is only because he knows the perfect answer. I fear that Artemis feels that the other boys are too childish. He refuses to socialize, preferring to work on his various projects during free periods. The more he works alone, the more isolated he becomes, and if he does not change his habits soon, he may isolate himself completely from anyone wishing to be his friend, and, ultimately, his family. Must try harder.

There will be many times in your lives--- at school, and more particularly when you are a grown up---when people will distract or divert you from what needs to be done. You may even welcome the distraction. But if you use it as an excuse for not doing what you suppose to do, you can blame no one but yourself. If you truly wish to accomplish something, you should allow nothing to stop you, and chances are you'll succeed.

When men decided women could be educated - this is what I think - they educated them on the male plan; they put them into schools with mottoes and school songs and muddy team games, they made them were collars and ties. It was a way to concede the right to learning, yet remain safe; the products of the system would always be inferior to the original model. Women were forced to imitate men, and bound not to succeed at it.

Professor Manley begins his first day of Uglification class by explaining why villains must be ugly to succeed. Ugliness releases you from the surface - from the prison of vanity and youur own looks - and sets you free to embrace the soul within.

School was more than academics; an education prepared you for the humdrum of real life: working with others, tempering one's personality to assimilate with the group but without losing your individual identity, understading the factors of logic, reasoning, and debate. For a person - vampire or human - to succeed in the world, unlocking the mysteries of the universe was insufficient. One would also need to grasp the mysteries of human nature.

... I succeeded at math, at least by the usual evaluation criteria: grades. Yet while I might have earned top marks in geometry and algebra, I was merely following memorized rules, plugging in numbers and dutifully crunching out answers by rote, with no real grasp of the significance of what I was doing or its usefulness in solving real-world problems. Worse, I knew the depth of my own ignorance, and I lived in fear that my lack of comprehension would be discovered and I would be exposed as an academic fraud -- psychologists call this "imposter syndrome".

Who was she in high school? Little Miss Nobody. She could have embroidered it on her sweaters, tattooed it across her forehead. And in small letters: i am shit, i am anonymous, step on me. please. She wasn't voted Most Humorous in her high school yearbook or Best Dancer or Most Likely to Succeed, and she wasn't in the band or Spanish Club and when her ten year reunion rolled around nobody would recognize her or have a single memory to share.

It’s who I am. I can’t just pretend to be some normal kid. That won’t work either. They’ll never leave me alone. But here’s what I know: a block is a strike, and the more an adversary thinks he has succeeded, the more devastating the strike will be.

I was convinced I would never even get through the first year at school, but I succeeded, I was even awarded a prize; but I would certainly never pass the grammar-school entrance exam, yet again I succeeded; but then I would certainly fail my year at school, but no, I did not fail, in fact I kept on succeeding. But this did not give me confidence, on the contrary, I became convinced - and your disapproving face was formal proof of this - that the more I succeeded, the worse my eventual downfall would be.

Calvin: Today at school, I tried to decide whether to cheat on my test or not. I wondered, is it better to do the right thing and fail ... or is it better to do the wrong thing and succeed? On the one hand, undeserved success gives no satisfaction ... but on the other hand, well-deserved failure gives no satisfaction either. Of course, most everybody cheats some time or other. People always bend the rules if they think they can get away with it. Then again, that doesn't justify my cheating. Then I thought, look, cheating on one little test isn't such a big deal. It doesn't hurt anyone. But then I wondered if I was just rationalizing my unwillingness to accept the consequence of not studying. Still, in the real world, people care about success, not principles. Then again, maybe that's why the world is such a mess. What a dilemma! Hobbes: So what did you decide? Calvin: Nothing. I ran out of time and I had to turn in a blank paper. Hobbes: Anymore, simply acknowledging the issue is a moral victory. Calvin: Well, it just seemed wrong to cheat on an ethics test.

It is amazing how much power we have, yet we are so oblivious to its existence. At home we were directed to focus on our downsides, at school we had to improve our bad grades, and in the workplace we are asked to develop our weaknesses. Those who have succeeded in aligning their character and their fate have done the exact opposite. I invested in what made me feel strong instead of wasting time on things that only made me feel weak and bad about myself. Marcus Buckingham says that knowing your strengths is the first step.

The more of a person we succeed in making a child, the better will he both fulfil his own life and serve society.

People high in conscientiousness get better grades in high school and college; they commit fewer crimes; and they stay married longer.

Without demolishing religious schools (madrassahs) and minarets and without abandoning the beliefs and ideas of the medieval age, restriction in thoughts and pains in conscience will not end. Without understanding that unbelief is a kind of religion, and that conservative religious belief a kind of disbelief, and without showing tolerance to opposite ideas, one cannot succeed. Those who look for the truth will accomplish the mission. Mevlana Jalal ad-Din RUMI

To be a successful problem solver, focus first. We get stuck in problem solving when we don’t first prepare our brain by focusing on the basics. Don’t just dive into problem solving without studying the explanations first. You need to lay some basic trails on the focused pinball table.

A child's readiness for school depends on the most basic of all knowledge, how to learn. The report lists the seven key ingredients of this crucial capacity—all related to emotional intelligence:6 1. Confidence. A sense of control and mastery of one's body, behavior, and world; the child's sense that he is more likely than not to succeed at what he undertakes, and that adults will be helpful. 2. Curiosity. The sense that finding out about things is positive and leads to pleasure. 3. Intentionality. The wish and capacity to have an impact, and to act upon that with persistence. This is related to a sense of competence, of being effective. 4. Self-control. The ability to modulate and control one's own actions in age-appropriate ways; a sense of inner control. 5. Relatedness. The ability to engage with others based on the sense of being understood by and understanding others. 6. Capacity to communicate. The wish and ability to verbally exchange ideas, feelings, and concepts with others. This is related to a sense of trust in others and of pleasure in engaging with others, including adults. 7. Cooperativeness. The ability to balance one's own needs with those of others in group activity. Whether or not a child arrives at school on the first day of kindergarten with these capabilities depends greatly on how much her parents—and preschool teachers—have given her the kind of care that amounts to a "Heart Start," the emotional equivalent of the Head Start programs.

I’m missing my baby’s first swim lesson. If I am at my daughter’s debut in her school musical, I am missing Sandra Oh’s last scene ever being filmed at Grey’s Anatomy. If I am succeeding at one, I am inevitably failing at the other. That is the trade-off. That is the Faustian bargain one makes with the devil that comes with being a powerful working woman who is also a powerful mother. You never feel 100 percent okay, you never get your sea legs, you are always a little nauseous. Something is always lost. Something is always missing. And yet. I want my daughters to see me and know me as a woman who works. I want that example set for them.

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

When young, we’re anxious — understandably — to find out if we’ve got what it takes. Can we succeed? Can we build a viable life for ourselves? But you — in particular you, of this generation — may have noticed a certain cyclical quality to ambition. You do well in high-school, in hopes of getting into a good college, so you can do well in the good college, in the hopes of getting a good job, so you can do well in the good job so you can . . . And this is actually O.K. If we’re going to become kinder, that process has to include taking ourselves seriously — as doers, as accomplishers, as dreamers. We have to do that, to be our best selves. Still, accomplishment is unreliable. “Succeeding,” whatever that might mean to you, is hard, and the need to do so constantly renews itself (success is like a mountain that keeps growing ahead of you as you hike it), and there’s the very real danger that “succeeding” will take up your whole life, while the big questions go untended.

Forget I said that.” Alexandra would try, but she doubted she would succeed. “Tell me about your schooling,” he said. “My schooling?” “Boring lessons, grim schoolrooms. If by chance you had any dour, dried-up, snaggletoothed headmistresses, I’d love to hear about them right now. In detail.” “My least favorite teacher wasn’t dried up or ugly at all. She was quite pretty, as a matter of fact, but she would spank us for misbehaving.” “Really,” he said, groaning weakly. “A smart thwack of the ruler, straight on the backside.” “On second thought, let’s not talk.

