成功需要勤奋英语【汇编20篇】

Success means different things for different people. Some may equate it

with money, some with work and still some with ohter. For me, it means

fulfilling ones dreams. Whatever your dreams are, you have a goal there and

then focus all your attention on it. Dreams bring you hope and happiness. May be

you cry, sweat, complain or even curse, but the joy of harvesting makes you

forget all the pains and troubles you have gone through. So an old proverb says

that the sweetest fruit is one that has undergone the bitterest ordeal.There are

several keys to success. First, your goal must be practical and practicable. If

you set your goal too high, maybe that you will never attain it. Next, you have

to make a plan of doing it. Since the dream is quite tough, you need to be hard,

Even if you meet with some difficulties, just take them in your stride. You can

always tell yourself that there is nothing about. With this will and

determination, success is sure to wait for you at the end of the tunnel!

在南美洲安第斯高原海拔4000多米人迹罕至的地方生长着一种花名叫普雅花。普雅花花期只有两个月花开之时极为美丽花谢之时也是花株枯萎之时。然而谁能想到这种花为了两个月的花期竟然等了100年!它只是静静伫立在高原上用叶儿采集太阳给予的芬芳用根儿汲取大地的养料努力营造自己的花香就这样默默等待了100年!只是为了用百年一次的花开来获得攀登者身心俱疲时的眼前一亮以此证明生命的美丽和价值。

普雅花的等待是一种信念是一种追求。它攒足了百年的颜色在经世纪的期待后以坚挺、庄严的姿势绽放出它的惊天一色。

人类的成功也需要耐心地等待。在现实世界里每个人都有梦想都有一颗不甘寂寞渴望成功的心。然而眼高手低、好高骛远成了我们追求成功路上的障碍。在许多人眼里看到的往往只是成功人士功成名就后的辉煌却忽略了他们在此之前所付出的艰苦卓绝的努力。而事实上人世间从来就没有一蹴而就的成功只有不断努力才能积聚起改变自身命运的爆发力。

学会了等待才会知道走过了寂寞的冬季充满生机的春天正在向我们走来;学会了等待才能在平和宁静的心态中实现我们的人生梦想成就生命的辉煌。

何为磨砺?就是磨练、锻炼。磨砺不仅仅在于苦心志、劳筋骨上，重要的是塑造人格魅力的力量。可以说，磨砺是人生必经的心灵挑战，磨砺也是人生必要的精神体验，没有磨砺，人生就少了成功的必备条件。“宝剑锋从磨砺出，梅花香自苦寒来;石玉不加以磨砺，不能成为精美之玉器;不见风雨，那有彩虹。可见，人不受到挫折，就难以成就一番事业，无疑，说明人生磨砺之重要。

为什么人生需要磨砺呢?这是因为人都是有惰性的，人大多都有惧怕困难的一面，一个人只有经过磨砺才会变得坚强，只有经过磨砺人才变得成熟。任何一项成功都是来之不易，都需要付出千辛万苦，没有顽强的毅力，没坚忍不拔的意志，没有吃苦耐劳的品德，都会与成功无缘。

有不少人想成功，但怕磨砺，不愿干艰苦的工作，不愿到生产第一线，不愿多干一点事儿，不愿与苦字打交道。干工作想的是如何偷工减料，如何投机取巧，如何舒舒服服，有了这样的价值观，自然就少了锻炼，少了磨砺，也就少了实践，少了本领。事实说明，一个人少了磨砺就少了人生最可贵的经历，少了吃苦精神，少了坚韧精神，少了人生磨砺这一课，可谓积重难返，步步难艰。

有人认为干工作越轻松越好，越简单越快活，这样人是活得很自在，一年过了又一年，但却没有收获，没有长进，到头来是大事干不了，小事不想干。人们常说，吃亏是福。吃亏实质上就是比别人多干了事情、多干了工作，没有拿到奖赏，其实，从多干事情和多工作中学到知识，增强了本领，有了真本领就会有成就。机遇是给那些有准备的人，有准备的人就是平时学得多，干得多的人。

有这样一句话，先苦后甜，先甜后苦也是这个道理，苦难是人生的精神财富，苦难是一种磨砺，苦难是人生强大的精神动力，这是人生的辩证法，想有收获就必须付出汗水，没有汗水就莫想收获硕果。我以为，敢于磨砺的人也是人生的一种境界，“衣带渐宽终不悔，为伊消得人憔悴。”在磨砺中虽说苦，但志不移，心甘情愿不报怨，这是何等之心态和境界。“众里寻他千百度，蓦然回首，那人却在灯火阑珊处。”经过了风雨，经过了磨砺，就会成熟，就会明察秋毫，与众不同，达到辉煌的顶点。有志的年轻人，当勇于在实践中去锻炼自己，勇于在困难中磨砺自己，丰富自己的人生，丰富自己的阅历，在实践中不断成长。

成功，需要懂得放弃

每个人一生不知道要经历多少困难与挑战，而我们也正是在战胜困难的过程中一步步地前行，并自我完善着。成功的过程就像小孩学步一样，只有亲身体验到失败，才能领悟到一条通往成功的的道路。叶子飞得再高也会落下来，因为它靠的是风的力量，行囊背得太多，也要学会放下，因为生命不能承受之重。实践证明：想取得成功，必须懂得放下。

坚定信念，需要执着。五代时桑维翰参加进士考试，主考官认为他的姓“桑”与“丧”同音，便心生厌恶，没有录取他。有人劝他不必再考进士，可以另辟蹊径，求得做官。桑维翰不肯，感慨万千，作《日出扶桑赋》以表明心志，又打造铁砚，对人说：“等这铁砚磨穿了，我再选择其他求官的方法。”成功就像一棵大树上的果实，并非可望而不可即的，只需不停的向上爬，努力拼搏，执着追求，就会摘到成功的果实。事实证明，桑维翰用他的执着和坚韧，终于敲开了成功的大门，上帝青睐那些坚定而执着的人士。

坚定执着，学会放弃。奥运冠军刘翔曾经宣称：“亚洲有我，中国有我”，面对种种质疑，刘翔自信地回答说：“一个人要对自己有信心，不论成功与失败，做每件事当然要注重结果，但更要注重过程，不断提升提炼的过程，相信自己奋斗的过程。”但是，面对荣誉、地位和金钱等身外之物，需要学会放弃，减轻身心的重量，轻装前进，才能迅速前行，实际刘翔也是这样做的，放下一个个辉煌，迎接一个个新的挑战，就能不断地进步。一种叫蝜蝂的小虫子，遇到东西总是背仔仔身上，重量越积越多，最后被压垮死掉。实践证明，无论身处顺境还是逆境，都应微笑平静地面对，放弃杂念，一心冲向目标，成功就有了希望。

抓住机会，付诸行动。当一个人有了信念，坚定执着，又懂得负重的时候，需要的就是抓住机会了。成功的机会是稍纵即逝的，常常与人们擦肩而过，留下许多遗憾。越王勾践在战败的情况下，被迫到吴国当奴隶，受尽耻辱，但他并没有自暴自弃，只是默默地忍受着，韬光养晦，期待时机，有所作为。吴王被勾践忠诚所迷惑，将他释放。勾践终于迎来重拾旧河山的机会。他用了十年壮大人口，富国强兵，最后一举灭掉吴国，报仇雪恨。事实明证，成功并不难，只要拥有坚定信念，执着的追求，迅速行动，以及善于把握机遇，就够了。

当我们走在通往成功的道路时，我们会面对一切困难的挑战。我们别无选择，只有坚定目标，执着追求，善于舍弃与放下，给生命之重卸载，才会轻装前进，达到梦想彼岸。

下面的材料旨在丰富学生在是非问题写作方面的思想和语言，考生在复习时可以先分类阅读这些篇章，然后尝试写相关方面的作文题。

对于素材中用黑体字的部分，特别建议你熟读，背诵，因为它们在语言和观点上都值得吸收。学习语言的人应该明白，表达能力和思想深度都靠日积月累，潜移默化。从某种意义上说，提高英语写作能力无捷径可走，你必须大段背诵英语文章才能逐渐形成语感和用英语进行表达的能力。这一关，没有任何人能代替你过。

因此，建议你下点苦功夫，把背单词的精神拿出来背诵文章。何况，并不是要求你背了之后永远牢记在心：你可以这个星期背，下个星期忘。这没有关系，相信你的大脑具有神奇的能力。背了工具箱里的文章后，你会惊讶的发现：I can think in English now！

1.?????? Proverbs

1. A graduation ceremony is an event where the commencement speaker tells thousands of students dressed in identical caps and gowns that individuality is the key to success.

2. The primary purpose of a liberal education is to make one’s mind a pleasant place in which to spend one’s time.

3. Next in importance to freedom and justice is popular education, without which neither freedom nor justice can be permanently maintained.

4. The classroom--not the trench--is the frontier of freedom now and forevermore.

5. Education’s purpose is to replace an empty mind with an open one.

6. It is the purpose of education to help us become autonomous, creative, inquiring people who have the will and intelligence to create our own destiny.

7. You see, real ongoing, lifelong education doesn’t answer questions; it provokes them.

8. People will pay more to be entertained than educated.

9.the most important function of education at any level is to develop the personality of the individual and the significance of his life to himself and to others. This is the basic architecture of a life; the rest is ornamentation and decoration of the structure.

10. The essence of our efforts to see that every child has a chance must be to assure each as equal opportunity, not to become equal, but to become different-to realize whatever unique potential of body, mind, and spirit he or she possesses.

