Vale la pena...
Thursday, September 30, 2010
Monday, May 31, 2010
I, Pencil. My Family Tree as told to Leonard E. Read
RP.1
I am a lead pencil—the ordinary wooden pencil familiar to all boys and girls and adults who can read and write.*
RP.2
Writing is both my vocation and my avocation; that's all I do.
RP.3
You may wonder why I should write a genealogy. Well, to begin with, my story is interesting. And, next, I am a mystery—more so than a tree or a sunset or even a flash of lightning. But, sadly, I am taken for granted by those who use me, as if I were a mere incident and without background. This supercilious attitude relegates me to the level of the commonplace. This is a species of the grievous error in which mankind cannot too long persist without peril. For, the wise G. K. Chesterton observed, "We are perishing for want of wonder, not for want of wonders."
RP.4
I, Pencil, simple though I appear to be, merit your wonder and awe, a claim I shall attempt to prove. In fact, if you can understand me—no, that's too much to ask of anyone—if you can become aware of the miraculousness which I symbolize, you can help save the freedom mankind is so unhappily losing. I have a profound lesson to teach. And I can teach this lesson better than can an automobile or an airplane or a mechanical dishwasher because—well, because I am seemingly so simple.
RP.5
Simple? Yet, not a single person on the face of this earth knows how to make me. This sounds fantastic, doesn't it? Especially when it is realized that there are about one and one-half billion of my kind produced in the U.S.A. each year.
RP.6
Pick me up and look me over. What do you see? Not much meets the eye—there's some wood, lacquer, the printed labeling, graphite lead, a bit of metal, and an eraser.
Innumerable Antecedents
RP.7
Just as you cannot trace your family tree back very far, so is it impossible for me to name and explain all my antecedents. But I would like to suggest enough of them to impress upon you the richness and complexity of my background.
RP.8
My family tree begins with what in fact is a tree, a cedar of straight grain that grows in Northern California and Oregon. Now contemplate all the saws and trucks and rope and the countless other gear used in harvesting and carting the cedar logs to the railroad siding. Think of all the persons and the numberless skills that went into their fabrication: the mining of ore, the making of steel and its refinement into saws, axes, motors; the growing of hemp and bringing it through all the stages to heavy and strong rope; the logging camps with their beds and mess halls, the cookery and the raising of all the foods. Why, untold thousands of persons had a hand in every cup of coffee the loggers drink!
RP.9
The logs are shipped to a mill in San Leandro, California. Can you imagine the individuals who make flat cars and rails and railroad engines and who construct and install the communication systems incidental thereto? These legions are among my antecedents.
RP.10
Consider the millwork in San Leandro. The cedar logs are cut into small, pencil-length slats less than one-fourth of an inch in thickness. These are kiln dried and then tinted for the same reason women put rouge on their faces. People prefer that I look pretty, not a pallid white. The slats are waxed and kiln dried again. How many skills went into the making of the tint and the kilns, into supplying the heat, the light and power, the belts, motors, and all the other things a mill requires? Sweepers in the mill among my ancestors? Yes, and included are the men who poured the concrete for the dam of a Pacific Gas & Electric Company hydroplant which supplies the mill's power!
RP.11
Don't overlook the ancestors present and distant who have a hand in transporting sixty carloads of slats across the nation.
RP.12
Once in the pencil factory—$4,000,000 in machinery and building, all capital accumulated by thrifty and saving parents of mine—each slat is given eight grooves by a complex machine, after which another machine lays leads in every other slat, applies glue, and places another slat atop—a lead sandwich, so to speak. Seven brothers and I are mechanically carved from this "wood-clinched" sandwich.
RP.13
My "lead" itself—it contains no lead at all—is complex. The graphite is mined in Ceylon. Consider these miners and those who make their many tools and the makers of the paper sacks in which the graphite is shipped and those who make the string that ties the sacks and those who put them aboard ships and those who make the ships. Even the lighthouse keepers along the way assisted in my birth—and the harbor pilots.