The guiding visionary behind Project Spectrum is Howard Gardner, a psychologist at the Harvard School of Education.7 “The time has come,” Gardner told me, “to broaden our notion of the spectrum of talents. The single most important contribution education can make to a child’s development is to help him toward a field where his talents best suit him, where he will be satisfied and competent. We’ve completely lost sight of that. Instead we subject everyone to an education where, if you succeed, you will be best suited to be a college professor. And we evaluate everyone along the way according to whether they meet that narrow standard of success. We should spend less time ranking children and more time helping them to identify their natural competencies and gifts, and cultivate those. There are hundreds and hundreds of ways to succeed, and many, many different abilities that will help you get there.

In a universe where all life is in movement, where ever fact seen in perspective is totally engaging, we impose stillness on lively young bodies, distort reality to dullness, make action drudgery. Those who submit - as the majority does - are conditioned to a life lived without their human birthright: work done with the joy and creativity of love. But what are schools for if not to make children fall so deeply in love with the world that they really want to learn about it? That is the true business of schools. And if they succeed in it, all other desirable developments follow of themselves. In a proper school, no fact would ever be presented as a soulless one, for the simple reason that there is no such thing. Every facet of reality, discovered where it lives, startles with its wonder, beauty, meaning.

I succeeded in teaching a number of the idiots from the asylums both to read and to write so well that I was able to present them at a public school for an examination together with normal children. And they passed the examination successfully.

Extending discipline for the minority to everyone else at the same time seems particularly cruel. As I grow older, I have begun to understand more and more how ethics taught in school and public mores are two different things. Those who insist on keeping ethics in school look like fools. People think they're eccentric. They'll never succeed, they'll always be penniless.

Any man will go considerably out of his way to pick up a silver dollar; but here are golden words, which the wisest men of antiquity have uttered, and whose worth the wise of every succeeding age have assured us of; and yet we learn to read only as far as Easy Reading, the primers and classbooks, and when we leave school, the Little Reading, and story books, which are for boys and beginners; and our reading, our conversation and thinking, are all on a very low level, worthy only of pygmies and manikins.

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

A man, any man, will go considerably out of his way to pick up a silver dollar; but here are golden words, which the wisest men of antiquity have uttered, and whose worth the wise of every succeeding age have assured us of; — and yet we learn to read only as far as Easy Reading, the primers and class-books, and when we leave school, the "Little Reading," and story-books, which are for boys and beginners; and our reading, our conversation and thinking, are all on a very low level, worthy only of pygmies and manikins.

Nothing succeeds like success; children who opt out of school have had a continued record of failure, and it would be difficult to blame the children themselves for voting with their feet and playing truant as much as possible. This failure is not necessary; it is imposed on the children by inappropriate methods of teaching which do not take into account the innate patterns of abilities of these children. A return to sanity is long overdue; we must pay close attention to the genetic basis of our children`s abilities.

If college admissions officers are going to encourage kids to take the same AP math class, why not statistics? Almost every career (whether in business, nonprofits, academics, law, or medicine benefits from proficiency in statistics. Being an informed, responsible citizen requires a sound knowledge of statistics, as politicians, reporters, and bloggers all rely on "data" to justify positions. [p.98]

Teaching is a Creative profession, it is our duty as School Leaders and Education Influencers to offer the right climate to foster innovation and support Innovative Teaching practices within our schools, and that's what will make our students succeed in the 21st century

Dear Young Black Males, Make sure that you take your education seriously. You may not understand it right now, but your education is important. If you’re struggling in high school, don’t fail silently. Speak up and ask for the help that you need. If you’re interested in going to college afterwards, start researching the colleges that you’re interested in attending. If college isn’t for you, consider trade schools or programs for high school students such as ROP (Regional Occupation Program). Depending on what state you live in, it may be called something different. Some colleges offer certificate programs if you’re not interested in earning an actual degree. Go to your neighborhood community center and ask questions. Ask your school counselors for leads. The library is also a great place to get helpful information. Just ask the librarian, he/she will be happy to assist you. It’s important to educate yourself, because if not, you’ll most likely be stuck working a dead-end job. Ask questions as much as you need to. Don’t assume anything. Get the facts that you need in order to succeed.

When I left high school with my diploma, it felt like I was holding a key that would unlock the door to a better world. Every teacher I passed on my way down to the parking lot—the ones who suspended me for questioning them both earnestly and in jest, suspended me for using a contumacious hip-shake as my hallway gait, suspended me for me being me—the ones who would roll their eyes if my behavior was, on the whole, unpatriotic, unjustified, and immature—well, on the way down that long black declivity, their faces seemed so contorted as if lurking shadows had vice grips locked on their kidneys, wrenching it every time a teacher didn't want to remain upright and respectful. Yes, they didn’t want to me to succeed either! I pledge allegiance to the flag that united every authority in that indefensible school looked at me, even treated me, as if I was a terrorist, or at the very least, unpatriotic. But God—didn’t the red blood, white skin, and blue balls that flagged my physical existence suffice for me to have a little liberty and justice?

What happens when children observe domestic violence, warfare, a gang murder, a school massacre? For weeks afterward there is impaired concentration and impulse control. Witnessing gun violence doubles a child’s likelihood of serious violence within the succeeding two years. And adulthood brings the usual increased risks of depression, anxiety, and aggression. Consistent with that, violent criminals are more likely than nonviolent ones to have witnessed violence as kids.

At present, a good many men engaged in scientific pursuits, and who have signally failed in gaining recognition among their fellows, are endeavoring to make reputations among the churches by delivering weak and vapid lectures upon the 'harmony of Genesis and Geology.' Like all hypocrites, these men overstate the case to such a degree, and so turn and pervert facts and words that they succeed only in gaining the applause of other hypocrites like themselves. Among the great scientists they are regarded as generals regard sutlers who trade with both armies. Surely the time must come when the wealth of the world will not be wasted in the propagation of ignorant creeds and miraculous mistakes. The time must come when churches and cathedrals will be dedicated to the use of man; when minister and priest will deem the discoveries of the living of more importance than the errors of the dead; when the truths of Nature will outrank the 'sacred' falsehoods of the past, and when a single fact will outweigh all the miracles of Holy Writ. Who can over estimate the progress of the world if all the money wasted in superstition could be used to enlighten, elevate and civilize mankind? When every church becomes a school, every cathedral a university, every clergyman a teacher, and all their hearers brave and honest thinkers, then, and not until then, will the dream of poet, patriot, philanthropist and philosopher, become a real and blessed truth.

The best way to speed your learning is to avoid lazy learning. If you spend too much time on material you already know, you won’t have time to learn new material. This idea of focusing on the harder stuff is called deliberate practice.2 Deliberate practice is how you become an expert more quickly in whatever you are studying.3

I needed to know that once school ended, I'd still have goals to reach for - if not grades to earn, then professional accomplishments to rack up. I wanted a ladder with rungs, a hierarchy with titles, some structure to place around my need to achieve. I was afraid to exist without succeeding, I just had to figure out what to succeed at.

