我需要勇气用英语怎么说(通用20篇)

一天，某公司总经理向全体员工宣布了一条纪律："谁也不要走进8楼那个没挂门牌的房间。"但是，他没有解释为什么。此后真的没人违反他的这条"禁令"。

三个月后，公司又招聘了一批员工。在全体员工大会上，总经理再次将上述"禁令"予以重申。这时，只听一个新来的年轻人在下面小声嘀咕了一句："为什么?"总经理听到后并没有因这位新人的不礼貌而恼怒，只是满脸严肃地答道："不为什么!"回到岗位上，那个年轻人百思不得其解，还在思考着总经理为什么要这样做。其他工友则劝他只管干好自己的那份差事，别的不用瞎操心。因为"听总经理的，总是没错"。可那个年轻人偏偏来了犟脾气，非要把事情弄个水落石出不可。于是他决定冒公司之大不韪，走进那个房间探个究竟。这天，他爬上8楼，轻轻地叩了叩那扇门，没有反应。年轻人不甘心，进而轻轻一推，虚掩着的门开了(原来门并没有上锁)。房间里没有任何摆设，只有一张桌子。年轻人来到桌旁，看到桌子上放着一个纸牌，上面用毛笔写着几个醒目的大字--"请把此牌送给总经理"。

年轻人拿起那个已落满灰尘的纸牌，走出房间似有所悟，乘电梯直奔15楼总经理办公室。当他自信地把纸牌交到总经理手中时，仿佛期待已久的总经理一脸笑意地宣布了一项让年轻人感到震惊的任命:"从现在起，你被任命为销售部经理助理。"

在后来的日子里，那个年轻人果然不负厚望，不断开拓进取，把销售部的工作搞得红红火火，并很快被提升为销售部经理。事后许久，总经理才向众人做了如下解释："这位年轻人不为条条框框所束缚，敢于对上司的话问个为什么，并勇于冒着风险走进某些禁区，这正是一个富有开拓精神的成功者应具备的良好素质。"

其实，很多成功的门都是虚掩着的，只有勇敢地去叩开它，大胆地走进去，才能探寻出个究竟来。或许，那时呈现在你眼前的真的就是一片崭新的天地。毕竟，勇气是成功的前提。敢于破禁区者，必有意想不到的收获。

[成功需要勇气作文600字

有勇气承担命运，这才是英雄好汉。

——题记

作为人，也、若想要成就一番伟业就必须要有勇气。当我们丧失了勇气，无疑于丧失了一切。因此，我们必须拥有伟大的心胸，应该表现出这样的气概——用笑脸迎接悲惨的厄运，用百倍的勇气来应付一切的不幸。

西汉史学家司马迁因替投降匈奴的李陵辩护，获罪下狱，受腐刑，出狱后继续发奋著书，最终完成了《史记》的撰写，刘邦做了皇上后因身体不适连着好多天不理朝政，大臣们都很焦急，却又不敢见驾，唯有樊哙，不拍天子威严，用勇气战胜了一切，进宫见驾。因为勇气，使很多人遭遇了许多磨难，却让他们从此名留青山，永垂不朽。

拿破仑军队与奥地利军队战斗时，虽然只剩二十五名骑兵，但拿破仑心中只有一个信念，那就是往前冲，战胜敌人。因为他知道，如果自己不打败他们，就会被他们所打败。拿破仑最终以少胜多，取得了胜利，奥地利将领问他：“是什么使你们反败为胜呢?”拿破仑回答：“我从来就没有失败过，我始终怀着必胜的信念与你们战斗，即使是在仅有二十五名骑兵时，我也没有想过接受失败。”这是拿破仑一生中最伟大的战役之一，即的阿拉克战役。

虽然失败马上就要降临，但是在它还没有来到我们眼前时，我们就不应该放弃成功的希望，只要勇气没有丧失，成功的希望就永远不会破灭，只要拥有成功的希望，失败就不会轻易接近。退一步说，即使失败已经发生，我们仍然要鼓足勇气迎接下一次成功。越是在危险时刻，我们的勇气就越需要经受巨大的考验。

细细用心琢磨，名留青山的哪一位伟人不是因为勇气而永垂不朽的，没有勇气的人就好像花儿无人浇水一样，干枯萎，没有生机。因此，我崇拜勇气，坚韧、信心，有了他们的相陪，我足以应付生活中的一切困难。

勇气，造就了卓越的人才，也让很多人知道了，何为真正的英雄好汉。

勇气，改变了人一生的宿命。

拥有勇气的人，就好像生命里撒满了阳光。再多再大的磨难坎坷都不怕过不了。世上这些伟人就是因为有足够大的勇气承担命运的不公而被世人所记忆。

勇气是人类潜在的气质，只要发挥好它，他便会带你征服世界，征服自我。

成功与失败只有一步之遥，向前多走一步不需要多大勇气——题记。

人生重在积累，成功是一个从量变到质变的过程。一步登天只是人们对成功的幻想，脚踏实地才是一种平淡的真实。

“拔苗助长”的故事告诉我们，成功不能一味的走捷径。每一分收获都是由每一滴汗水堆积起来的。只要你愿意，向前多走一步不需要多大勇气。

伟大的发明家诺贝尔，他一生拥有355项专利发明。并广泛得到了世界人民的认可和好评。

1862年夏天，诺贝尔开始了对硝化甘油的研究。这是一个充满危险和牺牲的艰苦历程。死亡时刻都在伴随着他。在一次进行炸药实验时发生了爆炸事件，实验室被炸得无影无踪。五个助手全部牺牲，就连他最小的弟弟也未能幸免。他的邻居出于恐惧，纷纷向政府控告诺贝尔。此后，政府不准诺贝尔在市区内进行实验。但是诺贝尔百折不挠，他把实验室搬到市郊湖中的一艘船上继续实验。经过长期对失败的积累和研究，他终于发现了一种容易引起爆炸的物质——镭酸汞。他用镭酸汞做成炸药的引爆物，成功解决了炸药的引爆问题。