11. A great teacher never strives to explain his vision-he simply invites you to stand beside him and see for yourself.

12. If you can read and don’, you are an illiterate by choice.

2. Damaging Research

A study by National Parent-Teacher Organization revealed that in the average American school, eighteen negatives are identified for every positive that is pointed out. The Wisconsin study revealed that when children enter the first grade, 80 percent of them feel pretty good themselves, but by the time they get to the sixth grade, only 10 percent of them have good self-images.

3. Education and Citizenship

An important aspect of education in the United States is the relationship between education and citizenship. Throughout its history this nation has emphasized public education as a means of transmitting democratic values, creating equality of opportunity, and preparing new generations of citizens to function in society. In addition, the schools have been expected to help shape society itself. During the 1950s, for example, efforts to combat racial segregation focused on the schools. Later, when the Soviet Union launched the first orbiting satellite, American schools and colleges came under intense pressure and were offered many incentives to improve their science and mathematics programs so that the nations would not fall behind the Soviet Union in scientific and technological capabilities.

Education is often viewed as a tool for solving social problems, especially social inequality. The schools, t is thought, can transform young people from vastly different backgrounds into competent, upwardly mobile adults. Yet these goals seem almost impossible to attain. In recent years, in fact, public education has been at the center of numerous controversies arising from the gap between the ideal and the reality. Part of the problem is that different groups in society have different have different expectations. Some feel that children should be taught basic job-related skills; still others believe education should not only prepare children to compete in society but also help them maintain their cultural identity (and, in the case of Hispanic children, their language). On the other hand, policymakers concerned with education emphasize the need to increase the level of student achievement and to improve parents in their children’s education.

Some reformers and critics have called attention to the need to link formal schooling with programs designed to address social problems. Sociologist Charles Moscos, for example, is a leader in the movement to expand programs like the Peace Corps, Vista, and Outward Bound into a system of voluntary national service. National service, as Moscos defines it, would entail “the full-time undertaking of public duties by young people whether as citizen soldiers or civilian servers-who are paid subsistence wages” and serve for at least one year. In return for this period of service, the volunteers would receive assistance in paying for college or other educational expenses.

Advocates of national service and school-to-work programs believe that education does not have to be confined to formal schooling. In devising strategies to provide opportunities for young people to serve their society, they emphasize the educational value of citizenship experiences gained outside the classroom. At this writing there is little indication that national service will become a new educational institution in the United States, although the concept is steadily gaining support among educators and social critics.

4. The Teacher’s Role

Given the undeniable importance of classroom experience, sociologists have done a considerable amount of research on what goes on in the classroom. Often they start from the premise that, along with the influence of peers, students’ experiences in the classroom are of central importance to their later development. One study examined the impact of a single first-grade teacher on her students’ subsequent adult status. The surprising results of this study have important implications. It is evident that good teachers can make a big difference in children’s lives, a fact that gives increased urgency to the need to improve the quality of primary-school teaching. The reforms carried out by educational leaders like James Comer suggest that when good teaching is combined with high levels of parental involvement the results can be even more dramatic.

Because the role of the teacher is to change the learner in some way, the teacher-student relationship is an important part of education. Sociologists have pointed out that this relationship is asymmetrical or unbalanced, with the teacher being in a position of authority and the student having little choice but to passively absorb the information provided by the teacher. In other words, in conventional classrooms there is little opportunity for the students to become actively involved in the learning process. On the other hand, students often develop strategies for undercutting the teacher’s authority: mentally withdrawing, interrupting, and the like. Hence, much current research assumes that students and teachers influence each other instead of assuming that the influence is always in a single direction.

5. Education Philosophy

For the past fifty years our schools have operated on the theories of John Dewey (1859-1953), an American educator and writer. Dewey believed hat the school’s job was to enhance the natural development of the growing child, rather than to pour information, for which the child had no context, into him or her. In the Dewey system, the child becomes the active agent in his own education, rather than a passive receptacle for facts.

Consequently, American schools are very enthusiastic about teaching “life skills” –logical thinking, analysis, creative problem--solving. The actual content of the lessons is secondary to the process, which is supposed to train the child to be able to handle whatever life may present, including all the unknowns of the future. Students and teachers both regard pure memorization as an uncreative and somewhat vulgar.

In addition to “life skills”, schools are assigned to solve the ever growing stoke of social problems. Racism, teenage pregnancy, alcoholism, drug use, reckless driving, and are just a few of the modern problems that have appeared on the school curriculum.

This all contributes to a high degree of social awareness in American youngsters.

6. Student Life

To the students, the most notable difference between elementary school and the higher levels is that in junior high they start “changing classes”. This means that rather than spending the day in one classroom, they switch classrooms to meet their different teachers. This gives them three or four minutes between classes in the hallways, where a great deal of the important social action of high school traditionally takes place. Students have lockers in these hallways, around which thy congregate.

Society in general does not take the business of studying very seriously. Schoolchildren have a great deal of free time, which they are encouraged to fill with extracurricular activities—sports, clubs, cheerleading, scouts—supposed to inculcate such qualities as leadership, sportsmanship, ability to organize, etc. those who don’t become engaged in such activities or have afterschool jobs have plenty of opportunity to “hang out”, listen to teenager music, and watch television.

Compared to other nations, American students do not have much homework. Studies also show that American parents have lower expectations for their children’s success in school than other nationalities do. (Historically, there has not been much correlation between American school success and success in later life.) “He’s just not a scholar”, the American parents might say, content that their son is on the swim team and doesn’t take drugs. (Some of the young do choose to study hard, for reason of their own, such as determining that the road to riches lies through Harvard Business School.)

What American schools do effectively teach is the competitive method. In innumerable ways children are pitted against each other—whether in classroom discussion, spelling bees, reading groups, or tests. Every classroom is expected to produce a scattering of A’s and F’s (teachers often grade A=excellent; B=good; C=average; D=poor; and F=failed). A teacher who gives all A’s looks too soft—so students are aware that they are competing for the limited number of top marks.

Foreign students sometimes don’t understand that copying from other people’s papers or from books is considered wrong and taken seriously. Here, it is important to show that you have done your own work and are displaying your own knowledge. It is more important than helping your friends to pass, whom we think do not deserve to pass unless they can provide their own answers. Group effort goes against the competitive grain, and American students do not study together as many Asians do. Many Asians in this country consider their group study habits a large contributor to their school success.

7. Adult Education

After complaining about many aspects of American life, a 40-year-old woman from Hong Kong concluded, “But where else could someone my age go back to school and get a degree in social work? Here you can change your whole life, start a new business, do what you really want to do.”

So at least to this person, school requirements weren’t inhibiting. And to millions of others, adult education is the path to a new career, or if not to a new career, to a new outlook. Schools generally encourage the older person who wants to start anew, and besides regular classes, schedule evening classes in special programs. Today there are so many people of retirement age in college that it is no longer remarkable.

8. Moral Relativism in American

Improving American education requires not doing new things but doing (and remembering) some good old things. At the time of our nation’s founding, Thomas Jefferson listed the requirements for a sound education in the Report of the Commissioners for the University of Virginia. In this landmark statement on American education, Jefferson wrote of the importance of education and writing, and of reading history, and geography. But he also emphasized the need “to instruct the mass of our citizens in these, their rights, interests, and duties, as men and citizens.” Jefferson believed education should aim at the improvement of both one’s “morals” and “faculties”. That has been the dominant view of the aims of American education for over two centuries. But a number of changes, most of them unsound, have diverted schools from these great pursuits. And the story of the loss of the school’s original moral mission explains a great deal.

Starting in the early seventies, “values clarification” programs started turning up in schools all over America. According to this philosophy, the schools were not to take part in their time-honored task of transmitting sound moral values; rather, they were to allow the child to “clarify” his own values (which adults, including parents, had no “rights” to criticize). The “values clarification” movement didn’t clarify values; it clarified wants and desires. This form of moral relativism said, in effect, that no set of values was right or wrong; everybody had an equal right to his own values; and all values were subjective, relative, and personal. This destructive view took hold with a vengeance.

In 1985 The York Times published an article quoting New York area educators, in slavish devotion to this new view, proclaiming, “They deliberately avoid trying to tell students what is ethically right and wrong.” The article told of one counseling session involving fifteen high school juniors and seniors. In the course of that session a student concluded that a fellow student had been foolish to return one thousand dollars she found in a purse at school. According to the article, when the youngsters asked the counselor’s opinion, “He told them he believed the girl had done the right thing, but that, of course, he would not try to force his values on them. ‘If I come from the position of what is wrong,’ he explained, ‘then I’m not their counselor.’”

Once upon a time, a counselor offered counselor, and he knew that an adult does not form character in the young by taking a stance of neutrality toward questions of right and wrong or by merely offering “choices” or “options”.

In response to the belief that adults and educators should teach children sound morals, one can expect from some quarters indignant objections (I’ve heard one version of it expressed countless times over the years): “Who are you to say what’s important?” or “Whose standards and judgments do we use?”

The correct response, it seems to me, is, is we ready to do away with standards and judgments? Is anyone going to argue seriously that a life of cheating and swindling is as worthy as a life of honest, hard work? Is anyone (with the exception of some literature professors at our elite universities) going to argue seriously the intellectual corollary, that a Marvel comic book is as good as Macbeth? Unless we are willing to embrace some pretty silly position, we’ve got to admit the need for moral and intellectual standards. The problem is that some people tend to regard anyone who would pronounce a definitive judgment as an unsophisticated Philistine or a closed-minded “elitist” trying to impose his view on everybody else.