I convinced myself that all the kids are going to be smarter than I am because they went to better schools. I got stuck in this horrible loop. I became completely preoccupied until I focused on my breathing and surroundings, and forced myself to write a list of reasons why that was untrue: 1) The school would not have accepted me if they didn't think I could succeed. 2) I've read about a million books. 3) I'll work really hard. 4) Mr. Ingman says I'm the best student he's ever had. 5) Most people aren't really that smart

America is a leap of the imagination. From its beginning, people had only a persistent idea of what a good country should be. The idea involved freedom, equality, justice, and the pursuit of happiness; nowadays most of us probably could not describe it a lot more clearly than that. The truth is, it always has been a bit of a guess. No one has ever known for sure whether a country based on such an idea is really possible, but again and again, we have leaped toward the idea and hoped. What SuAnne Big Crow demonstrated in the Lead high school gym is that making the leap is the whole point. The idea does not truly live unless it is expressed by an act; the country does not live unless we make the leap from our tribe or focus group or gated community or demographic, and land on the shaky platform of that idea of a good country which all kinds of different people share. This leap is made in public, and it's made for free. It's not a product or a service that anyone will pay you for. You do it for reasons unexplainable by economics--for ambition, out of conviction, for the heck of it, in playfulness, for love. It's done in public spaces, face-to-face, where anyone is free to go. It's not done on television, on the Internet, or over the telephone; our electronic systems can only tell us if the leap made elsewhere has succeeded or failed. The places you'll see it are high school gyms, city sidewalks, the subway, bus stations, public parks, parking lots, and wherever people gather during natural disasters. In those places and others like them, the leaps that continue to invent and knit the country continue to be made. When the leap fails, it looks like the L.A. riots, or Sherman's March through Georgia. When it succeeds, it looks like the New York City Bicentennial Celebration in July 1976 or the Civil Rights March on Washington in 1963. On that scale, whether it succeeds or fails, it's always something to see. The leap requires physical presence and physical risk. But the payoff--in terms of dreams realized, of understanding, of people getting along--can be so glorious as to make the risk seem minuscule.

To his credit, Don Lemon, the black host of a program on CNN, applauded O’Reilly’s remarks, and then added that O’Reilly “didn’t go far enough.” Lemon went on to make five simple suggestions for black self-improvement: pull up your pants, finish high school, stop using the n-word, take better care of your communities, and stop having children out of wedlock.

Think about it. If you’re convinced that whether you succeed or fail at something isn’t really determined by you, then you’ll be much more likely to throw in the towel and give up when things get tough—and let me tell you, things will always get tough at times. Why continue to work at something if you’re convinced that your effort won’t ultimately make much of a difference?

Heckman discovered that when you consider all kinds of important future outcomes—annual income, unemployment rate, divorce rate, use of illegal drugs—GED recipients look exactly like high-school dropouts, despite the fact that they have earned this supposedly valuable extra credential, and despite the fact that they are, on average, considerably more intelligent than high-school dropouts.

To be black in the Baltimore of my youth was to be naked before the elements of the world, before all the guns, fists, knives, crack, rape, and disease. The nakedness is not an error, nor pathology. The nakedness is the correct and intended result of policy, the predictable upshot of people forced for centuries to live under fear, The law did not protect us. And now, in your time, the law has become an excuse for stopping and frisking you, which is to say, for furthering the assault on your body, But a society that protects some people through a safety net of schools, government-backed home loans, and ancestral wealth but can only protect you with a club of criminal justice has either failed at enforcing its good intentions or has succeeded at something much darker. However you call it, the result was our infirmity before the criminal forces of the world. It does not matter if the agent of those forces is white or black—what matters is our condition, what matters is the system that makes your body breakable.

Other women, even if they’ve had little support in high school, still manage to go to college. Unfortunately, because they have no idea what is wrong and what accommodations they could get to succeed, they are soon overwhelmed and either drop out or change schools several times. Others continue to self-medicate with drugs or alcohol to counteract their low self-esteem and bring them some form of needed relaxation, as well as a way to feel focused. Other young women might act out sexually with multiple partners or even tolerate destructive relationships in order to have the security of some kind of structure to come up against.

Aspirations are abstract desires, like wanting your kids to succeed in school. Outcomes are more measurable, like getting straight As second semester. Both of these are great places to start the process of Behavior Design. But aspirations and outcomes are not behaviors. Here’s an easy way to differentiate behaviors from aspirations and outcomes: A behavior is something you can do right now or at another specific point in time.

He was a simple man who had no inferiority complex about his lack of education and, even more amazing, no superiority complex since he had succeeded despite that lack. He would say often, "I been to school three years in my life. In Slaten, Texas, times was hard, and I had to help my daddy on the farm." No recriminations lay hidden under the plain statement, nor was there boasting when he said, "If I'm living a little better now, it's because I treats everybody right.

People didn't want to think about boarding schools--the era of forced assimilation was supposed to be over. But then again, kids from chaotic families didn't get to school, or get sleep, or real food, or homework help. And they'd never get out of the chaos--whatever brand of chaos, from addictions to depression to failing health--unless they got to school. To succeed in school, kids had to attend regularly, eat regularly, sleep regularly, and study regularly. Maybe the boarding schools of the earliest days had stripped away culture from the vulnerable, had left adults with little understanding of how to give love or parent, but what now? Kids needed some intervention, but not the wrenching away of foster families and outside adoptions.

where we stumble is where our treasure lies. For many introverts like David, adolescence is the great stumbling place, the dark and tangled thicket of low self-esteem and social unease. In middle and high school, the main currency is vivacity and gregariousness; attributes like depth and sensitivity don’t count for much. But many introverts succeed in composing life stories much like David’s: our Charlie Brown moments are the price we have to pay to bang our drums happily through the decades.

If I fail all the time, it must be that I think of myself as a failure. If I do not want to think of myself as a failure, perhaps I should begin by succeeding now and again. Look. The tests, you see, which you encounter, in school, in college, in life, were designed, in the most part, for idiots. By idiots. There is no need to fail at them. They are not a test of your worth. They are a test of your ability to retain and spout back misinformation. Of course you fail them. They’re nonsense. And I …

We really can’t control our kids—and doing so shouldn’t be our goal. Our role is to teach them to think and act independently, so that they will have the judgment to succeed in school and, most important, in life. Rather than pushing them to do things they resist, we should seek to help them find things they love and develop their inner motivation. Our aim is to move away from a model that depends on parental pressure to one that nurtures a child’s own drive. That is what we mean by the self-driven child.

Hierarchies must rise and conglomerate as they extend over fewer and larger corporations. A seat in a high-rise job is the most coveted and contested product of expanding industry. The lack of schooling, compounded with sex, color, and peculiar persuasions, now keeps most people down. Minorities organized by women, or blacks, or the unorthodox succeed at best in getting some of their members through school and into an expensive job. They claim victory when they get equal pay for equal rank. Paradoxically, these movements strengthen the idea that unequal graded work is necessary and that high-rise hierarchies are necessary to produce what an egalitarian society needs. If properly schooled, the black porter will blame himself for not being a black lawyer. At the same time, schooling generates a new intensity of frustration which ultimately can act as social dynamite. 6

The problem is that the pressure to disprove a stereotype changes what you are about in a situation. It gives you an additional task. In addition to learning new skills, knowledge, and ways of thinking in a schooling situation, or in addition to trying to perform well in a workplace like the women in the high-tech firms, you are also trying to slay a ghost in the room, the negative stereotype and its allegation about you and your group. You are multitasking, and because the stakes involved are high--survival and success versus failure in an area that is important to you--this multitasking is stressful and distracting. ...And when you realize that this stressful experience is probably a chronic feature of the stetting for you, it can be difficult for you to stay in the setting, to sustain your motivation to succeed there. Disproving a stereotype is a Sisyphean task; something you have to do over and over again as long as your are in the domain where the stereotype applies. Jeff seemed to feel this way about Berkeley, that he couldn't find a place there where he could be seen as belonging. When men drop out of quantitative majors in college, it is usually because they have bad grades. But when women drop out of quantitative majors in college it usually has nothing to do with their grades. The culprit, in their case, is not their quantitative skills but, more likely, the prospect of living a significant portion of their lives in a domain where they may forever have to prove themselves--and with the chronic stress that goes with that. This is not an argument against trying hard, or against choosing the stressful path. There is no development without effort; and there is seldom great achievement, or boundary breaking, without stress. And to the benefit of us all, many people have stood up to these pressures...The focus here, instead, is on what has to be gotten out of he way to make these playing fields mere level. People experiencing stereotype threat are already trying hard. They're identified with their performance. They have motivation. It's the extra ghost slaying that is in their way.