成功或许只是你在面对困难时的一种选择。

爱迪生一生有一千多项发明。他为了发明电灯，阅读了大量资料，光笔记就有四万多页，他试验过几千种物质，做了几万次实验，才发明了电灯;如晋代着名书法家王献之写字，用尽18缸水，最终成了一代书法大师;又如李时珍花了31年的功夫，读了800多种书籍，写了上千万字笔记，游历了7个省，收集了成千上万个单方。为了了解一些草药解毒的效果，吞服了一些剧烈的毒药，最后写成了中国医药学的辉煌巨着《本草纲目》;再如英国生物学家达尔文研究进化论，花了22年时间，写成了《物种起源》一书;还有法国着名物理学家居里夫人，历经了12年的实验，不怕挫折和失败，从几十顿的矿物质中提取了几克镭;古往今来，勤奋是人们获得成功的必要前提。

多一滴汗水的付出会是另一种收获，懒惰的去应付会是另一种结果。成功需要我们一步一步的去积累，成功与失败不是一步的距离，而是一步一步叠加起来的距离。

“平静的湖面练不出精悍的水手，安逸的环境造不出时代的伟人”，俄国着名物理学家列别捷夫如是说。很多时候坚持可以改变一种结局，当我们被挫折战败想要放弃的时候，记得告诉自己：向前多走一步不需要多大勇气。

树，砍断枝条还能再生；草，烧了还能再长。悬崖上的一棵松树茁壮生长着，不需要谁来施肥，也不需要谁来灌溉。一粒种子，可以掀翻压着的石块，顽强地向上生长......

植物是那么珍惜生命，不放弃一点儿生存的机会，它们凭着勇气克服重重困难，努力地生长，尽管它们也许长得并不茂盛，但这种毅力和勇气不得不让我佩服。

我们人类也应该这样，遇到任何困难都要勇敢地面对，只要我们努力地去做，再大的挫折都不怕。可是在生活中，很多人一遇到困难就逃避。前段时间我就在新闻上看到，有一个大学生，家里很穷，国家资助他上了大学，但他在学校因受了一点小小的挫折就跳楼自杀了。他这样做既辜负了父母对他的期望，又辜负了国家对他的关怀。连一粒种子都能不屈向上，推翻比自己重几百倍的石头，向上生长，他怎么就那么懦弱，不热爱生命呢？如果我是他的话，我会勇敢地去面对生活，克服困难。不是有句话“不经历风雨，怎能见彩虹”吗？不管遇到什么事，我们勇敢地去面对。

每当我看到那些在风雨中昂首挺胸的花草，我就会告诉自己要好好珍惜生命，要像他们一样有勇气战胜困难，使生命充满光彩。

汉斯刚参加工作不久，姑妈来到这个城市看他。汉斯身上只有20美元，这已是他所能拿出招待姑妈的全部资金。可姑妈却偏偏相中了一家很体面的餐厅。汉斯没办法，只得随她走了进去。

俩人坐下来后，姑妈开始点菜。当她征询汉斯意见时，汉斯只是含混地说：“随便，随便。”此时，他的心中七上八下，放在衣袋中的手里紧紧抓着那仅有的20元钱。这钱显然是不够的，怎么办?

可是姑妈一点也没有注意到汉斯的不安，她不住口地夸赞着这儿可口的饭菜，汉斯却什么味道都没吃出来。最后的时刻终于来了。彬彬有礼的侍者拿来了账单，径直向汉斯走来。汉斯张开嘴，却什么也没说出来。

姑妈温和地笑了。她拿过账单，把钱给了侍者，然后盯着汉斯说：“小伙子，我知道你的感觉，我一直在等你说‘不’，可你为什么不说呢?要知道，有些时候一定要勇敢坚决地把这个字说出来，这是最好的选择。我这次来，就是想让你知道这个道理。”

也许是千百次努力挥之一去，无数次的失败让我迷茫。我在每次看着失败的同时也在仰望着这个世界，为什么命运总是那么的不公平，让拥有的多一些的人拥有更多。付出的一切的一切早已他可曾看到，我觉得我的人生活的好失败啊!

一直都在追赶，无数次的想放弃，却都没有狠下心。每次想放弃是总问问自己为什么走到这里，我不敢放弃，也没有放弃的权利。好像大海中寻找大陆的船，永远找不到家的方向。每次考试，总看着别人在哪里谈笑风生，只能自己默默为自己揪心。就感觉同样都是人，为什么人与人差别就那么大，为什么我每次的努力都失败。

渐渐地，我几乎都变得麻木了，或许那些扎进我心已经太多次了，早已感觉不到疼痛。我觉得不仅仅在学校，在家里，父母总是喋喋不休的谈论别人怎么样，总是故意在提醒我。我也是感觉做父母的太失败了，我也不愿意在一个不理解我的家庭之下生活一辈子，我也不想永远做那个配角。但没办法上天总是在磨难我。

经历了一个学期的高中生活，我也明白了些许。学习在很多时候就是一种方向的坚定，方法的坚持，行为的坚守，新鲜过后的持之以恒与反复不断的时间。路很长，走的也许会慢些，去掉浮躁敢以淡泊，用智慧和辛勤走在正确的道路上我们就一定能成功。

每次当我感到已经用尽全力的时候，我总会告诉自己再加把劲，就快成功了。上天或许在某些方面是公平的，当你想要得到一些东西，就要失去一些东西。我已经努力的在忘记，但是总有些东西是忘不掉的，因为真正的忘记是不需要努力的。

感谢那几个让我真正看清我自己的人，你们让我认识到了自我，让我有了拼搏下去，活下去的理由与勇气。把我从黑暗中拽了出来，我觉得我不会再去想放弃了，坚持下去，为了我的梦想，为了新安，为了高人一等。