The truth of the real world is that without standards and judgments, there can be no progress. Unless we are prepared to say irrational things—that nothing can be proven more valuable than anything else or that everything is equally worthless—we must ask the normative question. It may come, as a surprise to those who fell that to be “progressive” is to be value-neutral. But as Matthew Amold said, “the world is forwarded by having its attention fixed on the best things” and if the world can’t decide what the best things are, at least to some degree, then it follows that progress, and character, is in trouble. We shouldn’t be reluctant to declare that some things, some lives, books, ideas, and values are better than others. It is the responsibility of the schools to teach these better things.

At one time, we weren’t so reluctant to teach them. In the mid-nineteenth century, a diverse, widespread group of crusaders began to work for the public support of what was then called the “common school”, the forerunner of the public school. They were to be charged with the mission of school felt that the nation could fulfill its destiny only if every new generation was taught these values together in a common institution.

The leaders of the common school movement were mainly citizens who were prominent in their communities—businessmen, ministers, local civic and government officials. These people saw the schools as upholders of standards of individual morality and small incubators of civic and personal virtue; the founders of the public schools had faith that public education could teach good moral and civic character from a common ground of American values.

But in the past quarter century or so, some of the so-called experts became experts of value neutrality, and moral education was increasingly left in their hands. The commonsense view of parents and the publicthat schools should reinforce rather than undermine the values of home, family, and country, was increasingly rejected.

There are those today still that claim we are now too diverse a nation, that we consist of too many competing convictions and interests to instill common values. They are wrong. Of course we are a diverse people. We have always been a diverse people. And as Madison wrote in FederalistNo.10, the competing, balancing interests of a diverse people can help ensure the survival of liberty. But there are values that all American citizens share and that we should want all American students to know and to make their own: honesty, fairness, self-discipline, fidelity to task, friends, and family, personal responsibility, love of country, and belief in the principles of liberty, equality, and the freedom to practice one’s faith. The explicit teaching of these values is the legacy of the common schools, and it is a legacy to which we must return.

9. Schools Should Teach Values

People often said, “Yes, we should teach these values, but how do we teach them?” this question deserves a candid response, one that isn’t given often enough. It is by exposing our children to good character and inviting its imitation that we will transmit to them a moral foundation. This happens when teachers and principals, by their words and actions, embody sound convictions. As Oxford’s Mary Warnock has written, “You cannot teach morality without being committed to morality yourself; and you cannot be committed to morality yourself without holding that some things are right and others wrong.” The theologian Martin Buber wrote that the educator is distinguished from all other influences “by his will to take part in the stamping of character and by his consciousness that he represents in the eyes of the growing person a certain selection of what is, the selection of what is ‘right’, of what should be.” It is in this will, Buber says, in this clear standing for something, that the “vocation as an educator finds its fundamental expression.”

There is no escaping the fact that young people need as example principals and teachers who know the difference between right and wrong, good and bad, and who themselves exemplify high moral purpose.

As Education Secretary, I visited a class at Waterbury Elementary School in Waterbury, Vermont, and asked the students, “Is this a good school?” They answered, “Yes, this is a good school.” I asked them, “Why?” Among other things, one eight-year-old said, “The principal Mr. Riegel, makes good rules and everybody obeys them.” So I said, “Give me an example.” And another answered, “You can’t climb on the pipes in the bathroom. We don’t climb on the pipes and the principal doesn’t either.”

This example is probably too simple to please a lot of people who want to make the topic of moral education difficult, but there is something profound in the answer of those children, something education should pay more attention to. You can’t expect children to take messages about rules or morality seriously unless they see adults taking those rules seriously in their day-to-day affairs. Certain must be said, certain limits lay down, and certain examples set. There is no other way.

We should also do a better job at curriculum selection. The research shows that most “values education” exercises and separate courses in “moral reasoning” tend not to affect children’s behavior; if anything, they may leave children morally adrift. Where to turn? I believe our literature and our history are a rich quarry of moral literacy. We should mine that quarry. Children should have at their disposal a stock of examples illustrating what we believe to be right and wrong, good and bad—examples illustrating what are morally right and wrong can indeed be known and that there is a difference.

What kind of stories, historical events, and famous lives am I talking about? If we want our children to know about honesty, we should teach them about Abe Lincoln walking three miles to return six cents and conversely, about Aesop’s shepherd boy who cried wolf if we want them to know about courage, we should teach them about Joan of Arc, Horatius at the bridge, and Harriet Tubman and the Underground Railroad. If we want them to know about persistence in the face of adversity, they should know about the voyages of Columbus and the character of Washington during the Civil War. And our youngest should be told about the Little Engine That Could. If we want them to know about respect for the law, they should understand why Socrates told Crito: “No, I must submit to the decree of Athens.” If we want our children to respect the rights of others, they should read the Declaration of Independence, the Bill of Rights, the Gettysburg Address, and Martin Luther King, Jr.’ “Letter from Birmingham jail.” From the Bible they should know about Ruth’s loyalty to Naomi, Joseph’s forgiveness of his brothers, Jonathan’s friendship with David, the Good Samaritan’s kindness toward a stranger, and David’s cleverness and courage in facing Goliath.

These are only a few of the hundreds of examples we can call on. And we need not get into issues like nuclear war, abortion, creationism, or euthanasia. This may come as a disappointment to some people, but the fact is that the formation of character in young people is educationally a task different from, and prior to, the discussion of the great, difficult controversies of the day. First things come first. We should teach values the same way we teach other things: one step at a time. We should not use the fact that there are many difficult and controversial moral questions as an argument against basic instruction in the subject.

After all, we do not argue against teaching physics because laser physics is difficult, against teaching American history because there are heated disputes about the Founders’ intent. Every field has its complexities and its controversies. And every field has its basics, its fundamentals. So they are too with forming character and achieving moral literacy. As any parent knows, teaching character is a difficult task. But it is a crucial task, because we want our children to be healthy, happy, and successful but decent, strong, and good. None of this happens automatically; there is no genetic transmission of virtue. It takes the conscious, committed efforts of adults. It takes careful attention.

10. College Pressures

Mainly I try to remind that the road ahead is a long one and that it will have more unexpected turns than they think. There will be plenty of time to change jobs, change careers, change whole attitudes and approaches. They don not want to hear such liberating news. They want a map—right now – that they can follow unswervingly to career security, financial security, Social Security and, presumably, a prepaid grave.

What I wish for all students is some release from the clammy grip of the future. I wish them a chance to savor each segment of their education as an experience in itself and not as a grim preparation for the next step. I wish them the right to experiment, to trip and fall, to learn that defeat is as instructive as victory and is not the end of the world.

My wish, of course, is na?ve. One of the national gods venerated in our media—the million-dollar athlete, the wealthy executive—and glorified in our praise of possessions. In the presence of such a potent state religion, the young are growing up old.

I see four kinds of pressure working on college students today: economic pressure, parental pressure, peer pressure, and self-induced pressure. It is easy to look around for villains—to blame the colleges for charging too much money, the professors for assigning too much work, the parents for pushing their children too far, and the students for driving themselves too hard. But there are no villains: only victims.

“In the late 1960s.” one dean told me. “The typical question that I got from students was ‘Why is there so much suffering in the world’ or ‘how I can make a contribution?’ Today it’s ‘Do you think it would look better for getting into law school if I did a double major in history and political science, or just majored in one of them?’” many other deans confirmed this pattern. One said: “They are trying to find an edge—the intangible something that will look better on paper if two students are about equal.”

Note the emphasis on looking better. The transcript has become a sacred document, the passport to security. How one appears on paper is more important than how one appears in person. A is for Admirable and B is for Borderline, even though, in Yale’s official system of grading, A means “excellent” and B means “very good.” Today, looking very good is no longer good enough, especially for students who hope to go on to law school or medical school. They know that entrance into the better schools will be an entrance into the better law firms and better medical practices where they will make a lot of money. They also know that the odds are harsh. Yale Law School, for instance, matriculates 170students from an applicant pool of 3,700; Harvard enrolls 550 from a pool of 7,000.

It’s all very well for those of us who write letters of recommendation for our students to stress the qualities of humanity that will make them good lawyers or doctors. And it’s nice to think that admission officers are ready reading our letters and looking for the extra dimension of commitment or concern. Still, it would be hard for a student not to visualize these officers shuffling so many transcripts studded with As that they regard a B as positively shameful.

The pressure is almost as heavy on students who just want to graduate and get a job. Long gone are the days of the “gentleman’s C.” when students journeyed through college with a certain relaxation, sampling a wide variety of courses-music, art, philosophy, classics, anthropology, poetry, religion—that would send them out as liberally educated men and women. If I were an employer I would rather employ graduates who have this range and curiosity than those who narrowly pursued safe subjects and high grades. I know countless students whose inquiring minds exhilarate me. I like to hear the play of their ideas. I do not know if they are getting As or Cs, and I do not care. I also like them as people. The country needs them, and they will find satisfying jobs. I tell them to relax. They cannot.

Nor can I blame them. They live in a brutal economy. Tuition, room, and board at most private colleges now come to at least $7,000, not counting books and fees. This might seem to suggest that the colleges are getting rich. But they are equally battered by inflation. Tuition covers only 60 percent of what it costs to educate a student, and ordinarily the remainder comes from what college receives in endowments, grants, and gifts. Now, the remainder keeps being swallowed by the cruel costs—higher every year—of just opening the doors. Heating oil is up. Insurance is up. Postage is up. Health-premium costs are up. Everything is up. Deficits are up. We are witnessing in American the creation of a brotherhood of paupers—colleges, parents, and students, joined by the common bond of debt.