They suspected that children learned best through undirected free play—and that a child’s psyche was sensitive and fragile. During the 1980s and 1990s, American parents and teachers had been bombarded by claims that children’s self-esteem needed to be protected from competition (and reality) in order for them to succeed. Despite a lack of evidence, the self-esteem movement took hold in the United States in a way that it did not in most of the world. So, it was understandable that PTA parents focused their energies on the nonacademic side of their children’s school. They dutifully sold cupcakes at the bake sales and helped coach the soccer teams. They doled out praise and trophies at a rate unmatched in other countries. They were their kids’ boosters, their number-one fans. These were the parents that Kim’s principal in Oklahoma praised as highly involved. And PTA parents certainly contributed to the school’s culture, budget, and sense of community. However, there was not much evidence that PTA parents helped their children become critical thinkers. In most of the countries where parents took the PISA survey, parents who participated in a PTA had teenagers who performed worse in reading. Korean parenting, by contrast, were coaches. Coach parents cared deeply about their children, too. Yet they spent less time attending school events and more time training their children at home: reading to them, quizzing them on their multiplication tables while they were cooking dinner, and pushing them to try harder. They saw education as one of their jobs.

Most curable sickness can now be diagnosed and treated by laymen. People find it so difficult to accept this statement because the complexity of medical ritual has hidden from them the simplicity of its basic procedures. It took the example of the barefoot doctor in China to show how modern practice by simple workers in their spare time could, in three years, catapult health care in China to levels unparalleled elsewhere. In most other countries health care by laymen is considered a crime. A seventeen-year-old friend of mine was recently tried for having treated some 130 of her high-school colleagues for VD. She was acquitted on a technicality by the judge when expert counsel compared her performance with that of the U.S. Health Service. Nowhere in the U.S.A. can her achievement be considered "standard," because she succeeded in making retests on all her patients six weeks after their first treatment. Progress should mean growing competence in self-care rather than growing dependence. 5

But if you are a poor creature—poisoned by a wretched upbringing in some house full of vulgar jealousies and senseless quarrels—saddled, by no choice of your own, with some loathsome sexual perversion—nagged day in and day out by an inferiority complex that makes you snap at your best friends—do not despair. He knows all about it. You are one of the poor whom He blessed. He knows what a wretched machine you are trying to drive. Keep on. Do what you can. One day (perhaps in another world, but perhaps far sooner than that) He will fling it on the scrap-heap and give you a new one. And then you may astonish us all—not least yourself: for you have learned your driving in a hard school. (Some of the last will be first and some of the first will be last). ‘Niceness’—wholesome, integrated personality—is an excellent thing. We must try by every medical, educational, economic, and political means in our power to produce a world where as many people as possible grow up ‘nice’; just as we must try to produce a world where all have plenty to eat. But we must not suppose that even if we succeeded in making everyone nice we should have saved their souls. A world of nice people, content in their own niceness, looking no further, turned away from God, would be just as desperately in need of salvation as a miserable world—and might even be more difficult to save.

Much of what it takes to succeed in school, at work, and in one’s community consists of cultural habits acquired by adaptation to the social environment. Such cultural adaptations are known as “cultural capital.” Segregation leads social groups to form different codes of conduct and communication. Some habits that help individuals in intensely segregated, disadvantaged environments undermine their ability to succeed in integrated, more advantaged environments. At Strive, a job training organization, Gyasi Headen teaches young black and Latino men how to drop their “game face” at work. The “game face” is the angry, menacing demeanor these men adopt to ward off attacks in their crime-ridden, segregated neighborhoods. As one trainee described it, it is the face you wear “at 12 o’clock at night, you’re in the ‘hood and they’re going to try to get you.”102 But the habit may freeze it into place, frightening people from outside the ghetto, who mistake the defensive posture for an aggressive one. It may be so entrenched that black men may be unaware that they are glowering at others. This reduces their chance of getting hired. The “game face” is a form of cultural capital that circulates in segregated underclass communities, helping its members survive. Outside these communities, it burdens its possessors with severe disadvantages. Urban ethnographer Elijah Anderson highlights the cruel dilemma this poses for ghetto residents who aspire to mainstream values and seek responsible positions in mainstream society.103 If they manifest their “decent” values in their neighborhoods, they become targets for merciless harassment by those committed to “street” values, who win esteem from their peers by demonstrating their ability and willingness to insult and physically intimidate others with impunity. To protect themselves against their tormentors, and to gain esteem among their peers, they adopt the game face, wear “gangster” clothing, and engage in the posturing style that signals that they are “bad.” This survival strategy makes them pariahs in the wider community. Police target them for questioning, searches, and arrests.104 Store owners refuse to serve them, or serve them brusquely, while shadowing them to make sure they are not shoplifting. Employers refuse to employ them.105 Or they employ them in inferior, segregated jobs. A restaurant owner may hire blacks as dishwashers, but not as wait staff, where they could earn tips.

His Message at a High School Commencement “You guys are programmed to succeed. The hardest thing you’re ever going to do in your life is fail at something, and if you don’t start failing at things, you will not live a full life. You’ll be living a cautious life on a path that you know is pretty much guaranteed to more or less work. That’s not getting the most out of this amazing world we live in. You have to do the hardest thing that you have not been prepared for in this school or any school: You have to be prepared to fail. That’s how you’re going to expand yourself and grow. As you work through that process of failure and learning, you will really deepen into the human being you’re capable of being.

[A] people needs to understand what freedom is. We Americans are fortunate that the Founders and their generation possessed that understanding. They knew that freedom, per se, is not enough. They knew that freedom must be limited to be preserved. This paradox is difficult for many students to grasp. Young people generally think freedom means authority figures leaving them alone so they can "do their own thing." That's part of what it means to be free, but true freedom involves much, much more. As understood by our Founders and by the best minds of the young republic, true freedom is always conditioned by morality. John Adams wrote, "I would define liberty as a power to do as we would be done by." In other words, freedom is not the power to do what one can, but what one ought. Duty always accompanies liberty. Tocqueville similarly observed, "No free communities ever existed without morals." The best minds concur: there must be borders: freedom must be limited to be preserved. What kinds of limits are we talking about? * The moral limits of right and wrong, which we did not invent but owe largely to our Judeo-Christian heritage. * Intellectual limits imposed by sound reasoning. Again, we did not invent these but are in debt largely to Greco-Roman civilization, from the pre-Socratic philosophers forward. * Political limits such as the rule of law, inalienable rights, and representative institutions, which we inherited primarily from the British. * Legal limits of the natural and common law, which we also owe to our Western heritage. * Certain social limits, which are extremely important to the survival of freedom. These are the habits of our hearts--good manners, kindness, decency, and willingness to put others first, among other things--which are learned in our homes and places of worship, at school and in team sports, and in other social settings. All these limits complement each other and make a good society possible. But they cannot be taken for granted. It takes intellectual and moral leadership to make the case that such limits are important. Our Founders did that. To an exceptional degree, their words tutored succeeding generations in the ways of liberty. It is to America's everlasting credit that our Founders got freedom right.