生活如同一扇扇各种各样的门，如果你想要打开它们，也需要付出代价。呵！大家就是得用你的勇气来作为筹码。

在生活之中，人们往往会逃避，会感到恐惧，而就是因为这些，使人们丧失了最基本的勇气。笑看世界，你会觉得眼前一片万紫千红；隔着泪眼看世界，你会发觉整个世界都在与你一同哭泣。

让我们用最真挚的笑容来面对世界吧！不要伤心，也不要哭泣，因为在你的世界里，总会有一丝光明，而那一丝光明，也就是你的勇气。

敞开心结，笑看人生！相信吧，这样你的生活就无法被悲伤，沮丧，烦恼所无情的侵蚀。不要蜷缩在黑暗的角落，迎向光明吧！因为那便是你最终的归宿。

如溪汇河，河汇湖，湖汇海一般。就算你以前是何等的懦弱，胆小，但只要你拥有勇气，哪怕只有一点点都会让你在黑暗中无所畏惧。所以，你还为什么懦弱？为什么胆小？

把心敞开吧！来寻找属于你的那一份独一无二的勇气！

如果没有勇气，成龙不会拍出那么多武打片;如果没有勇气，那些现在红得发紫的明星也不会有那么大的成就。做什么事情都需要勇气，成长，也一样。

我们都很勇敢?是的。如果我们不勇敢，怎么可能脱离妈妈温暖的羊水来到这个美好而又残酷的世界。没有勇气，我们不可能经历无数的挫折，然后长大。做什么事情都需要勇气，成长，也一样。

勇敢其实并不难。经常会有这种话语：“你真胆小。”“你要勇敢!”“…………”但是你要知道，你是勇敢的，至少，你也勇敢过。做什么事情都需要勇气，成长，也一样。

听到这些话语，你会很郁闷吧?其实并不需要郁闷。只要你知道：“我是勇敢的!”其实你本来就很勇敢。其他人也是这样。所以你不要嘲笑别人不勇敢。大家都是勇敢的。做什么事情都需要勇气，成长，也一样。

第一次上台演讲，第一次表演节目，第一次当着很多人的面发表对另一个人的看法……人生中有很多第一次，这些第一次中，你都会觉得自己并不勇敢。其实你是勇敢的。做什么事情都需要勇气，成长，也一样。

挫折是必须面对的，成长中必定有挫折。不经过风风雨雨，没有挫折的磨练，你必定不会成功。而面队这些挫折时，需要勇敢。你可以不勇敢，但是你不能永远不勇敢。做什么事情都需要勇气，成长，也一样。

做什么事情都需要勇气，成长，也一样。想要快乐，想要成功，必须勇敢。

无意间想起曾经看过一个故事，好像每个孩子都会经历过，自己好像也不例外。

“一群孩子在分水果，面对着一个青色的苹果，果皮皱皱的，长得也不好看。‘我来试一下。’一群孩子就这样看着他把那个难看的苹果咬了一口。‘这个苹果一定是苦涩味的吧?’‘一定酸得掉牙了。’‘不会是甜的吧?’‘当然!不信你试一下。’说着他把苹果递向一群孩子。不过没有人会接受一个被咬过的苹果，又或者还是没有人敢试一下难看的苹果。他不知道他的朋友们怎么想，反正那真的是一个很甜的苹果。他就一个人享受着苹果所有的美味。”

不记得自己曾经是那个试苹果的孩子，或者是那个看着别人享受苹果的孩子。不过，如果现在在我面前有这样的一个苹果，无论它看起来怎样，我一定会上前试一下。哪怕最后苹果把我的牙齿都酸掉了，我也会觉得开心。因为我有勇气去尝试。

人生也不过如此。也许有很多时候，机会就摆在面前。不过，它似乎没有人喜欢，没有人理会，身边的人都劝你不要接近它。好奇心往往在这时候被扼杀在摇篮里。鼓起勇气，向前迈一步，也许你会发现它是一个甜甜的苹果。

那如果它不是一个熟透的苹果呢?就如人生总是会遇到向左走或是向右走的选择。我们应该同样有勇气把酸苹果吞下去，因为酸苹果消化了同样可以供给我们能量。生活就像是一个不知道味道的苹果，总要有人有勇气去试一下才会知道。如果因为担心它是酸的就放弃一个可能是甜的苹果，就失去了一次难得的机会，一次鼓起勇气的机会。也许一口咬下去，你会真的遇到了一个甜的诱人的苹果，又也许，你就在无意中吃到了没有卖，也不会买的酸苹果。向左走或是向右走都会有一番景致，有勇气选择的人才会欣赏到沿途的风景。

不要错过你的人生，时刻保持你的勇气，勇敢地去选择，它会带给你一个天堂。

温室里的花儿失去了泉水的浇灌，显得稚嫩无力;大树下的小草失去了林荫的庇护，最终焜黄色尽。我们失去了家人的呵护，也会迷失方向么?有时回望自己走过的成长的道路，我便会会心地一笑：“那是我用勇气铺下的。”

我永远也不会忘记那个夏天的夜晚。天空被染得漆黑，烈日虽然已告别天幕，可是暑气的不依不饶使得人们的焦躁蒸腾在空中。我和父亲一起散步来到了公园，繁华城市的公园里，满是老老少少的身影。父亲忽然带我走到一个泳池旁，这里罕有人迹，孤独的池水透射出骇人的清晰。

父亲一脸深沉地注视着清澈见底的池水，再看看小儿子，好像早有预谋地说：

“儿子，这里水是不是很清凉呢?”