Today it is not unusual for a student, even if he works part time at college and full time during the summer, to accrue $5,000 in loans after four years—loans that he must start to repay within one year after graduation. Exhorted at commencement to go forth into the world, he is already behind as he goes forth. How could he not feel under pressure throughout college to prepare for this day of reckoning? I have used “he,” incidentally, only for brevity. Women at Yale are under no less pressure to justify their expensive education to themselves, their parents, and society. In fact, they are probably under more pressure. For although they leave college superbly equipped to bring fresh leadership to traditionally male jobs, society has not yet caught up with this fact.

Along with economic pressure goes parental pressure. Inevitably, the two are deeply intertwined.

I see many students taking pre-medical courses with joyless tenacity. They go off to their labs as if they were going to the dentist. It saddens me because I know tem in other corners of their life as cheerful people.

“Do you want to medical school?” I asked them.

“I guess so,” they say, without conviction, or “Not really.”

“Then why are you going?”

“Well, my parents want me to be a doctor. They are paying all this money and …”

Poor students, poor parents, they are caught in one of the oldest webs of love and duty and guilt. The parents mean will; they are trying to steer their sons and draughts toward a secure future. But the sons and daughter want to major in history or classics or philosophy—subjects with no “practical” value. Where’s the payoff on the humanities? It’s not easy to persuade such loving parents that the humanities do indeed pay off. The intellectual faculties developed by studying subjects like history and classics—an ability to synthesize and relate, to weigh cause and effect, to see events in perspective—are just the faculties that make creative leaders in business or almost any general field. Still, many fathers would rather put their money on courses that point toward specific profession—courses that are pre-law, pre-medical, pre-business, or, as I sometimes heard it put, “pre-rich.”

But the pressure on students is severe. They are truly torn. One part of them feels obliged to fulfill their parents’ expectations; after all, their parents are older and presumably wiser. Another part tells them that the expectations that are right for their parents are not right for them.

I know a student who wants to be an artist. She is very obviously an artist and will be a good one—she has already had several modest local exhibits. Meanwhile she is growing as a well-round person and taking humanistic subjects that will enrich the inner resources out of which her art will grow. But her father is strongly opposed. He thinks that an artist is a “dumb” thing to be. The student vacillates and tries to please everybody. She keeps up with her art somewhat furtively and takes some of the “dumb” courses her father wants her to take—at least they are dumb courses for her. She is a free spirit on a campus of tense students—no small achievement in it—and she deserves to follow her muse.

Peer pressure and self-induced pressure are also intertwined, and they begin almost at the beginning of freshman year.

“I had a freshman student I’ll call Linda,” one dean told me, “who came in and said she was under terrible pressure because her roommate, Barbara, was much brighter and studied all the time. I could not tell her that Barbara had come in two hours earlier to say the same thing about Linda.”

The story is almost funny—except that it is not. It is symptomatic of all the pressure put together. When every student thinks every other student is working harder and doing better, the only solution is to study harder still. I see students going off to the library every night after dinner and coming back when it closes at midnight. I wish they would sometimes forget about their peers and go to a movie. I hear the clacking of typewriters in the hours before dawn. I see the tension in their eyes when exams are approaching and papers are due: “Will I get everything done?”

Probably they won’t. They will get blocked. They will sleep. They will oversleep. They will bug out.

Part of the problem is that they are expected to do. A professor will assign five page papers. Several students will start writing ten page papers to impress him. Then more students will write ten page papers, and a few will raise the ante to fifteen. Pity the poor student who is still just doing the assignment.

“Once you have twenty or thirty percent of the student population deliberately overexerting,” one dean points out, “It’s bad for everybody. When a teacher gets more and more effort from his class, the student who is doing normal work can be perceived as not doing well. The tactic work, psychologically.”

Why cannot the professor just cut back and not accept longer papers? He can, and he probably will. But by then the term will be half over and the damage done. Grade fever is highly contagious and not easily reversed. Besides, the professor’s main concern is with his course. He knows his students only in relation to the course and does not know that they are also overexerting in their other courses. Nor is it really his business. He did not sign up for dealing with the student as a whole person and with all the emotional baggage the student brought along from home. That’s what deans, masters, chaplains, and psychiatrists are for.

To some extent this is nothing new: a certain number of professors have always been self-contained islands of scholarship and shyness, more comfortable with books than with people. But the new pauperism has widened the gap still further, for professors who actually like to spend time with students do not have as much time to spend. They are also overexerting. If they are young, they are busy trying to publish in order not to perish, hanging by their figure nails onto a shrinking profession.

If they are old and tenured, they are buried under the duties of administering departments—as departmental chairmen or members of committees—that have been thinned out by the budgetary axe.

Ultimately it will be the students’ own business to break the circles in which they are trapped. They are too young to be prisoners of their parents’ dreams and their classmates’ fears. They must be jolted into believing into themselves as unique men and women who have the power to shape their own future.

“Violence is being done to the undergraduate experience,” says Carlos Hortas. “College should be open-ended: at the end it should open many, many roads. Instead, students are choosing their goal in advance, and their choices narrow as they go along. It’s almost as if they think that the country has been codified in the type of jobs that exist-that they’ve got to fit into certain slots. Therefore, fit into the best paying slot.”

“They ought to take chances. Not taking chances will lead to life of colorless mediocrity. They’ll be comfortable. But something in the spirit will be missing.”

I have painted too drab a portrait of today’s students, making them seem a solemn lot. That is only half of their story; if they were so dreary I wouldn’t so thoroughly enjoy their company. The other half is that they are easy to like. They are quick to laugh and to offer friendship. They are not introverts. They are usually kind and are more considerate of one another than any student generation I have known.

Nor are they so obsessed with their studies that they avoid sports and extracurricular activities. On the contrary, they juggle their crowded hours to play on a variety of teams, perform with musical and dramatic groups, and write for campus publications. But this in turn is one more cause of anxiety. There are too many choices. Academically, they have 1,300 courses to select from; outside class they have to decide how much spare time they can spare and how to spend it.

This means that they engage in fewer extracurricular pursuits than their predecessors did. If they want to row on the crew and play in the symphony they will eliminate one; in the ‘60s they would have done both. They also tend to choose activities that are self-limiting. Drama, for instance, is flourishing in all twelve of Yale’s residential colleges, as it never has before. Students hurl themselves into these productions—as actors, directors, carpenters, and technicians—with a dedication to create the best possible play, knowing that the day will come when the run will end and they can get back to their studies.

They also cannot afford to be the willing slave of organizations like the Yale Daily News. Last spring at the one-hundredth anniversary banquet of that paper—who’s past chairmen include such once and future kings as Potter Stewart, Kingman Brewster, and William F. Buckley, Jr.—much was made of the fact that the editorial staff used to be small and totally committed and that “newsies” routinely worked fifty hours a week. In effect they belonged to a club; Newsies is how they defined themselves at Yale. Today’s students will one or two articles a week, when he can, and he defines himself as a student. I’ve never heard the word Newsie except at the banquet.

If I have described the modern undergraduate primarily as a driven creature who is largely ignoring the blithe spirit inside who keeps trying to come out and play, it’s because that’s where the crunch is, not only at Yale but throughout American education. It’s why I think we should all be worried about the values that are nurturing a generation so fearful of risk and so goal-obsessed at such an early age.

I tell students that there is no one “right” way to get ahead—that each of them is a different person, starting from a different point and bound for a different destination. I tell neither them that change is a tonic and that all the slots are not codified nor the frontiers closed. One of my ways of telling them is to invite men and women who have achieved success outside the academic world to come and talk informally with my students during the year. They are heads of companies or ad agencies, editors of magazines, politicians, public officials, television magnates, labor leaders, business executives, Broadway products, artists, writers, economists, photographers, scientists, historians—a mixed bag of achievers.

I asked them to say a few words about how they got started. The students assume that they started in their present profession and knew all along that it was what they wanted to do. Luckily for me, most of them got into their field by a circuitous route, to their surprise, after many detours. The students are startled. They can hardly conceive of a career that was not pre-planned. They can hardly imagine allowing the hand of God or chance to nudge them down some unforeseen trail.

11. To Err Is Wrong

In the summer of 1979, Boston Red Sox first baseman Carl Yastrzemski became the fifteenth player in baseball history to reach the three thousand hit plateaus. This event drew a lot of media attention, and for about a week prior to the attainment of this goal, hundreds of reports covered Yaz’s every more. Finally, one reporter asked, “Hey Yaz, aren’t you afraid all of this attention will go to your head?” Yastrzemski replied, “I look at this way: in my career I’ve been up to bat over ten thousand times. That means I’ve been unsuccessful at the plate over seven thousand times. That fact alone keeps me from getting a swollen head.”?

Most people consider success and failure as opposites, but they are actually both products of the same process. As Yaz suggest, an activity that produces a hit may also produce a miss. It is the same with creative thinking; the same energy that generates good creative ideas also produces errors.

Many people, however, are not comfortable with errors. Our educational system, based on “the right answer” belief, cultivates our thinking in another, more conservative way. From an early age, we are taught that right answers are good and incorrect answers are bad. This value is deeply embedded in the incentive system used in most schools:

Right over 90% of the time = “A”

Right over 80% of the time = “B~”

Right over 70% of the time = “C~” Right over 60% of the time = “D~” Less than 60% correct, you fail.