Antidepression medication is temperamental. Somewhere around fifty-nine or sixty I noticed the drug I’d been taking seemed to have stopped working. This is not unusual. The drugs interact with your body chemistry in different ways over time and often need to be tweaked. After the death of Dr. Myers, my therapist of twenty-five years, I’d been seeing a new doctor whom I’d been having great success with. Together we decided to stop the medication I’d been on for five years and see what would happen... DEATH TO MY HOMETOWN!! I nose-dived like the diving horse at the old Atlantic City steel pier into a sloshing tub of grief and tears the likes of which I’d never experienced before. Even when this happens to me, not wanting to look too needy, I can be pretty good at hiding the severity of my feelings from most of the folks around me, even my doctor. I was succeeding well with this for a while except for one strange thing: TEARS! Buckets of ’em, oceans of ’em, cold, black tears pouring down my face like tidewater rushing over Niagara during any and all hours of the day. What was this about? It was like somebody opened the floodgates and ran off with the key. There was NO stopping it. 'Bambi' tears... 'Old Yeller' tears... 'Fried Green Tomatoes' tears... rain... tears... sun... tears... I can’t find my keys... tears. Every mundane daily event, any bump in the sentimental road, became a cause to let it all hang out. It would’ve been funny except it wasn’t. Every meaningless thing became the subject of a world-shattering existential crisis filling me with an awful profound foreboding and sadness. All was lost. All... everything... the future was grim... and the only thing that would lift the burden was one-hundred-plus on two wheels or other distressing things. I would be reckless with myself. Extreme physical exertion was the order of the day and one of the few things that helped. I hit the weights harder than ever and paddleboarded the equivalent of the Atlantic, all for a few moments of respite. I would do anything to get Churchill’s black dog’s teeth out of my ass. Through much of this I wasn’t touring. I’d taken off the last year and a half of my youngest son’s high school years to stay close to family and home. It worked and we became closer than ever. But that meant my trustiest form of self-medication, touring, was not at hand. I remember one September day paddleboarding from Sea Bright to Long Branch and back in choppy Atlantic seas. I called Jon and said, “Mr. Landau, book me anywhere, please.” I then of course broke down in tears. Whaaaaaaaaaa. I’m surprised they didn’t hear me in lower Manhattan. A kindly elderly woman walking her dog along the beach on this beautiful fall day saw my distress and came up to see if there was anything she could do. Whaaaaaaaaaa. How kind. I offered her tickets to the show. I’d seen this symptom before in my father after he had a stroke. He’d often mist up. The old man was usually as cool as Robert Mitchum his whole life, so his crying was something I loved and welcomed. He’d cry when I’d arrive. He’d cry when I left. He’d cry when I mentioned our old dog. I thought, “Now it’s me.” I told my doc I could not live like this. I earned my living doing shows, giving interviews and being closely observed. And as soon as someone said “Clarence,” it was going to be all over. So, wisely, off to the psychopharmacologist he sent me. Patti and I walked in and met a vibrant, white-haired, welcoming but professional gentleman in his sixties or so. I sat down and of course, I broke into tears. I motioned to him with my hand; this is it. This is why I’m here. I can’t stop crying! He looked at me and said, “We can fix this.” Three days and a pill later the waterworks stopped, on a dime. Unbelievable. I returned to myself. I no longer needed to paddle, pump, play or challenge fate. I didn’t need to tour. I felt normal.

New Rule: Americans must realize what makes NFL football so great: socialism. That's right, the NFL takes money from the rich teams and gives it to the poorer one...just like President Obama wants to do with his secret army of ACORN volunteers. Green Bay, Wisconsin, has a population of one hundred thousand. Yet this sleepy little town on the banks of the Fuck-if-I-know River has just as much of a chance of making it to the Super Bowl as the New York Jets--who next year need to just shut the hell up and play. Now, me personally, I haven't watched a Super Bowl since 2004, when Janet Jackson's nipple popped out during halftime. and that split-second glimpse of an unrestrained black titty burned by eyes and offended me as a Christian. But I get it--who doesn't love the spectacle of juiced-up millionaires giving one another brain damage on a giant flatscreen TV with a picture so real it feels like Ben Roethlisberger is in your living room, grabbing your sister? It's no surprise that some one hundred million Americans will watch the Super Bowl--that's forty million more than go to church on Christmas--suck on that, Jesus! It's also eighty-five million more than watched the last game of the World Series, and in that is an economic lesson for America. Because football is built on an economic model of fairness and opportunity, and baseball is built on a model where the rich almost always win and the poor usually have no chance. The World Series is like The Real Housewives of Beverly Hills. You have to be a rich bitch just to play. The Super Bowl is like Tila Tequila. Anyone can get in. Or to put it another way, football is more like the Democratic philosophy. Democrats don't want to eliminate capitalism or competition, but they'd like it if some kids didn't have to go to a crummy school in a rotten neighborhood while others get to go to a great school and their dad gets them into Harvard. Because when that happens, "achieving the American dream" is easy for some and just a fantasy for others. That's why the NFL literally shares the wealth--TV is their biggest source of revenue, and they put all of it in a big commie pot and split it thirty-two ways. Because they don't want anyone to fall too far behind. That's why the team that wins the Super Bowl picks last in the next draft. Or what the Republicans would call "punishing success." Baseball, on the other hand, is exactly like the Republicans, and I don't just mean it's incredibly boring. I mean their economic theory is every man for himself. The small-market Pittsburgh Steelers go to the Super Bowl more than anybody--but the Pittsburgh Pirates? Levi Johnston has sperm that will not grow and live long enough to see the Pirates in a World Series. Their payroll is $40 million; the Yankees' is $206 million. The Pirates have about as much chance as getting in the playoffs as a poor black teenager from Newark has of becoming the CEO of Halliburton. So you kind of have to laugh--the same angry white males who hate Obama because he's "redistributing wealth" just love football, a sport that succeeds economically because it does just that. To them, the NFL is as American as hot dogs, Chevrolet, apple pie, and a second, giant helping of apple pie.

The “IQ fundamentalist” Arthur Jensen put it thusly in his 1980 book Bias in Mental Testing (p. 113): “The four socially and personally most important threshold regions on the IQ scale are those that differentiate with high probability between persons who, because of their level of general mental ability, can or cannot attend a regular school (about IQ 50), can or cannot master the traditional subject matter of elementary school (about IQ 75), can or cannot succeed in the academic or college preparatory curriculum through high school (about IQ 105), can or cannot graduate from an accredited four-year college with grades that would qualify for admission to a professional or graduate school (about IQ 115). Beyond this, the IQ level becomes relatively unimportant in terms of ordinary occupational aspirations and criteria of success. That is not to say that there are not real differences between the intellectual capabilities represented by IQs of 115 and 150 or even between IQs of 150 and 180. But IQ differences in this upper part of the scale have far less personal implications than the thresholds just described and are generally of lesser importance for success in the popular sense than are certain traits of personality and character.

Let the doctors of all the schools condemn me," White Logic whispers as I ride along. "What of it? I am truth. You know it. You cannot combat me. They say I make for death. What of it? It is truth. Life lies in order to live. Life is a perpetual lie-telling process. Life is a mad dance in the domain of flux, wherein appearances in mighty tides ebb and flow, chained to the wheels of moons beyond our ken. Appearances are ghosts. Life is ghost land, where appearances change, transfuse, permeate each the other and all the others, that are, that are not, that always flicker, fade, and pass, only to come again as new appearances, as other appearances. You are such an appearance, composed of countless appearances out of the past. All an appearance can know is mirage. You know mirages of desire. These very mirages are the unthinkable and incalculable congeries of appearances that crowd in upon you and form you out of the past, and that sweep you on into dissemination into other unthinkable and incalculable congeries of appearances to people the ghost land of the future. Life is apparitional, and passes. You are an apparition. Through all the apparitions that preceded you and that compose the parts of you, you rose gibbering from the evolutionary mire, and gibbering you will pass on, interfusing, permeating the procession of apparitions that will succeed you." And of course it is all unanswerable, and as I ride along through the evening shadows I sneer at that Great Fetish which Comte called the world. And I remember what another pessimist of sentiency has uttered: "Transient are all. They, being born, must die, and, being dead, are glad to be at rest.

Our early life is cut off from the moment we came here, and that without our lifting a hand. We often try to look back on it and to find an explanation, but never quite succeed. For us young men of twenty everything is extraordinarily vague, for Kropp, Müller, Leer, and for me, for all of us whom Kantorek calls the “Iron Youth.” All the older men are linked up with their previous life. They have wives, children, occupations, and interests, they have a background which is so strong that the war cannot obliterate it. We young men of twenty, however, have only our parents, and some, perhaps, a girl—that is not much, for at our age the influence of parents is at its weakest and girls have not yet got a hold over us. Besides this there was little else—some enthusiasm, a few hobbies, and our school. Beyond this our life did not extend. And of this nothing remains. Kantorek would say that we stood on the threshold of life. And so it would seem. We had as yet taken no root. The war swept us away. For the others, the older men, it is but an interruption. They are able to think beyond it. We, however, have been gripped by it and do not know what the end may be. We know only that in some strange and melancholy way we have become a waste land. All the same, we are not often sad.