我目不转睛地盯着脚尖，缓缓地把小脚伸进池里。

“恩，确实很凉快!”我扑打着水面，池水仿佛淌进了我的心灵。

“你想不想消消暑呢?”“下来游一游吧”说着父亲纵身一跃扎进了水池中，池中央忽的迸起一朵水花，花瓣打在我的脚趾上，我哆嗦了一下，同时全身一阵清爽。但我却高兴不起来，我可从来没碰过水啊!况且这水面都漫到了父亲的肚皮上——这对于我来说是一座高不可攀的险峰。

“不，不，爸爸，我不会游泳啊!”说着，我向后面退了好几步，额头上不停的冒汗珠。“爸……爸爸，我忽然……想喝水了。”

“我叫你下水游泳，你怎么又想喝水啊?是不是害怕了?胆小了?”父亲的措辞无不是在嘲讽我胆小，但我仍坚持自己的立场。

“我不下，就不下啊”原本清凉的池水在我当时看来像是一个带着坏笑的噩梦，让我不得不被逼下水。这时候，周围围来了一群人，大家都议论纷纷，我实在不知道他们是在抗议我父亲的严肃还是对我胆小的冷嘲热讽?我想起了邻居家和我年龄相仿的小孩，刚刚几岁就会在水里窜来窜去，虽然戴着救生圈，但丝毫没有惧怕的意思。而我呢，区区浅显的池水，却不敢涉足，想起来有点自卑。

就在这时，父亲走过来说：“孩子，别害怕，有爸爸在呢，爸爸可以保护你呀!你不是总说鱼儿在水中轻松自在么，你会了游泳就是一只快乐的小鱼了”父亲诙谐的话语让我稍稍消除了恐惧，周围的人们也都用信任的眼光看着我。于是我有了信心，向着父亲和周围的人喊：“恩，我要做快乐的小鱼!”

我蹒跚地向池边走去，此时父亲已经潜伏在水中准备协助我，周围人的眼光全凝聚在我身上了，我和爸爸成了公园里一道亮丽的风景线。

“来吧，孩子!”父亲张开双臂，用从未施展过的温柔的眼光看着我。

我鼓足了勇气，向池水倾了倾身子，张开双臂，闭上双眼，猛地扑在了水面上，水面上顿时溅起一朵浪花。父亲用娴熟的动作接住了我，我感觉到了温暖地手臂，忘记了对水的恐惧。两秒钟后，我浮上了水面，又过了两秒，我睁开了眼，三秒后我迈开双腿，摆弄双臂，在父亲那双大手的支撑下渐渐找到了“游”的感觉，十秒后，我可以自己缓缓地向前游了，不出五秒，周围传来了了雷鸣般地掌声，仿佛惊醒了这个沉寂而又炎热的夜。

“我成功了，我成功了!”我欢呼到。此时此刻，我全然消散了对水的恐惧，唯一感觉的就是水的清凉和无法言喻的自豪感。

父亲笑了，周围的人们也笑了，笑的那么自然，那么发自内心。

正在我洗过一个清凉的澡后准备离开时，人群中忽然走出来一位高高的，戴着眼镜的叔叔，面带微笑地蹲下问了我一句：“孩子，你不再怕水的秘诀是什么?”我似懂非懂地回了七个字：“大家给我的勇气!”紧接着，全场又是一阵雷鸣般的掌声，公园里的整个夏夜，被这对父子渲染得异常清爽。

直到现在，我仍然不时的回忆起这件事，我以此来激励现在的我，让我重新振作精神，鼓起勇气，让我充满信心面对前方的路。勇气，使柔弱的花儿挺起笔直的腰儿;勇气，为焜黄的小草穿上绿色的外衣，勇气，让懦弱的我们鼓起对前方挑战的信心!相信勇气吧，拥有勇气吧!它将是你成长道路上的常客，生命道路上的必需品!

那年，我才五岁。

成长是舍弃，你需要勇气忍受失去的痛苦;成长是挑战，你需要勇气战胜途中的风雨;成长是责任，你需要勇气挑起肩上的重担。

——题记

带着幼稚的思维，尚未成熟的脸，我正品尝着成长带来的酸与甜，这个时候，我需要什么?

一幅美好的画面展开在我的记忆当中。躺在大地的怀中，感受她流动的血液，散发的体香。抬头望着蔚蓝色的幕布上，几缕被风儿追赶的云，慢悠悠地跑着。天的颜色在我的眼中闪烁，和同伴海阔天空地闲聊，银铃般的笑声充满整个田野，飘荡在空中。现在，我只能在题海中挣扎，快要被淹没。当疲倦的眼望向窗外，只能隔着玻璃看天空，成长让我失去了与青草大地为伴的日子。我需要勇气，让自己不再悲伤。

当学习、生活上的困难和挫折像潮水一般向我涌来，我还能睁着迷茫的双眼问：“妈，我该怎么办?”也许父母还会一如既往保护我，一如既往地为遮风挡雨，不让我受到一丝伤害。但这不能成为永远，总有一天我会走出呵护，独自去面对，因为我已经长大。太多的呵护只会让我的心像鸡蛋壳一样不堪一击。我需要勇气去接受挑战，尽管我会遍体鳞伤，但只有风雨的洗礼才能让我变得更加坚强。

父母依然会无微不至地照顾我，但更多的却是期望。在他们眼中我已不是那个只会哭闹的小丫头了，我自己也认为我已经长大了。再也不能依偎在母亲的怀里撒娇。望着父母已渐苍老的脸，时间的流逝在他们身上留下了不可磨灭地痕迹，这标志着他们为我的成长付出的心血。我的身上已多了一份责任，我需要勇气挑起肩上的重担，为父母撑起一把伞。

成长需要勇气，抹去悲伤，战胜困难，挑起重担，走向美好未来……

我静静地躺在手术台上。无数恐惧涌上心头。脑海中再次浮上她的脸庞，紧紧抓着床单的手就在此时慢慢放松…… I lie quietly on the operating table.Countless fear rushed to their hearts.Floating her face again in her mind, and the hand holding the sheet tightly slowly relaxed at this time ...