From this we learn to be right as often as possible and to keep our mistakes to a minimum. We learn, in other words, that “to err is wrong.

Playing It Safe

With this kind of attitude, you aren’t going to be taking too many chances. If you learn that failing even a litter penalizes you (e.g., being wrong only 15% of the time garners you only a “B” performance), you learn not to make mistakes. And more important, you learn not to put yourself to situation where you might fall. This leads to conservative thought pattern designed to avoid the stigma our society puts on “failure”.

I have a friend who recently graduated from college with a Master’s degree in Journalism. For the last six month, she has been trying to find a job, but to no avail. I talked with her about situation, and realized that her problem is that she doesn’t know how to fail. She went through eighteen years of schooling to try any approaches where she might fail. She has been conditioned to believe that failure is bad in and of itself, rather than a potential stepping-stone to new ideas.

Look around. How many middle managers, housewives, administrators, teachers, and other people do you see who are to try anything new because of this failure? Most of us have learned not to make mistakes in public. As a result, we remove ourselves from many learning experience except for those occurring in the most private of circumstances.

Different Logic

From a practical point of view, “to err is wrong” makes sense. Our survival in the everyday world requires us to perform thousand of small tasks without failure. Think about it: you wouldn’t last very long if you were to step out in front of traffic or stick your hand a pot of boiling water. In addition, engineers whose bridges collapse, stock brokers who lose money for their clients, and copywriters whose ad campaigns decrease sales won’t keep their jobs very long.

Nevertheless, too great an adherence to the belief “to err is wrong” can greatly undermine your attempts to generate new ideas. If you are more concerned with producing right answers than generating original ideas, you’ll probably make uncritical use of the rules, formulae, and procedures used to obtain these right answers. By doing this, you’ll by-pass the germinal phase of the creative process, and thus spend litter time testing assumptions, challenging the rules, asking what-if questions, or just playing around with the problem. All of these techniques will produce some incorrect answers, but in the germinal phase errors are viewed as a necessary by-product of creative thinking. As Yaz would put it, “if you want the hits, be prepared for the misses.” That’s the way the game of life goes.

Errors as Stepping Stones

Whenever an error pops up, the usual response is “Jeez, another screw up, what went wrong this time?” the creative thinker, on the other hand, will realize the potential value of errors, and perhaps say something like, “Would you look at that! Where can it lead our thinking?” and then he or she will go on to use the error as a stepping stone to a new idea. As a matter of fact, the whole history of discovery is filed with people who used erroneous assumptions and failed ideas as stepping-stones to new ideas. Columbus thought he was finding a shorter route to India. Johannes Kepler stumbled on to the idea of interplanetary gravity because of assumptions that were right for the wrong reasons. And, Thomas Edison knew 1800 ways not to build a light bulb.

The following story about the automotive genius Charles Kettering exemplifies the spirit of working through erroneous assumptions to good ideas. In 1912, when the automobile industry was just beginning to grow, Kettering was interested in improving gasoline engine efficiency. The problem he faced was“knockthe phenomenon in which gasoline takes too long to burn in the cylinder-thereby reducing efficiency.

Kettering began searching for ways to eliminate the “knock.” He thought to him, “How can I get the gasoline to combust in the cylinder at an earlier time?” the key concept here is “early”. Searching for analogous situations, he looked around for models of “things that happen early.” He thought of historical models, physical models, and biological models. Finally, he remembered a particular plant, the trailing arbutus, which “happens early,” i.e., it blooms in the snow (“earlier” than other plants). One of this plant’s chief characteristics is its’ red leaves, which help the plant retain light at certain wavelengths. Kettering figured that it must be the red color, which made the trailing arbutus bloom earlier.

Now came the critical step in Kettering’s chain of thought. He asked himself, “How can I make the gasoline red?” perhaps I’ll put red dye in the gasoline—maybe that’ll make it combust earlier.” He looked around his workshop, and found that he didn’t have any red dye. But he did happen to have some iodine—perhaps that would do. He added the iodine to the gasoline and, lo and behold, the engine didn’t “knock”.

[英语作文写作的需要背诵的部分

记得曾有一位朋友说：“生命就是磨炼。”乍一听觉得莫名其妙，仔细想想，又何尝不是?

毛毛虫就是一个很好的代表。破茧成蝶故事相信大家都一定还记得，看看那五彩缤纷，逆风飞舞的蝶，他们都是经过磨炼的勇士。这，就是我喜爱蝴蝶的重要原因。

没有谁的一生是一帆风顺的，这句话不知见了多少次。每个生命都要经历磨炼，方能焕发自身的光彩。只有在逆境中站起来，走出来的人才有希望走上生命的巅峰。一句歌唱得好“把握生命中的每一分钟，全力以赴我们心中的梦，不经历风雨，怎能见彩虹?”

还记得一段话，那是曾让儿时的我在逆境中站起来的一段话——

疾风野火，对于草而言都是逆境，坚忍不拔的草能屈能伸，能毁能生，展现出无穷的生命活力。人也一样，需要经历磨炼，方能焕发自身的生命活力，发挥出光与热，做出非凡的成就。

这不禁让我想起了一首诗“野火烧不尽，春风吹又生”看似柔弱的小草，一吹即折的小草，却能顽强地挺过磨炼，生存下来，成为各大文人的写作题材，也许这就是生命对挺过磨炼的小草的奖励吧。

回忆起往事，不禁自嘲，当时是那样大骂生命给我带来的磨炼。现在想想，还得感谢生之磨炼呢。假想一下，生活中没有了磨炼，我们将是多么的弱小，人生将是多么的无趣!

终于懂得了，生之磨炼所告诉我们的和带给我们的。

生活中其实没有绝境，绝境在于我们的心没有打开。封闭的心，如同没有窗户的房间，会出在永恒的黑暗中。但实际上周围只是一层纸，一捅就破。所以，不要再害怕生命给你带来的磨炼，去勇敢地迎接生之磨炼吧，外面是一片光辉灿烂的天空!

他是赛场上的超级巨星，被祖国称为英雄。可成名之后的他，也成了众多的追星族追逐的对象。为保持正常的训练，他很少在公共场合露面，甚至左邻右舍都很难见到他。人们都说，他架子大了，不好见了。

保持原来的自己为表彰他在赛场上的突出成绩，他所在的城市奖励给他一套住房。一天，他的父亲提出带他看看正在建设中的住房，他同意了，同父亲驱车来到建设工地。他们刚从车里出来，工地上忙碌的民工们就认出了他，好多民工都放下手中的活向他们这边围过来。他看到这么多民工围过来，突然钻进车里，开车走了。所有的人都很失望，此刻唯一感觉就是明星的架子太大了。他的父亲也很诧异，只好向民工们解释……

其实好多民工都知道这所在建的房中有一套是奖励给他的，他们便给他的父亲介绍起这座房子的布局、样式。正当他们热烈的交谈的时候，他开着车又回来了。民工们将目光转向了车里的他，他笑着下了车，怀里抱着几条上等的好烟。“不好意思，师傅们，刚才我什么也没有带，就去买了几条烟，大家辛苦了，来，抽烟，干活的时候千万要注意安全……”他一边发烟，一边道歉，一边叮咛。这突如其来的举动使在场的民工都愣在了那。好长一段时间，突然在人群中爆发出如潮水般的掌声，旁边的父亲眼里噙满了泪水，他为有这样没有因为荣誉而改变自己的儿子而骄傲……

他是奥运冠军刘翔。

这个世界上，有些人因为成功而被荣誉的光芒罩住，将自己高高的悬起；有些人却在努力的跳出荣誉的笼罩，保持原来的自己。这就是为什么有些星至今依然是星，而有些人却早已从人们心中的星变成英雄的原因。其实，这一切都缘于宠辱不惊，保持原来的我。

曾经有位教授，想将蚂蚁堵在蚂蚁窝里，但每次他堵住洞口后，蚂蚁会另找地方开个新洞口。于是他对学生们说：“蚂蚁的环境不比你们广阔，它们的奋斗舞台实在很狭窄，更重要的是，它们深深了解自己的力量，因此，当它们知道自己无法改变洞口被堵死时，它们很快适应了。”

这群蚂蚁掌握了如何奋斗，或者说，它们掌握了奋斗的一部分。因为适应环境本身就是奋斗的组成部分。

贝多芬，德国音乐家。在他刚刚出名时，一场意外发生，导致他的耳朵失去了听力，这对于一个音乐家来说，无疑是灭顶之灾。但贝多芬很快就适应这一事实。无法用耳朵听，他就用牙咬住小木棍，木棍的另一端搭在钢琴上，“听”钢琴的声音。他甚至还可以为乐队指挥。他大部分著名的乐曲都是耳聋后创作的，被后人所传唱。他学会了奋斗，战胜了命运，走向了成功。

俄国的一位作家，从小的志愿是当一名军官。结果考试时由于化学不合格被残酷地淘汰了。他没有像其他人那样心灰意冷，反而很快意识到这是一个无法改变的事实。于是他另辟蹊径，成了一名作家。有一次他和友人闲聊时，说：“如果硅是一种气体，我现在已经是陆军少将了。”他学会了奋斗，战胜了困难，走向了成功。

奋斗的组成部分有很多，适应环境是一种，还有例如坚持不懈，这方面我认为代表人物是爱迪生，试了上万种灯丝，最后成功;例如把握机会，这方面的代表人物是肯德基创始人山德士上校。他经历了无数次失败后，抓住了一次机会，这就足够了。他的肯德基餐厅遍布世界每个角落，他成功了。

让我们学会奋斗，走向成功!