My job title was youth advocate. My approach was unconditional positive regard. My mission was to help the girl youth succeed in spite of the unspeakably harrowing crap stew they’d been simmering in all of their lives. Succeeding in this context meant getting neither pregnant nor locked up before graduating high school. It meant eventually holding down a job at Taco Bell or Walmart. It was only that! It was such a small thing and yet it was enormous. It was like trying to push an eighteen-wheeler with your pinkie finger. I was not technically qualified to be a youth advocate. I’d never worked with youth or counseled anyone. I had degrees in neither education nor psychology. I’d been a waitress who wrote stories every chance I got for most of the preceding years. But for some reason, I wanted this job and so I talked my way into it. I wasn’t meant to let the girls know I was

I try not to be old. I try not to think, When I was your age..., but often, I do remember when I was their age. I enjoyed school; I loved learning and worked hard. Most people I went to school with did too. We partied hard, but we still showed up to class and did what we had to do. An alarming number of my students don't seem to want to be in college. They are in school because they don't feel they have a choice or have nothing better to do; because their parents are making them attend college; because, like most of us, they've surrendered to the rhetoric that to succeed in this country you need a college degree. They are not necessarily incorrect. And yet, all too often, I find myself wishing I could teach more students who actually want to be in school, who don't resent the education being foisted upon them. I wish there were viable alternatives for students who would rather be anywhere but in a classroom. I wish, in all things, for a perfect world.

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.

To be black in the Baltimore of my youth was to be naked before the elements of the world, before all the guns, fists, knives, crack, rape, and disease. The nakedness is not an error, nor pathology. The nakedness is the correct and intended result of policy, the predictable upshot of people forced for centuries to live under fear. The law did not protect us. And now, in your time, the law has become an excuse for stopping and frisking you, which is to say, for furthering the assault on your body. But a society that protects some people through a safety net of schools, government-backed home loans, and ancestral wealth but can only protect you with the club of criminal justice has either failed at enforcing its good intentions or has succeeded at something much darker. However you call it, the result was our infirmity before the criminal forces of the world. It does not matter if the agent of those forces is white or black--what matters is our condition, what matters is the system that makes your body breakable.

In just two years, CSAS ignited the flame Grandmother lit years before. Carl would never succeed in his attempts to extinguish it. But his parental authority was able to keep it dormant and unthreatening for several years. At Ooltewah High School, I was like a lion forced into captivity after a liberating romp in the jungle. Nothing challenged me. Nothing motivated me. Nothing moved me. My claustrophobia itched to the point where clawing at my own skin seemed to be my only method of relief. With no social outlets and no intellectual nourishment, I caved into self-destruction. My bulimia amplified from throwing up obligatory family dinners to driving to grocery stores, Dollar Generals, and gas stations, shoving junk food into my purse in between security camera reach, devouring the calories in the corners of desolate parking lots, and scurrying into remote public restrooms in the outskirts of town. My knees would rest on the cold, sticky tile floors as I wrapped my arms around bleach-scented toilets as if embracing an old friend.

Do you know a Psychopath? You do not know me; but after reading my memoir you will know me a little better and you will have had the experience of safely getting into the mind and life of a young psychopath in training. Critics have written: It is a powerful and unusual memoir; brutal and raw. A Psychopath In Training: In 1997 psychiatrist’s contracted by the Correctional Service and the National Parole Board wrote in their final report, before I was released back into the community, they had diagnosed me to be a psychopath. A Psychopath: How does one become a Psychopath? After of the death of my young mother, when I was fourteen, I became a ward of the state and forced into the care and custody of the Catholic Christian Brothers at St. John’s Catholic Training School for Boys until after I turned sixteen. Since then I have been incarcerated over seventeen years in various prisons, institutions and juvenile detention centres. I have been interviewed and treated by so many prison psychiatrists and psychologists I should be called the professional. In my youth I have experienced almost every kind of sleaze, sex and violence humans can inflict on each other. I had to learn the hard way on how to identify and deal with the people who were the dangerous psychopath’s in my life and the proof I succeeded is; I am still alive. My book cover depicts what is coming out of the government foster homes and prisons today: Our communities and our police forces are not at all prepared for the dangerous psychopaths being churned out. Are you ready? You and the educators alike can learn from my memoir.

You want to leave the moat, to go back to the room; you’re already turning and trying to find the door, covered with fake leather, in the steep wall of the moat, but the master succeeds in grabbing your hand and, looking straight in your eyes, says: Your assignment: describe the jaw of a crocodile, the tongue of a hummingbird, the steeple of the New Maiden Convent, a shoot of bird cherry, the bend of the Lethe, the tail of any village dog, a night of love, mirages over hot asphalt, the bright midday in Berezov, the face of a flibbertigibbet, the garden of hell, compare the termite colony to the forest anthill, the sad fate of leaves to the serenade of a Venetian gondolier, and transform a cicada into a butterfly, turn rain into hail, day into night, give us today our daily bread, make a sibilant out of a vowel, prevent the crash of the train whose engineer is asleep, repeat the thirteenth labor of Hercules, give a smoke to a passerby, explain youth and old age, sing a song about a bluebird bringing water in the morn, turn your face to the north, to the Novgorodian barbicans, and then describe how the doorman knows it is snowing outside, if he sits in the foyer all day, talks to the elevator operator, and does not look out the window because there is no window; yes, tell how exactly, and in addition, plant in your orchard a white rose of the winds, show it to the teacher Pavel and, if he likes it, give the white rose to the teacher Pavel, pin the flower to his cowboy shirt or to his dacha hat, bring joy to the man who departed to nowhere, make your old pedagogue—a joker, a clown, and a wind-chaser—happy.

I still remember the day I first came across the Internet. It was back in 1993, when I was in high school. I went with a couple of buddies to visit our friend Ido (who is now a computer scientist). We wanted to play table tennis. Ido was already a huge computer fan, and before opening the ping-pong table he insisted on showing us the latest wonder. He connected the phone cable to his computer and pressed some keys. For a minute all we could hear were squeaks, shrieks and buzzes, and then silence. It didn’t succeed. We mumbled and grumbled, but Ido tried again. And again. And again. At last he gave a whoop and announced that he had managed to connect his computer to the central computer at the nearby university. ‘And what’s there, on the central computer?’ we asked. ‘Well,’ he admitted, ‘there’s nothing there yet. But you could put all kinds of things there.’ ‘Like what?’ we questioned. ‘I don’t know,’ he said, ‘all kinds of things.’ It didn’t sound very promising. We went to play ping-pong, and for the following weeks enjoyed a new pastime, making fun of Ido’s ridiculous idea. That was less than twenty-five years ago (at the time of writing).

Adam Parrish. This was how it had begun: Ronan Lynch had been in the passenger seat of Richard Campbell Gansey III's bright orange '73 Camaro, hanging out the window because walls couldn't hold him. Little historic Henrietta, Virginia, curled close, trees and streetlights alike leaning in as if to catch the conversation down below. What a pair the two of them were. Gansey, searching desperately for meaning. Ronan, sure that he wouldn't find any. Voted most and least likely to succeed, respectively, at Aglionby Academy, their shared high school. Those days, Gansey was the hunter and Ronan the hawkish best friend kept hooded and belled to prevent him tearing himself to shreds with his own talons. This was how it had begun: a student walking his bike up the last hill into town, clearly headed the same place they were. He wore the Aglionby uniform, although as they grew closer Ronan saw it was threadbare in a way school uniforms couldnt manage in a single year's use--secondhand. His sleeves were pushed up and his forearms were wiry, the thin muscles picked out in stark relief. Ronan's attention stuck on his hands. Lovely boyish hands with prominent knuckles, gaunt and long like his unfamiliar face. "Who's that?" Gansey had asked, and Ronan hadn't answered, just kept hanging out the window. As they passed, Adam's expression was all contradictions: intense and wary, resigned and resilient, defeated and defiant. Ronan hadn't known anything about who Adam was then and, if possible, he'd known even less about who he himself was, but as they drove away from the boy with the bicycle, this was how it had begun: Ronan leaning back against his seat and closing his eyes and sending up a simple, inexplicable, desperate prayer to God: Please.