那是一个秋天，火红的枫叶落下，为大地披上了一件外套。妈妈拉着我的手向医院一步一步走去，就在几日前，我的眼中突然长了一个小脓包，医生说，一定要开刀，这是我第一次做手术，会不会疼呢?会不会损伤到眼睛呢?视力会不会下降呢?……我不敢继续往下想。我不安地摇了摇头，“没事的，没事的。”我在心中无数次这样默念。

不知不觉中，这个我最不想来到的地方，已经赫然出现在眼前。我不禁惊恐地向母亲身后躲去。记得在我儿时，抵抗力很差。几乎是每天都要去医院“报到”。打针也就自然而然地成为了我最害怕的事情。只不过这次不是打针，是直接手术了，我欲哭无泪地想着。

走入医院，母亲挂完了号带我走到了手术室门口。我从母亲身后探出了脑袋，望向手术室。由于现在是午休时间。病房中并没有人，白色的床，冰凉的手术器具令我头皮发麻。

母亲仿佛一眼便看透了我的心思。她的手轻抚上我的脸庞，“别怕，妈妈在外面等你。”她静静的望着我，眼中的温柔，好似要溢出来。“呼!”我深深吐出一口气，心中的不安消去许些。

此时，一位身穿白大褂戴着口罩与工作牌的医生走入手术室。“请202号患者进入八号手术室。”机械的声音冷冰冰地传来。“快去吧。”我一愣，快步走入手术室。

手术室内，几位医生站在床前。手中拿这器具“快躺上来吧，小妹妹。”我眼一闭，心一横，迅速躺了上去。

冰冷的器具触碰到了我的眼睛，引起心中的一阵阵不适“小妹妹，真勇敢。”护士姐姐说到“就快好了!”

冷不丁，眼睛上突然传来一阵阵刺痛，我静静地躺在手术台上。无数恐惧涌上心头。脑海中突然浮现出了母亲的脸庞，紧紧抓着床单的手就在此刻慢慢放松。心里默念：真的猛士，敢于直面惨淡的人生，敢于正视淋漓的鲜血。我要做个勇敢的人，一定。

终于手术结束，尽管眼睛中还有一些隐隐的疼痛，不过在我看来，这些已经是微不足道了。

一出来，妈妈一把抱住了我，“妈妈，我懂了!”我笑盈盈地望着她。

勇敢是克服恐惧;勇敢是作出尝试;勇敢是不怕困难，勇往直前。我想我真的明白了勇敢对于我的含义，也懂得了以后的人生路上无论几多挫折和磨难，我都要坦然面对，风雨兼程。

“我的字典里没有不可能!” "There is no impossible in my dictionary!"

记得两百多年前，当法国士兵站在巍峨的阿尔比斯山下，望着漫天风雪瑟瑟发抖时，拿破仑坚定地说出了这句流传百世的豪语。而后世的画家将当时的他描绘成了一个身跨白马，身着战袍的领袖。画中，马儿扬起前蹄向高山嘶鸣，奋然前行，英雄驾于马上，驰骋着勇气，右手指向天顶，指挥者大军前行，又仿佛是在向天空宣战。

如今几百年过去了，当人们瞻仰英雄时，只感慨拿破仑的传奇人生和其创下的丰功伟绩，但又有多少人知道面对百万将士的抱怨和反对，他是以怎样的信心和勇气去创造一个所谓的“奇迹”?

若是当年拿破仑选择将士们的决定，放弃翻越阿尔卑斯山这项不可能完成的任务，今天又是什么样?多少人面对选择时，往往都听从前任的劝告，认为这是先代的经验，但却从未想过，这些经验也是无数次实践后才得出的结论。那么，你为什么不愿意去试一下?

当你失败时，你会比别人收获更多的疼痛，所以你比别人更加懂得吸取教训;当你成功时，无数人会以你为榜样，打破陈旧，走向新的领域。因此，面对难以预料的前路，众人的叹息不能说明前方多远，那只是失败者和懦者的叹息，成功的人才不会陪着他们望洋兴叹，那些翻过高山、越过深海的人仅仅是多了点勇气。

当法国士兵翻过高山，站在山的另一端时，人们把拿破仑视如神人。面对崎岖的山路、陡峭的斜壁，一不小心就是万丈深渊在迎接自己，加上冬天的北风和暴雪，这座山成了禁区，翻过它只是自寻死路。然而事实胜过一切解释，当拿破仑走过一生的回忆后，这也许只是他生命中的一件小事而已。往往在别人眼里仿佛做不到的事，兴许是他们压根就没做过。

百年后的今天，科技发达，许许多多的往日艰险也随时间变得不值一提，但人性却从未变过。当我们再次面临麻烦，仍有着“走为上策”的必杀技。我们从未面对过困难，只是从老人口中听说过“困难”是一个什么样的怪物，它总守在成功的前面，像一座大山，威势难挡。于是，有人想出了绕路的办法，一遇上“困难”就绕路，花去了十几甚至几十倍的时间却仍未找到通路。

那我们就一辈子在绕路吗?