总以为成功就像天上的星辰，可望而不可即；总以为成功就像海底的峡谷，可以想象却不能感受到。然而，那节物理课彻底改变了我的看法。

星期三，晚自习时，伴着清脆的铃声，汪老师大步走进教室，随后像往常一样挽起了袖子，摊开一张卷子，说道：“上课！”接着他滔滔不绝的讲着试题，细致而耐心的讲解，让知识的甘泉，一点点流进同学们的心中。

然而，当他讲到一道关于压强的题时，遇到了麻烦，该题的题目是：用一张纸，盖住装满水的一次性水杯的杯口上，然后将纸杯倒置，水没有渗出来，问到底是由于水分子间的引力还是大气压强的缘故？并证明。

这道题的答案是，在纸杯顶部扎一个小孔可看到纸片脱落，水流出，这说明是大气压强使纸片不掉落，而不是水分子间引力。

可是同学认为杯中水不满时，纸一样会脱落，但是他们的答案被打了大大的红“×”。

“即使杯中水不满，纸片也不会掉落！”汪老师对同学们说道。

“这不可能，纸片一定会掉下来！”同学们大声嚷道，“愤懑不平”的反驳老师的观点。

无奈，眼见为实。汪老师如果不用实验来证明自己的观点，同学们显然是不会信服的。

于是，他找来了水杯，在杯中倒了一半左右的水，盖上纸片，然后将杯子倒置过来。然而，出乎意料地是，水立刻流了出来，看到汪老师尴尬的神情，教室里一片哄笑。

老师似乎很不甘心，他又找了一个纸片重复着实验，可是水又流了出来。教室里又是哄笑连天，大家就等着汪老师怎么收拾残局了。

杯中的水已所剩无几，老师也有一点紧张了，他急促地撕下一片纸，盖在杯子上，小心的倒置着水杯，大家一致认为，如果汪老师的实验再次失败，那么他该放弃了吧！

也许是上天故意开了个玩笑，汪老师的实验还是失败了，同学们对老师有些同情了，一个同学大声说道：“汪老师，别再做了，我们相信你！”

汪老师似乎没有听到这话，他的额头挂满汗珠，拖着肥胖的身子在教室里四处寻觅水，他的脸上露出羞涩的笑容。

水找来了，汪老师撕下一片稍硬的纸，轻轻折叠后，小心地撕下一片，放在手心里，然后另一只手拿出了杯子，慢慢将纸片盖在瓶口上，用力紧紧地按住，然后缓缓地倾斜着杯子，瓶口不断下降，汪老师的心似乎也在下垂，他的双眼死死地盯着杯口。于是，在杯子倾斜180°角之后，扣人心弦的时刻来临了。汪老师渐渐松开手，紧张而耐心的观察杯口的情况，这一次，纸片紧紧的吸住瓶口，再也没掉下来。

教室里又是一片欢呼声，老师的脸上写满了微笑，每个人都为实验成功而兴奋不已。然而，更让我敬佩的却是老师的执著与坚毅。

成功，需要不断尝试，只要你肯坚持，肯勇敢的面对挫折，那么昔时的讥笑。终会成为你成功后的欢呼！

宝剑锋从磨砺出,梅花香自苦寒来。大凡有作为的人,无一不与勤奋有着难解难分的渊源。

勤奋是我们从小就懂得的美德。小时候，妈妈告诉我做人要勤劳，只有勤劳才能得到幸福的生活;上学时，老师教育我们要勤奋，只有勤奋才能实现自己的理想。长大后，我们才真真切切地感到，做任何事情，都离不开勤奋，离开了勤奋将会一事无成，可以这样说：勤奋是人生成功的阶梯。

宋代大文学家司马光自幼就立下了发奋读书报效国家的远大志向。他用圆木做枕头，睡觉时只要一动，枕头就会滚开，醒来后就开始读书。他阅读了大量历史文学书籍，积累了丰富的知识，终于成为宋代伟大的政治家、文学家，他主持编写了我国历史上最宏大的，集政治、文学、历史于一体的历史巨著《资治通鉴》，这与他的勤奋读书是分不开的。

有一次我写作文时，由于贪玩，就草草地写完扔下就去玩儿去了。爸爸看到了，就把我叫过来，爸爸语重心长地告诉我说：做什么事情都不能马虎，不付出辛苦是不会有收获的。写作文也是一样，写前要先想想该怎样去写，在心里先要有一个文章的大概，然后再去写，写好后还要好好读一读看一看，这样你就会发现有很多写得不好的地方，好好改一下，改几遍就好了。后来，每次我写作文都会记着爸爸的话，每篇作文我都要改上两三遍，直到我感觉句子通顺了，写得比较满意了，才抄写在作业本上。

也许有人会说聪明是天生的，有的人天生就是笨，再怎么努力也没用，这种想法是不对的。大家都知道爱迪生小时候上学时，因为“笨”曾被驱逐出学校，回到家里他母亲亲自教导他培养他，他自己也非常用功，对自己不懂的问题就反反复复地去学，不会做的事情就反反复复地去做，后来他成为世界历史上最伟大的发明家。

“勤能补拙是良训，一分辛劳一分才。”这是我国著名数学家华罗庚的座右铭，说的是付出一分辛劳就能增长一分才干。我国古代也有许多勤奋读书而成就大事的人，“凿壁借光”“囊萤映雪”“悬梁刺股”，这些故事相信大家早已耳熟能详了吧。我们也要有古人那样发奋读书立志报国的雄心壮志，在求知的道路上不畏困难，勤奋刻苦，锲而不舍，使自己成为一个对国家对社会有用的人才。

在成功面前，你会感到骄傲；在成功面前，你会感到自豪。但在成功背后，他需要一种毅力，是坚持。

成功需要坚持，需要持之以恒。

记得那是一次运动会，班内班上同学都在刻苦练习，生怕自己给班内抹黑，我也不例外。每天下午放学一定要跑步，这是我给自己定下的目标，这样下来，我一定能给班里争分的，下午放学，我和班内几名班上同学一商量便开始练习了。但我总偷懒，一个八百米还没跑下来就大喘气，“累死我了，我不跑了。”我抱怨着。一名班上同学看到我这样，急忙跑了过来，说：“跑步是一种毅力，它不仅仅是锻炼你的身体，而且还考验你的耐力与坚持。你这样不练了，怎么能考验出你的坚持呢。别人都这么刻苦练习，难不成你要给班里抹黑？”随着语气的加重，我似乎明白了什么。我鼓起勇气，站了起来，大声喊道：“我要加油。”随着回音的想起，我走到起步线，心想：这是一个新的起跑，一个新的起点，无论怎样我也要坚持下来。第一圈，我小步跑，算是在热身，并默念还有3圈，第二圈，已经过了一半了，我渐渐加快速度，但是刚跑到第三圈时，我就累的要死了，可是我并没有走，而是咬紧牙，并鼓励自己说：一定要坚持下来，第四圈终于到了，我不由的加快速度迎接冲刺阶段。最后我坚持着到达终点。我很高兴，留下了眼泪。

在运动会的赛场上，大家努力拼搏，但我并没有受打击，最后进入前八名，那一刻，我更是骄傲与自豪。

成功需要坚持，不仅在体育方面，学习方面也是如此。

一次拼词比赛中，班级老师选上了我，但我却不知如何下手，爸爸走头，看我着急得热锅上的蚂蚁，就教了我一套方案，我按照方案去做，每天都如此，最后拿到校级二等奖。成功需要坚持啊！

成功是一种喜悦，但背后总离不开坚持。坚持能战胜自己，赢得胜利。成功也是一种意志上的磨练，成功需要坚持啊！

我想，每个人一定体验过成功的喜悦和失败的沮丧，当然，我也不例外，那件刻苦铭心的事，记载着我成功时的喜悦心情！

我现在在学电子琴，已经六级了，前面的几次考级我都顺利通过，所以，我对自己的琴技很有信心。听熊老师讲，南昌市马上要举行才艺预赛，通过就可以参加江西省比赛。听熊老师这么一说，我们几个一起学琴的小伙伴十分兴奋，想到可以参加南昌市比赛，而且通过了还能在江西省比赛，就特别高兴。比赛前几个星期，我们天天刻苦练琴，夏日的炎热没有把我们赶出家门，屋外孩子们的嘻闹声失去了往日的吸引力。

功夫不负有心人，我们的曲子一天比一天弹得熟练，到最后，都能把曲子背下来了。我左盼右盼，终于盼到了比赛这一天，我们穿戴一样的衣服，兴致勃勃地来到比赛的地方。参加比赛的人还真不少，有不少人利用赛前一点时间还在练习呢！看到这一切，刚才还很高兴的我，一下子变得紧张起来。随着参赛的人一个接一个的上台演奏，我的心更加怦怦的跳个不停。终于轮到我们上场了，我们演奏的是《梁祝》，我努力让自己镇静了下来，一个个优美的音符从我的手指头中跳出来，评委被我们的琴声吸引住了，给了我们很高的分数，我们顺利通过了预赛，我们沉浸在无比喜悦中。在江西省的比赛中，我们表现出色，获得了金奖！我再一次尝到了成功时的喜悦。