The Sexual plight of these children [those adolescents experimenting sexually] is officially not mentioned. The revolutionary attack on hypocrisy by Ibsen, Freud, Ellis, Dreiser, did not succeed this far. Is it an eccentric opinion that an important part of the kids' restiveness in school from the onset of puberty has to do with puberty? The teachers talk about it among themselves, all right. (In his school, Bertrand Russell thought it was better if they had sex, so they could give their undivided attention to mathematics, which was the main thing.) But since the objective factor does not exist in our schools, the school itself begins to be irrelevant. The question here is not whether sexuality should be discouraged or encouraged. That is an important issue, but far more important is that it is hard to grow up when existing facts are treated as though they do not exist. For then there is no dialogue, it is impossible to be taken seriously, to be understood, to make a bridge between oneself and society. In American society we have perfected a remarkable form of censorship: to allow every one his political right to say what he believes, but to swamp his little boat with literally thousands of millions of newspapers, mass-circulation magazines, best-selling books, broadcasts, and public pronouncements that disregard what he says and give the official way of looking at things.

So what was the dierence between Alison and Jillian? Both were pseudo-extroverts, and you might say that Alison was trying and failing where Jillian was succeeding. But Alison’s problem was actually that she was acting out of character in the service of a project she didn’t care about. She didn’t love the law. She’d chosen to become a Wall Street litigator because it seemed to her that this was what powerful and successful lawyers did, so her pseudo-extroversion was not supported by deeper values. She was not telling herself, I’m doing this to advance work I care about deeply, and when the work is done I’ll settle back into my true self. Instead, her interior monologue was The route to success is to be the sort of person I am not. This is not self-monitoring; it is self-negation. Where Jillian acts out of character for the sake of worthy tasks that temporarily require a different orientation, Alison believes that there is something fundamentally wrong with who she is. It’s not always so easy, it turns out, to identify your core personal projects. And it can be especially tough for introverts, who have spent so much of their lives conforming to extroverted norms that by the time they choose a career, or a calling, it feels perfectly normal to ignore their own preferences. They may be uncomfortable in law school or nursing school or in the marketing department, but no more so than they were back in middle school or summer camp.

All A players have six common denominators. They have a scoreboard that tells them if they are winning or losing and what needs to be done to change their performance. They will not play if they can’t see the scoreboard. They have a high internal, emotional need to succeed. They do not need to be externally motivated or begged to do their job. They want to succeed because it is who they are . . . winners. People often ask me how I motivate my employees. My response is, “I hire them.” Motivation is for amateurs. Pros never need motivating. (Inspiration is another story.) Instead of trying to design a pep talk to motivate your people, why not create a challenge for them? A players love being tested and challenged. They love to be measured and held accountable for their results. Like the straight-A classmate in your high school geometry class, an A player can hardly wait for report card day. C players dread report card day because they are reminded of how average or deficient they are. To an A player, a report card with a B or a C is devastating and a call for renewed commitment and remedial actions. They have the technical chops to do the job. This is not their first rodeo. They have been there, done that, and they are technically very good at what they do. They are humble enough to ask for coaching. The three most important questions an employee can ask are: What else can I do? Where can I get better? What do I need to do or learn so that I continue to grow? If you have someone on your team asking all three of these questions, you have an A player in the making. If you agree these three questions would fundamentally change the game for your team, why not enroll them in asking these questions? They see opportunities. C players see only problems. Every situation is asking a very simple question: Do you want me to be a problem or an opportunity? Your choice. You know the job has outgrown the person when all you hear are problems. The cost of a bad employee is never the salary. My rules for hiring and retaining A players are: Interview rigorously. (Who by Geoff Smart is a spectacular resource on this subject.) Compensate generously. Onboard effectively. Measure consistently. Coach continuously.

On 28 June 1914 the heir to the throne, Archduke Franz Ferdinand, was assassinated in Sarajevo, capital of Bosnia, a heartland of the South Slavs. Philosophers refer to ‘the inevitable accident’, and this was a very accidental one. Some young Serb terrorists had planned to murder him as he paid a state visit. They had bungled the job, throwing a bomb that missed, and one of them had repaired to a café in a side street to sort himself out. The Archduke drove to the headquarters of the governor-general, Potiorek (where he was met by little girls performing folklore), and berated him (the two men were old enemies, as the Archduke had prevented the neurasthenic Potiorek from succeeding an elderly admirer as Chief of the General Staff). The Archduke went off in a rage, to visit in hospital an officer wounded by the earlier bomb. His automobile moved off again, a Count Harrach standing on the running board. Its driver turned left after crossing a bridge over Sarajevo’s river. It was the wrong street, and the driver was told to stop and reverse. In reverse gear such automobiles sometimes stalled, and this one did so - Count Harrach on the wrong side, away from the café where one of the assassination team was calming his nerves. Now, slowly, his target drove up and stopped. The murderer, Gavrilo Princip, fired. He was seventeen, a romantic schooled in nationalism and terrorism, and part of a team that stretches from the Russian Nihilists of the middle of the nineteenth century, exemplified especially in Dostoyevsky’s prophetic The Possessed and Joseph Conrad’s Under Western Eyes. Austria did not execute adolescents and Princip was young enough to survive. He was imprisoned and died in April 1918. Before he died, a prison psychiatrist asked him if he had any regrets that his deed had caused a world war and the death of millions. He answered: if I had not done it, the Germans would have found another excuse.

Predominantly inattentive type Perhaps the majority of girls with AD/HD fall into the primarily inattentive type, and are most likely to go undiagnosed. Generally, these girls are more compliant than disruptive and get by rather passively in the academic arena. They may be hypoactive or lethargic. In the extreme, they may even seem narcoleptic. Because they do not appear to stray from cultural norms, they will rarely come to the attention of their teacher. Early report cards of an inattentive type girl may read, "She is such a sweet little girl. She must try harder to speak up in class." She is often a shy daydreamer who avoids drawing attention to herself. Fearful of expressing herself in class, she is concerned that she will be ridiculed or wrong. She often feels awkward, and may nervously twirl the ends of her hair. Her preferred seating position is in the rear of the classroom. She may appear to be listening to the teacher, even when she has drifted off and her thoughts are far away. These girls avoid challenges, are easily discouraged, and tend to give up quickly. Their lack of confidence in themselves is reflected in their failure excuses, such as, "I can't," "It's too hard," or "I used to know it, but I can't remember it now." The inattentive girl is likely to be disorganized, forgetful, and often anxious about her school work. Teachers may be frustrated because she does not finish class work on time. She may mistakenly be judged as less bright than she really is. These girls are reluctant to volunteer for a project orjoin a group of peers at recess. They worry that other children will humiliate them if they make a mistake, which they are sure they will. Indeed, one of their greatest fears is being called on in class; they may stare down at their book to avoid eye contact with the teacher, hoping that the teacher will forget they exist for the moment. Because interactions with the teacher are often anxiety-ridden, these girls may have trouble expressing themselves, even when they know the answer. Sometimes, it is concluded that they have problems with central auditory processing or expressive language skills. More likely, their anxiety interferes with their concentration, temporarily reducing their capacity to both speak and listen. Generally, these girls don't experience this problem around family or close friends, where they are more relaxed. Inattentive type girls with a high IQ and no learning disabilities will be diagnosed with AD/HD very late, if ever. These bright girls have the ability and the resources to compensate for their cognitive challenges, but it's a mixed blessing. Their psychological distress is internalized, making it less obvious, but no less damaging. Some of these girls will go unnoticed until college or beyond, and many are never diagnosed they are left to live with chronic stress that may develop into anxiety and depression as their exhausting, hidden efforts to succeed take their toll. Issues