不，有更简单的方法，就是把自己变成勇者，任何胆小鬼面前的鬼怪都会成为勇气的试金石，因为对于常人而言，那是高不可攀的山，而对勇者来说，那只是块石头。

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

很多时候，人生就需要勇气，需要一种积极的生活态度。只有具备了无畏的勇气，才会从囿于自我的小天地里解脱出来，才会更广泛自如地与人沟通交流，才会听到不同的声音，共鸣或批评。正如歌德所说，卑怯的人叹息、沉呤，而勇者却向着光明抬起他们纯洁的眼睛。

武者决战决胜的勇气是我所羡慕的，我想着能成为这样的人。但事与愿违，生活不如意者十有八九。我们更多的是不断地遭遇和克服困难。意料中和意料外的困难让我们不知所措，因为我们不够自信，害怕失败和挫折。我们不是全能也不是常胜将军，所以要有不被胜利冲昏头脑的勇气，也要有从失败中崛起的勇气。要培养迎难而上的勇气。这种勇气不是一时之勇和一己之勇，它是内在的和智慧的综合素质，能量力、能坚持、能忍耐。勇气也需要大智慧，有勇无谋、有勇无德、有勇无信就不是我们所说的勇气了，最终会因无谋、无德、无信而遭遇失败的。人生问题大致相同，但解决方法没有固定模式，机械地学人走路，最终使自己丧失走路的能力。比如回避就不一定是逃避，让时间冲淡一切，换个空间可能有更好的机会。勇于面对、融会贯通显得尤为重要。坚持与放弃、回避与交锋等的选择都需要思考，选择任何一方都需要触及问题实质和具备承担后果的勇气。

勇气既来源于对社会现实的认同感，也来源对个人全面而正确的认同感。这些认同感其实就是对周围环境和个体差异的正确判断，切实做到古人所说的“不以己悲，不以物喜”。凡事或物都有其发展规律或存在的合理性。对于人来说也是如此，他人进步了说明他可能在哪些方面占了优势或抢了先机。旁观者嫉妒和气愤并不能改变处境和增加什么砝码，只能徒劳地使情绪低落或使自己陷于无知狂妄中。心态平和，正确认同环境和位置，才具备了解和把握自己的基础。这一点很重要。能否成为领导者并非是成功的唯一标志。成功只是种感觉，百个人有百种感觉，家财万贯、权力在握、家有娇妻、子有出息等可能是成功的标志。发展产生差距，但要学会辨别差距，金钱、物质、享受上的差距不太重要，重要的是幸福的差距。我们不是完人，难免有些缺点，但不妨碍通向成功和幸福的道路，只是不能缺少坚持到底的勇气。有信心未必赢，没信心一定输，说的就是这个道理。

成功与幸福都是种感觉，人活着一定程度上为了感觉。走在前面不一定比落在后面的幸福和成功。面对丰富多彩的物质生活，我们必须懂得取舍。有的人贪大求全，什么都不放弃，最终就像猴子拣芝麻一样什么都没留下。精致的选择才会有精致的人生。有目标才有方向，才会奋力一搏。我一直认为一切皆在变化，人生没有永远的站位。如，部队只是人生中的一个战场，军人始终面临着第二次择业;我也认为人要有所在乎才会激起更大的激情和更强的事业心，才会保持对事物的敏感度。奥运会期间，我想人生要有勇气更具特别意义，为自己加油，需要勇气;为中国加油，更需要勇气。

人生的每一步都会有勇气作注脚。我们要记住“努力不一定成功，放弃却一定失败!”

今天，我正在服用中药。在我不知道第多少次面对那满满一碗黑水药时我还是身不由己的退缩了，端着满满的一碗药却一直难以入口，因为我知道它很苦，我是难以忍受的，使我确实没有勇气去喝它，虽然我知道喝了它病就能好。当时奶奶也在我身边看着我喝药，正当我犹豫不决的时候，她对我说了一句我铭记在心的话“良药苦口利于病，忠言逆耳利于行”我自己也想：想当年红军二万五千里长征的时候，二万五千里这是个什么数字，红军为什么能走完，就是因为有毅力和勇气，红军都能走完二万五千里。

于是在奶奶的激励下，我终于闭上了眼，屏住了呼吸，鼓足了勇气，忍住苦，一口气把药喝了。虽然很苦，但是我心里非常高兴，因为我有了勇气，我一定要鼓足勇气尝试着做世间的每一件难事，克服生活中的一切困难。

漫长的人生大道上，有多少事需要我们去尝试，有多少困难需要我们去克服。喝药只是其中不起眼的一小部分。

如果我们这样学生没有勇气去面对学习中的困难和一道道难解的题时，那么学生的学习还会好吗?做过的未来将会强大吗?不会，因为“少年强则国强”少年的学习不好，我们怎么建设祖国，所以勇气对于我们来说很重要。

一切都要勇气，勇气是我们生活中必不可少。我们需要勇气!

黄昏，残阳西下，带点肃杀的秋风掠过脸庞，我的心又惆怅起来，脑海中又浮现出了那一幕……

记得那一次，老师上课时说：“同学们，有一个作文比赛是关于我们的成长记录的，如有兴趣的同学请把你写的作品交到我这儿来，我给看看，从中选取好的作品参加比赛。希望各位同学踊跃参加。”听完后，我很高兴，决定参加比赛。当天晚上，我就把我的作文写好了，经过反复修改，自己觉得还行，准备隔天交给老师。

第二天早上，我一大早的就来到了学校，耐心地等待老师的到来。“喂，老师来了，老师来了，咱们快走，交作文去。”我尾随他们来到办公室门前，我吓了一跳，全班差不多有一半的同学都来交作文要参加比赛。我心里不由想：“这么多人，我哪有机会啊，就算参加了也没戏。算了吧，不参加了，免得到时没选上，被同学笑话。”

“那不是李欢吗？她也来参加啊。”“就她肯定中不了。”我听到了后面两位同学的嘀咕，心凉了一大截，推开人群，哭着跑了出来。“嘶嘶”几声，作文被我撕成了碎片，我把它们往空中一扔，走了。