成功永远属于努力拼搏、不怕艰辛的人，不信你去试试吧！

天才就是勤奋，人的天赋就像火花，它既可以熄灭，也可以燃烧，而迫使他熊熊燃烧的办法，只有一个，那就是勤奋。这些名人名言告诉我们一个颠扑不破的真理，一个人能否成功，不是看他有多高的天赋，而关键在于它是否勤奋。

居里夫人，法国国籍，波兰科学家，研究放射性现象，发现镭和钋两种放射性元素，一生两次获诺贝尔奖。多少个孤独的夜晚，多少个寒冷的冬日，她为了自己的理想去和自己的生命搏斗。当有些人行走在繁华的街道时，挑选着自己喜欢的衣服，那种欣慰的表情无法表达；还有些人在自己的家里看电视、玩电脑时，而居里夫人却独自坐在实验室里搞研究。

也许有人会说：“我们是中专生，上的是职业类学校，没必要象名人那样刻苦勤奋，我们太平凡了，也创造不出什么大发明，我们只要不旷课、不早退学不学都无所谓。其实，作为一名平凡的人，我们有必要勤奋刻苦，它依然是我们学习中最锋利的武器。我们只要在自己的岗位上有所突破也就是没有虚度年华，不要等到莫等闲，白了少年头，空悲切！

青岛港桥吊队长许振超是一名普通的农民工，在平凡的岗位上却做出了不平凡的贡献。1974年只上了一年半初中的他截出桥吊后，面对厚厚一本100多张的桥吊英文图纸，暗下决心：不会就学，绝不能趴下。可能许多人认为搬运工不会有什么大作为，可许振超相信知识可以改变命运，岗位能够成就事业，咱当不了科学家，但可以练就一身绝活，做个能工巧匠，无愧于时代，无愧于港口的培养。他不断学习提高自身素质，通过努力，成为爱岗敬业的“工人专家”。在他的带领下连续创新装箱单船装卸作业效率的世界纪录。

我们不要因学历而使自己的前程毁灭，我们也要象许振超一样在平凡的岗位上做出不平凡的成绩，我们应该全力以赴投入到学习中，养成独立思考的习惯，提高整体素质，塑造一个新型自我。

有耕耘就会有收获，对于我们中专生来说时间与勤奋同等重要。只要我们渗透了勤奋的源泉，风雨过后会是春色满园，荆棘过后前面会是铺满鲜花的宽敞大道。让我们一起铸就明日的荣光！

个年轻的山民向老山民求教：“我要怎样才可以走出这山去？”老山民说：“翻过山就是了。”于是，那个年轻的山民抱着满怀希望，兴冲冲地朝着山的方向奔去。可是当他来到山顶时，他失望极了。他所看到的依然是山。而且，望着远处，山连绵不绝，不见尽头。于是，他找到老山民，抱怨他：“你为什么骗我！”老山民心平气和地说：“也许你要翻过的是无数的山外之山。”

是啊，别指望翻过一座山就能到达目的地。只有走过许多的坎坷之路，才能获得成功，俗话说：失败是成功之母。但谁又能知道，要经历多少次失败才能获得一次成功呢？

就像贝多芬。他在长期的困境中仍然坚持他所钟爱的音乐，因为那是他的信念。

上天没有给他一个好的家世，却让他有个不爱他的父亲，让他生活在一个没有爱的世界里。二十六岁那年，他双耳失聪，这对一个音乐家来说是多么可怕的事啊！但孤寂的生活并没有使他沉默和退缩。之后，他一如既往地沉醉于音乐之中，又谱下了不朽的名作《第九交响曲》。他就是那么的坚强，即使要付出比常人多得多的艰辛，他也会毫不犹豫地去做。我想这就是一种坚持，一种毅力吧。贝多芬一生共完成了100多部作品，这些作品足以使他流芳百世。

我们都需要有这样一种坚持，这样一种毅力。我们谁都不知道以后的路会怎样，但重要的是我们应该持之以恒的走下去，不管是艰辛还是坎坷，直到抵达目的地。那就是一种坚持！

有那么一份坚持，是愚公移山；有那么一种毅力，是精卫填海；有那么一种努力，是夸父逐日……

一个人想要在事业上和学业上取得成功，就必须要有有顽强的毅力，不懈的坚持。就是要有持之以恒的精神。

坚持和勤奋是两把利刃，它们能帮你斩断许许多多困扰你的绳索。我坚信坚持和勤奋永远是通向成功的必要途径。

雷殿生是一个普普通通的人，当他有了徒步走中国的梦想时，他的生命不再平凡。他在徒步走中国以前，就做了充分的准备，攒下了颇为可观的小金库，他完全可以继续把自己的金库变大，然而为了他的梦想，他出发了。他走过沿海线、高原、峡谷、原始森林、草原、沙漠戈壁等。在干旱的大沙漠，恶劣的环境把他逼到了死亡的边缘。他没有放弃，而是拼命地坚持，渴了喝自己的血和尿，终于成功走出了大沙漠。他历时十年，走遍了中国的各个角落，穿烂了五十多双鞋，他实现了自己的梦想，成为徒步走中国的第一人。十年，这是怎样的一种坚持啊!

雷殿生的坚持使他有了今天的成就，如果当时他没有坚持，他梦想的翅膀早被折断了，如果当时他没有坚持，他的生命早被恶劣的环境吞噬了。坚持就像一艘永远不会破旧的船，驶在心灵之海。

那是我听朋友讲的一个故事。一个小孩特别喜欢吉他，他在公园看见一帮大孩子弹吉他，他很羡慕下决心学吉他，可他没有钱请老师教。于是，他每天都到公园看别人弹吉他。一天那群弹吉他的大哥哥把小孩叫过去帮他们买吃的。小孩二话没说就帮他们买吃的去了。他们慢慢地熟悉了，大哥哥看小孩那么喜欢吉他，就教小孩弹吉他。冬天来了，天气冷了，大哥哥不去公园弹吉他了，小孩就用木板当吉他，不停的练指法。又到了春暖花开的季节了，大哥哥们高兴地看到了小孩的进步，于是把吉他借给了小孩。小孩把吉他拿回了家，他的爸爸很惊讶，不知孩子从哪里弄来了这把吉他，生怕给别人的吉他弄坏了。当爸爸看到孩子通过自己的勤奋已经会弹吉他时，爸爸就决定给孩子买一把吉他。通过自己不懈地勤奋，这个孩子实现了自己也能弹吉他的梦想。

拥有勤奋的品质，再苦再难的事情，也会变得简单;拥有坚持不懈的精神，成功之路即使布满荆棘，我们也会笑着去面对。朋友，让我们每个人都拥有勤奋与坚持吧，成功的花朵一定会为我们绽放!

Everybody is afraid of failure, because it means what they do is useless and they waste their energy and time. But people get the wrong idea about failure, in fact, failure is also success. If people want to be successful, they need to take action. Failure at least means people have tried to do, what’s more, people can learn from their unsuccessful experience, so that they can improve their methods. Every failure means the closeness of success, we should take the positive attitude to failure, we can get over it soon and people finally can get the victory. So when we meet the difficulties, don’t be afraid of the bad result, just take action.

每个人都害怕失败，因为那意味着他们所做的是没有用的，浪费了时间和精力。但是人们对失败的看法是错误的，事实上，失败也是成功。如果人们想要成功，他们需要行动。失败至少意味着人们已经尝试去做，而且，人们能从他们不成功的经验中学习，这样他们才能改进方法。每个失败意味着与成功的靠近，我们应该乐观对待失败，快速克服失败，最后人们才能得到胜利。所以当我们遇到困难了，不要害怕不好的结果，要行动起来。

[失败也是成功英语作文

站在成功的大门前，懒者未进先怕，妄自菲薄：“我真的没有希望了……”

站在成功的大门前，庸者悲叹命苦，生不逢时：“命运为何如此不公平，我为何没有机会，我为何不幸运……”

为何如此?你们怎么知道自己没有希望?怎么知道自己没有机会?我要大声疾呼：成功来自勤奋!

鲁迅先生曾说国，伟大的成绩和辛勤的劳动是成正比例的，有一分劳动就有一分收获，日积月累，从少到多，奇迹就可以创造出来。综观古今中外，有哪一个为人取得的成就不是勤奋刻苦的。

结果呢?明末医学家李时珍如不花整整27年的时间去跋山涉水，风餐露宿，“访采四方”，“搜罗百代”，就不能写成巨著《本草纲目》;陈景润如不夜以继日地演算，就不可能摘下数学王冠上的明珠;居里夫人如不顽强苦战四个春秋，不从400吨沥青、200吨化学药品和800吨水之中耐心地一点一滴地分离，一次一次地测量，就揭不开镭的奥秘;巴尔扎克如不每天用十六七小时如痴如狂地拼劲奋笔疾书，就不可能留下为人们所深深喜爱的巨著《人间喜剧》……够了，够了，不必多举例了，这些事例难道还不足以证明“成功来自勤奋”这一道理吗?

是啊，成功来自勤奋，成功在与勤奋，智慧不是自然的恩赐，而是勤奋的结果。只有把握住勤奋的钥匙，才能打开知识宝库的大门。

“勤奋补拙是良训，一分辛劳一分才。”因此，每一个有志于造福人类的人，都必须勤奋学习，勇于攀登。眼下，改革的大潮正冲击着我们这个文明古国的各个角落，摆在我们面前的是一条充满诱惑却又极富挑战性的路，在条路上，我们只有不懒惰，不胆怯，脚踏实地，勤奋刻苦，才能取得辉煌的成果。

同学们，让我们扬起生活的风帆，用勤奋去攀登指挥的峰巅，用知识的金砖敲开成功的大门吧!把自己火红的青春，献给光辉灿烂的明天!