For black youth, the experience of being “made black” often begins with the first police stop, interrogation, search, or arrest. The experience carries social meaning—this is what it means to be black. The story of one’s “first time” may be repeated to family or friends, but for ghetto youth, almost no one imagines that the first time will be the last. The experience is understood to define the terms of one’s relationship not only to the state but to society at large. This reality can be frustrating for those who strive to help ghetto youth “turn their lives around.” James Forman Jr., the cofounder of the See Forever charter school for juvenile offenders in Washington, D.C., made this point when describing how random and degrading stops and searches of ghetto youth “tell kids that they are pariahs, that no matter how hard they study, they will remain potential suspects.” One student complained to him, “We can be perfect, perfect, doing everything right and still they treat us like dogs. No, worse than dogs, because criminals are treated worse than dogs.” Another student asked him pointedly, “How can you tell us we can be anything when they treat us like we’re nothing?”56 The process of marking black youth as black criminals is essential to the functioning of mass incarceration as a racial caste system. For the system to succeed—that is, for it to achieve the political goals described in chapter 1—black people must be labeled criminals before they are formally subject to control. The criminal label is essential, for forms of explicit racial exclusion are not only prohibited but widely condemned. Thus black youth must be made—labeled—criminals. This process of being made a criminal is, to a large extent, the process of “becoming” black. As Wideman explains, when “to be a man of color of a certain economic class and milieu is equivalent in the public eye to being a criminal,” being processed by the criminal justice system is tantamount to being made black, and “doing time” behind bars is at the same time “marking race.”57 At its core, then, mass incarceration, like Jim Crow, is a “race-making institution.” It serves to define the meaning and significance of race in America.

Question 2: How Do You Want to Grow? When you watch how young children soak up information, you realize how deeply wired we are to learn and grow. Personal growth can and should happen throughout life, not just when we’re children. In this section, you’re essentially asking yourself: In order to have the experiences above, how do I have to grow? What sort of man or woman do I need to evolve into? Notice how this question ties to the previous one? Now, consider these four categories from the Twelve Areas of Balance: 5.​YOUR HEALTH AND FITNESS. Describe how you want to feel and look every day. What about five, ten, or twenty years from now? What eating and fitness systems would you like to have? What health or fitness systems would you like to explore, not because you think you ought to but because you’re curious and want to? Are there fitness goals you’d like to achieve purely for the thrill of knowing you accomplished them (whether it’s hiking a mountain, learning to tap dance, or getting in a routine of going to the gym)? 6.​YOUR INTELLECTUAL LIFE. What do you need to learn in order to have the experiences you listed above? What would you love to learn? What books and movies would stretch your mind and tastes? What kinds of art, music, or theater would you like to know more about? Are there languages you want to master? Remember to focus on end goals—choosing learning opportunities where the joy is in the learning itself, and the learning is not merely a means to an end, such as a diploma. 7.​YOUR SKILLS. What skills would help you thrive at your job and would you enjoy mastering? If you’d love to switch gears professionally, what skills would it take to do that? What are some skills you want to learn just for fun? What would make you happy and proud to know how to do? If you could go back to school to learn anything you wanted just for the joy of it, what would that be? 8.​YOUR SPIRITUAL LIFE. Where are you now spiritually, and where would you like to be? Would you like to move deeper into the spiritual practice you already have or try out others? What is your highest aspiration for your spiritual practice? Would you like to learn things like lucid dreaming, deep states of meditation, or ways to overcome fear, worry, or stress?

The first movie star I met was Norma Shearer. I was eight years old at the time and going to school with Irving Thalberg Jr. His father, the longtime production chief at Metro-Goldwyn-Mayer, devoted a large part of his creative life to making Norma a star, and he succeeded splendidly. Unfortunately, Thalberg had died suddenly in 1936, and his wife's career had begun to slowly deflate. Just like kids everywhere else, Hollywood kids had playdates at each other's houses, and one day I went to the Thalberg house in Santa Monica, where Irving Sr. had died eighteen months before. Norma was in bed, where, I was given to understand, she spent quite a bit of time so that on those occasions when she worked or went out in public she would look as rested as possible. She was making Marie Antoinette at the time, and to see her in the flesh was overwhelming. She very kindly autographed a picture for me, which I still have: "To Cadet Wagner, with my very best wishes. Norma Shearer." Years later I would be with her and Martin Arrouge, her second husband, at Sun Valley. No matter who the nominal hostess was, Norma was always the queen, and no matter what time the party was to begin, Norma was always late, because she would sit for hours—hours!—to do her makeup, then make the grand entrance. She was always and forever the star. She had to be that way, really, because she became a star by force of will—hers and Thalberg's. Better-looking on the screen than in life, Norma Shearer was certainly not a beauty on the level of Paulette Goddard, who didn't need makeup, didn't need anything. Paulette could simply toss her hair and walk out the front door, and strong men grew weak in the knees. Norma found the perfect husband in Martin. He was a lovely man, a really fine athlete—Martin was a superb skier—and totally devoted to her. In the circles they moved in, there were always backbiting comments when a woman married a younger man—" the stud ski instructor," that sort of thing. But Martin, who was twelve years younger than Norma and was indeed a ski instructor, never acknowledged any of that and was a thorough gentleman all his life. He had a superficial facial resemblance to Irving Thalberg, but Thalberg had a rheumatic heart and was a thin, nonathletic kind of man—intellectually vital, but physically weak. Martin was just the opposite—strong and virile, with a high energy level. Coming after years of being married to Thalberg and having to worry about his health, Martin must have been a delicious change for Norma.

A common problem plagues people who try to design institutions without accounting for hidden motives. First they identify the key goals that the institution “should” achieve. Then they search for a design that best achieves these goals, given all the constraints that the institution must deal with. This task can be challenging enough, but even when the designers apparently succeed, they’re frequently puzzled and frustrated when others show little interest in adopting their solution. Often this is because they mistook professed motives for real motives, and thus solved the wrong problems. Savvy institution designers must therefore identify both the surface goals to which people give lip service and the hidden goals that people are also trying to achieve. Designers can then search for arrangements that actually achieve the deeper goals while also serving the surface goals—or at least giving the appearance of doing so. Unsurprisingly, this is a much harder design problem. But if we can learn to do it well, our solutions will less often meet the fate of puzzling disinterest. We should take a similar approach when reforming a preexisting institution by first asking ourselves, “What are this institution’s hidden functions, and how important are they?” Take education, for example. We may wish for schools that focus more on teaching than on testing. And yet, some amount of testing is vital to the economy, since employers need to know which workers to hire. So if we tried to cut too much from school’s testing function, we could be blindsided by resistance we don’t understand—because those who resist may not tell us the real reasons for their opposition. It’s only by understanding where the resistance is coming from that we have any hope of overcoming it. Not all hidden institutional functions are worth facilitating, however. Some involve quite wasteful signaling expenditures, and we might be better off if these institutions performed only their official, stated functions. Take medicine, for example. To the extent that we use medical spending to show how much we care (and are cared for), there are very few positive externalities. The caring function is mostly competitive and zero-sum, and—perhaps surprisingly—we could therefore improve collective welfare by taxing extraneous medical spending, or at least refusing to subsidize it. Don’t expect any politician to start pushing for healthcare taxes or cutbacks, of course, because for lawmakers, as for laypeople, the caring signals are what makes medicine so attractive. These kinds of hidden incentives, alongside traditional vested interests, are what often make large institutions so hard to reform. Thus there’s an element of hubris in any reform effort, but at least by taking accurate stock of an institution’s purposes, both overt and covert, we can hope to avoid common mistakes. “The curious task of economics,” wrote Friedrich Hayek, “is to demonstrate to men how little they really know about what they imagine they can design.”8