现如今又有作文比赛了，老师指名了要我参加。“我该怎么办呢？”我叹了口气，靠在一棵大树上，独自惆怅苦恼。

天色暗了，我拖着疲惫不堪的身子回了家。到家后，我把书包一扔，坐在椅子上一动也不动。妈妈看见走了过来，拍了拍我的肩膀，坐到我身边，亲切地对我说：“怎么，宝贝，谁欺负你了？”“妈——”我扑在她的怀里哭。“哟，这是怎么了？到底怎么了？到底是谁欺负你了啊？发生什么事了？乖，不哭不哭。我的小宝贝最坚强了。”妈妈带着亲切的口吻安慰我。过了一会儿，我停止了啜泣，把事情一五一十地告诉了妈妈。妈妈听完后，没安慰我反而带着生气的口吻冲着我说：“你这个胆小鬼，不就是个作文比赛嘛，参加得了，你干吗理人家怎么说啊？”接着又来个360度大转变，笑着语重心长地对我说：“孩子啊，你要勇敢，要有勇气去尝试，这样才能不断发现新的自我。明白吗？”“嗯。”我有信心地点了点头。

第二天早上，我拿着昨晚精心写好的作文来到了办公室门前，准备进去交给老师。刹时，我又看到了上次讽刺我的两个同学，心中的波浪涌了起来。耳边又响起他们上次说的话，泪顿时流了出来。我向后退了几步，转身跑了。“孩子啊，你要勇敢，要有勇气去尝试。”突然，妈妈的话又在我耳边响起。我停下了脚步。“不，我要勇敢，要有勇气去尝试。嗯，不能放弃。加油，李欢！”我在心中呐喊，拿出纸巾擦干了眼泪，冲着阳光笑了笑，对自己坚定地说：“李欢加油，勇敢地向前冲。”我三步并作两步地来到办公室门前。“报告。”我信心百倍地说。“进来。”我把作文交给了老师。

过了几个星期，传来了我获奖的喜讯。“Yeah！”我在灿烂的阳光下边蹦边跳。

在我们人生道路上，处处充满着挑战和波折，面对它们，我们必须要勇敢，要有勇气去尝试，去克服。所以说，生活需要勇气。

你有足够的勇气吗？

[生活需要勇气作文650字

生活是一杯清茶，没有电影里的凄美没有小说里的浪漫，没有歌曲里的柔情，没有诗歌里的豪迈，但它需要你脚踏实地的实践；生活是一张答卷，没有具体的题目，没有严格的要求，但它需要你用心灵深处的真去回答。

一次，我第一次外出去南京表演，我登上舞台，心中充满了恐惧。

我，一直都是个胆小的人，尽管父母怎么鼓励我，但到头来一切还是空的。我在后台对老师说：“老师，我可以不上台吗？我实在是太紧张了。”说着，我便哭了起来，还好那时还没有化妆，不然整个脸就糊了，我跑到观众席，找到了自己的父母，又哭了起来。外婆问：“怎么了？不敢上台？”我抱着外婆点了点头，外婆用温柔的口吻对我这个不懂事的小孩说：“别伤心，也别胆小，你已经长大了，心中必须要勇敢，你必须让我们看见你的成长。”外婆用纸擦了擦我的脸蛋，我跑回了后台，回后台之后，我就对老师说：“老师，可以化妆了！”老师用惊诧的眼光看了看我，点点头。

表演开始了，我还是像以前那样胆小，但是我想起了外婆对我说的话。没错，我必须承认我已经长大了，我微笑的看了看外婆，外婆也坚定的看了看我，我跳着舞，慢慢的，我已经完全进入了歌舞欢乐之中……

生活中，没有一个人是一帆风顺的，我们都要经过许许多多的困难和挫折，才能让我们慢慢成长起来。

人生如此漫长，我们遭遇的事情有各式各样的，然而，每一件事我们都要有勇气去面对。

记得小时候，发生过这么一件事，那时，我读三年级。一天，我和我的同学小丽约好一起去书店看书，然后再一起去上学。

去到书店里，那儿的书多姿多彩，使人看不厌倦，就这样，我和同学小丽开始看起书来，谁知，我们越看越起劲，书本深深的把我们吸引住了。因此，我们耽误了去学校的时间，当我们发现时，已经快上课了，于是，我们俩便冲着往学校跑去，希望能赶得上。

跑着跑着，突然在半路上的街道冲出一位三、四岁的小妹妹，我们因为速度太猛了，把那小妹妹撞倒了。

那小妹妹“哇哇”大哭，我们把她扶了起来，亲切地对她说：“小朋友，别哭了，我们给你道歉。”可是，那小朋友还是哭个不停。我有些不耐烦了，便对小丽说：“小丽，我们还是快去学校了，不然的话就迟到了。”只见小丽毫不慌张，一边安慰着摔倒的小妹妹，一边应纸巾擦着小妹妹的眼泪。看着这种情形，我唯有再等下去。小丽从口袋里抽出几根棒棒糖，递给小妹妹说：“小妹妹，别哭别哭，姐姐请你吃糖。”果然，那小妹妹不哭了。

此时，我急忙地对小丽说：“可以了吧，她已经不哭了，我们可以去学校吧!”小丽回答：“恩。”虽然，小丽肯去学校了，但我从她眼神里可以看出，她还不放心这小妹妹。可另一边上课时间又渐渐逼近，使她两者不知如何下手。

就在这紧急的关头里，一位女士从远处朝我们这边走来，还喊着：“珊珊、珊珊……你在哪里啊?”“妈妈，我在这儿。”小妹妹嘶哑的回答到。那女士连忙跑过来，她看出了小妹妹摔倒的伤痕，便慌张问到：“你这是怎么啦?怎么膝盖都跌出血来了啊?”