【第1篇】

成功与努力密不可分的，爱因斯坦说得好：百分之九十九的努力，加上百分之一的运气，就是百分之百的成功，所以说努力是成功的基础。

那天阳光明媚，我早早地做完作业，便想去找朋友们玩。可刚打开门，妈妈就严肃地说：“作业写完了吗？”“早就做完了！”我理直气壮地说。“那就去做一张数学考卷。”“好……好吧，那……那我就去做了。”我虽然心里一百个不愿意，但还是慢悠悠地拿起铅笔，漫不经心地做了起来。

“这么简单的题目，还来考我。”我心里虽埋怨着，但还是三下五除二就做完了前面的题目，直到最后一道题，我却愣住了，一道看似简单却条理纷乱的竞技题，还是我最不擅常的图形问题。

我拿起笔来，在草稿纸上反复演算，结果草稿纸破了，我抓耳饶腮，绞尽脑汁，像极了一个无头苍蝇，看什么都不顺眼，感觉四周的物体的都在嘲笑我，讽刺我。它们似乎都在指着我说：“还说自己奥数好的，连这道题都不会，真是笑死人了！”我开始想放弃了，把笔扔在一旁，趴在桌上，可心中又浮现起爸爸说的话：“只要坚持不懈，就能解决一切问题”。对呀！努力是成功的基础，我要坚持到底，不能被这一点点困难而打倒。我重新拿起笔来，仔细看题目，将每一个提供的数据分析到底，看它有什么用，再回忆一下老师教给我对应方法用进去，比如方程、枚举、画辅助线等。经过不懈地尝试和努力，我终于解出了正确的答案，我真心为自己的成功而骄傲。

“宝剑锋从磨砺出，梅花香自苦寒来。”“世上无难事，只怕有心人”“天才出于勤奋”……这么多有关努力的名言，让我感受到努力是如此的重要，努力是成功的基础，努力能让我们翻过远方的大山，能打败困难，让我们走向成功之路。

【第2篇】

成功需要努力，在学中阮的过程中，我成功了，感受到了喜悦。

星期五下午，我背着我的“大伙伴”中阮来到教室上课。我静静地坐在座位上。一会儿，一位年轻漂亮的女老师来了。老师先自我介绍，然后叫我们学中阮。

我们把中阮和拨片拿出来，接着老师示范，我们开始练习拿拨片，我把右手轻松的放下，然后轻轻提起，用食指努力地做一个九的姿势，然后把拨片小心翼翼地放在食指上面，大拇指使劲拿着拨片三分之二，留三分之一。剩下的三个手指微微张开，姿势摆好了。老师看了看我们。欣慰地说：“你们都对了。”我心里充满了喜悦。

我们又开始学“弹”和“挑”了。我把中阮轻轻地放在放在腿上，，努力是肚子和中阮的背面形成一个大三角。小臂放在中阮的平面上，尽力做到不乱动。我像扇扇子一样拿著拨片，迅速线外一弹，再往里一挑。老师摇了摇头，原来我的小臂总是来回晃动，我努力纠正自己的毛病，可是，手像调皮的饺子，一点也不听我的话。老师好像看穿了我的心思，让我把手压在中阮下面，中阮压着我的小臂，小臂不再来回晃动了，老师高兴的说“对了”

进过我三番五次的努力，我终于改掉了坏毛病。

成功需要努力，是啊，走向成功道路的我不会一帆风顺，不经历磨难，怎会成功？从这件事情中我知道了成功需要努力，需要坚持！

记忆中一直有一条公式在激励着我，记得那是A=X+Y+Z——题记

A代表成功，X代表艰苦的工作，Y代表正确的方法，Z代表少说废话。正所谓“成功来自勤奋”。古今中外，因勤奋而取得成功的例子比比皆是。

孔子曰：“假我数年，若是，我子《易》则彬彬矣。”孔子花了很大的精力，把《易》全部读了一遍，基本上了解了它的内容。不久又读第二遍，掌握了它的基本要点。接着，他又读第三遍，对其中的精神、实质有了透彻的理解。在这以后，为了深入研究这部书，又为了给弟子讲解，他不知翻阅了多少遍。这样读来读去，翻来翻去，把串连竹简的牛皮带子也给磨断了几次，不得不多次换上新的再使用。即使读到了这样的地步，孔子还谦虚的说：“假如让我多活几年，我就可以完全掌握《易》的文与质了。”为了读懂《易》他把牛皮带子换了又换，于是，便有了“韦编三绝”的故事。后人用“韦编三绝”这个成语形容读书刻苦勤奋。

衡曰：“不求偿，愿得主人书遍读之。”前汉的匡衡小时候家境贫寒却勤奋好学，为了读书匡衡就把邻居家的墙壁凿了一个洞引来邻家的光亮，让光亮照在书上来读。他到大户人家当雇工不要报酬，为的只是可以读到主人家的书。他的精神感动了大家，在大家的帮助下，小匡衡学有所成，长大终于成为了一位渊博的学者，在汉元帝时期被封为郎中，迁博士。于是，便有了“凿壁偷光”的故事。世人以此来要求自己勤奋做好每一件事。

举目千里，世界之大，这样的例子数不胜数。

斯蒂芬·威廉·霍金说：“一个人如果身体有了残疾，决不能让心灵也有残疾。”于是面对病魔，霍金从未放弃过努力，正因为身体上有残疾，行动不便，所以他付出了比别人多十倍的勤奋，最终取得了巨大的成就。

爱因斯坦说过：“智慧并不产生于学历，而是来自对于知识的终身不懈的追求。”于是他从“决不会有任何出息”到被誉为“20世纪的牛顿”这一例子正是“成功来自勤奋”这一真理的重要见证。

一切一切的成功都来自于勤奋。高尔基有这么一句话：“天才出于勤奋”。是啊，没有勤奋哪来的天才?倘若一个人一思进取却不肯下工夫又有何成功可言?

成功就是一座高峰，看上去是那么的近，想要攀上这座高峰却是那么的难，只有坚持不懈，用汗水开辟山路，我们才会成功。让我们以此共勉，用知识开辟通往成功的山路，向伟人学习，以他们为榜样，共同进步!

[成功来自勤奋作文1000字

Failure is the mother of success. Sometimes people have to cope with many mistakes and failures in order to reach the successful finals. While others might succumb to failure, they tend to retreat and give in their efforts. Success often provides confidence and satisfaction, nevertheless failure companies with bitter, saddness, and suffering. It seems people have to learn through each experience, as success doesnt always falls from heaven.

I remembered I used to fail on my vocabury test when I was in high school. I had problem to memorize new words which got lloose each day. I almost decided to give up English, but was obliged to one of my neighbour classmates who kept on sending small sheet for me. In the end of the semester, I found I had finished my vocabulary book which became a work force in reading English. I then realized that a new word came and left our brains for several times. Nobody is born as genius for success. Success tends to arrive after a serial of trials and failures.

Of course, success brings confidence and victory. But, life is not always easy and comfortable. There are more difficulties than eases in the real life. It is likely that we have to face some failures ahead. Therefore, those who learn how to deal and endure failures will taste their success eventually.

的条件下，靠一片片小竹片进行大量复杂的计算，一遍又一遍，历经无数次失败，终于在世界上第一个把圆周率精确到小数点后第七位。

伟大的发明家爱迪生，在发明电灯的过程中，做了无数次失败的实验，总共试用了6000多种纤维材料，最终才确定用钨丝来做灯丝，提高了电灯的使用寿命。

法国作家小仲马，不靠其父之名气，决定用自己的实力取得一番成就，他一次次地往报社寄稿，却都被报社退了回来，但他没有因此而失望，仍继续创作，经过不懈的努力，最终著成了成名之作《茶花女》。

我国明代的谈迁用27年的时间编成了五百万字的《国榷》初稿，而被贪婪之徒偷走，他忍受这沉重的打击，埋头书案又干十年，再次写成《国榷》的第二稿。之后又经过三年的补充、修改，才最后定稿。可以说谈迁一生为写此书呕心沥血，九死而不悔。"

大作曲家贝多芬由于贫穷没能上大学，十七岁是患了伤寒和天花病，二十六岁，不幸失去了听觉，在爱情上也屡受挫折。在这种情况下，贝多芬发誓“要扼住生命的咽喉。”在与命运的顽强搏斗中，在乐曲创作事业上，他的生命之火燃烧得越来越旺盛了。逆境不但没有吓倒他，反而成了他获得强大生命力的磁场。

法国画家约翰·法郎索亚·米勒，年轻时的作品一幅也卖不出去，他陷在贫穷与绝望的深渊里。后来，他迁居乡间。虽然他仍然未能摆脱贫困的厄运，但是他并没有停止作画，从此他的画更多表达美丽的大自然和淳朴的农民。其中《播种》、《拾落穗》等作品，还成为美术画廊上的不朽之作。如果他没有那种不怕不弃、奋勇前进的精神，是永远都不会诞生出不朽之作。

著名作家高尔基从小就饱尝人间的辛酸，即使做活累得腰酸背痛，也不肯放弃一刻时间去看书，还常常在老板的皮鞭下偷学写作，终于成为著名的作家。