从她们的对话中，我和小丽立刻知道那女士是小妹妹的妈妈。此时，我可慌了，我急忙对小丽说：“看，她妈妈来了，快逃，不然那小妹妹告诉她妈妈是我们把她撞成这样子，就掺啦!”小丽不慌不忙地回答：“没关系，要不然你先走了。”只见小丽理直气壮地走到那女士面前歉意的说：“对不起，阿姨，是我把你个女儿撞成这样的，”那女士看了看她女儿的伤不是很严重，摇了摇头，也没讲什么，转身就走去。而我，只是冷冷站在那里，像与这件事毫无关系的过路人。

看着她们母子的身影，我感到十分内疚后悔。

最后，虽然我们迟到了，但是，在我和小丽身上发生的这件事里，好比上了一节深刻的人生课程。

看，小丽这勇于承认错误的精神，是需要多大的勇气啊!

勇气可以使我们勇敢承认错误，我们都需要有这样的勇气。因此，我们需要勇气。

勇气，是敢作敢为毫不畏惧的气魄。——题记

走遍天下，哪里都有勇气的影子，勇气的足迹。德•勇气大概是小学一年级的事了吧!

那个时候，我在我的老家读一年级。开学之前，我和我的几个伙伴一起去玩。那时已经是秋天了，在农村里，可谓到处都是已成熟的果实：红红的苹果，黄黄的柿子，青青的大枣，当然还有盛开的油菜花。当我们经过一个果园时，抬头一望：红红的苹果正向我们招手呢!

所以我们都不约而同地停下了脚步，打起了苹果的主意。不久，我们找来了一支很长的竹棒子，打树上的苹果，等我们每个人都有了一个苹果后，就丢掉“凶器”无声无息地跑掉了。回家的路上，我的心总是忐忑不安：应该把这苹果还给主人吧!

那不行，我们可是费了一番气力才得到的苹果，就这样没了?况且我又不敢去认错。但心中想到爸爸妈妈教我要有勇气认错，于是我鼓起勇气，走回去认错。结果万万没想到的是：看果园的老伯伯不但不断夸我是好孩子，还又摘了又大又红的苹果送给我。我明白了：品德好需要勇气。智•勇气小学五年级，我们班内的分化很大：好的学生非常好，而差的学生根本就只能做基础题。而且好学生从不向差学生请教。我的同桌阿兴，正是一个差生，他人品挺好，但学习就是不努力，因此成绩总上不来。他总戴着一副眼镜，眼镜架在那高高的鼻梁上，因为带了眼镜，显得眼睛又特别小。那一天下午的自习课上，大家做着数学作业。课室安静极了，就连一根针掉在地上都听得清清楚楚。我做着做着，发现这路上突然跳出来了一只“拦路虎”。我绞尽了脑汁都想不出来。看看我旁边的阿兴，已经做完了。我心想：要不问问他吧!

人和人是平等的。孔子也说要不耻下问呢!

于是，我硬着头皮，鼓起勇气，问他这题应该怎么做。阿兴先是一脸的惊讶，然后非常高兴，连忙跟我讲解，直到我懂为止。同时，通过这一题，我成为当时班上第一个与差生开始建立友谊的人。我懂了，学习需要勇气。体•勇气那是在初一下学期。那一天，天气很好。我们班在石门中学运动场上体育课。体育老师竟然说：“这一节课我们进行长跑测验，男生1000米，女生800米”。话音刚落，我的头脑就开始发涨：1000米呀!

那岂不是要跑两圈半?小学跑300米都已经跑得我上气不接下气，跑1000米以后，我不就丢了半条命?这时迎面吹来了春风，但我觉得是冷冷的。起跑之后，我被远远地甩在了最后。我无精打采地跟着后面小跑。突然听见我们班的那些女生在喊：“山哥，加油呀!

”我听了以后，想一想：不就1000米吗?一会就跑下来了。我拿不了第一，但是我毕竟也有参加呀!

体育重在参与。于是，我鼓起勇气，开始我的1000“长征”。虽然最后我还是倒数第一，但我已经尽了力。当然，没有勇气，我根本就跑不下来。我知道了，体育竞技也需要勇气。如果没有勇气，我就不可能得到老伯伯的夸奖;如果没有勇气，我就不可能得到那份珍贵的友谊;如果没有勇气，我就更不可能坚持跑完1000米长跑。生活需要勇气，勇气无处不在。如果没有勇气，我就不可能……

如今青少年的自杀率逐年升高，已引起全社会的关注。每每在电视上看到十几岁的孩子因为一点小事就选择轻生的消息，我都很痛心。一个个年轻的生命为何选择轻生，离开鲜花初绽的人生舞台呢?压力太大，缺少坚持下去的勇气是主要原因。

面对充满压力和困境的生活，没有勇气是不行的。春秋时代，吴越争霸，越王勾践被俘，在吴国做了三年马夫。期间，他守坟喂马，受尽屈辱。后来勾践被放回国，他卧薪尝胆，设计灭掉吴国，堪称忍辱负重、有勇有谋的杰出政治家。

一个叱咤风云的君王，面对当马夫的奇耻大辱，如果没有活下去的信心和勇气，是不能图谋日后灭吴的。正所谓“吃得苦中苦，方为人上人”。

英国作家莎士比亚说：“真正勇敢的人，应当能够智慧地忍受最难堪的屈辱，不以身外的荣辱介怀，用息事宁人的态度避免无谓的横祸。”

生活就像一望无际的大海，大风大浪总是难免的。每当暴风雨来临时，勇敢的水手满怀生存的勇气，不管风浪多么可怕，他总能坚持下去，最终得以平安归来;而怯懦的水手，早在真正可怕的暴风雨到来之前，就失去了生存的勇气，其航海之旅往往以失败告终。

生活又像沙漠中的长跑比赛，奔驰的骏马开始时呼啸在前，但恶劣的环境使它生存的勇气渐行渐失，最后可能会自动退出比赛;而吃苦耐劳的骆驼则稳步前行，对未来充满希望，从不缺乏勇气，通常它总能笑到最后。

生命需要珍惜，生活需要勇气。勇气是光明的使者，它能将人从黑暗的泥沼中拉出，帮助我们战胜困难，开创自己的一片新天地。