RP.14
The graphite is mixed with clay from Mississippi in which ammonium hydroxide is used in the refining process. Then wetting agents are added such as sulfonated tallow—animal fats chemically reacted with sulfuric acid. After passing through numerous machines, the mixture finally appears as endless extrusions—as from a sausage grinder-cut to size, dried, and baked for several hours at 1,850 degrees Fahrenheit. To increase their strength and smoothness the leads are then treated with a hot mixture which includes candelilla wax from Mexico, paraffin wax, and hydrogenated natural fats.
RP.15
My cedar receives six coats of lacquer. Do you know all the ingredients of lacquer? Who would think that the growers of castor beans and the refiners of castor oil are a part of it? They are. Why, even the processes by which the lacquer is made a beautiful yellow involve the skills of more persons than one can enumerate!
RP.16
Observe the labeling. That's a film formed by applying heat to carbon black mixed with resins. How do you make resins and what, pray, is carbon black?
RP.17
My bit of metal—the ferrule—is brass. Think of all the persons who mine zinc and copper and those who have the skills to make shiny sheet brass from these products of nature. Those black rings on my ferrule are black nickel. What is black nickel and how is it applied? The complete story of why the center of my ferrule has no black nickel on it would take pages to explain.
RP.18
Then there's my crowning glory, inelegantly referred to in the trade as "the plug," the part man uses to erase the errors he makes with me. An ingredient called "factice" is what does the erasing. It is a rubber-like product made by reacting rape-seed oil from the Dutch East Indies with sulfur chloride. Rubber, contrary to the common notion, is only for binding purposes. Then, too, there are numerous vulcanizing and accelerating agents. The pumice comes from Italy; and the pigment which gives "the plug" its color is cadmium sulfide.
No One Knows
RP.19
Does anyone wish to challenge my earlier assertion that no single person on the face of this earth knows how to make me?
RP.20
Actually, millions of human beings have had a hand in my creation, no one of whom even knows more than a very few of the others. Now, you may say that I go too far in relating the picker of a coffee berry in far off Brazil and food growers elsewhere to my creation; that this is an extreme position. I shall stand by my claim. There isn't a single person in all these millions, including the president of the pencil company, who contributes more than a tiny, infinitesimal bit of know-how. From the standpoint of know-how the only difference between the miner of graphite in Ceylon and the logger in Oregon is in the type of know-how. Neither the miner nor the logger can be dispensed with, any more than can the chemist at the factory or the worker in the oil field—paraffin being a by-product of petroleum.
RP.21
Here is an astounding fact: Neither the worker in the oil field nor the chemist nor the digger of graphite or clay nor any who mans or makes the ships or trains or trucks nor the one who runs the machine that does the knurling on my bit of metal nor the president of the company performs his singular task because he wants me. Each one wants me less, perhaps, than does a child in the first grade. Indeed, there are some among this vast multitude who never saw a pencil nor would they know how to use one. Their motivation is other than me. Perhaps it is something like this: Each of these millions sees that he can thus exchange his tiny know-how for the goods and services he needs or wants. I may or may not be among these items.
No Master Mind
RP.22
There is a fact still more astounding: the absence of a master mind, of anyone dictating or forcibly directing these countless actions which bring me into being. No trace of such a person can be found. Instead, we find the Invisible Hand at work. This is the mystery to which I earlier referred.
RP.23
It has been said that "only God can make a tree." Why do we agree with this? Isn't it because we realize that we ourselves could not make one? Indeed, can we even describe a tree? We cannot, except in superficial terms. We can say, for instance, that a certain molecular configuration manifests itself as a tree. But what mind is there among men that could even record, let alone direct, the constant changes in molecules that transpire in the life span of a tree? Such a feat is utterly unthinkable!
RP.24
I, Pencil, am a complex combination of miracles: a tree, zinc, copper, graphite, and so on. But to these miracles which manifest themselves in Nature an even more extraordinary miracle has been added: the configuration of creative human energies—millions of tiny know-hows configurating naturally and spontaneously in response to human necessity and desire and in the absence of any human master-minding! Since only God can make a tree, I insist that only God could make me. Man can no more direct these millions of know-hows to bring me into being than he can put molecules together to create a tree.
RP.25
The above is what I meant when writing, "If you can become aware of the miraculousness which I symbolize, you can help save the freedom mankind is so unhappily losing." For, if one is aware that these know-hows will naturally, yes, automatically, arrange themselves into creative and productive patterns in response to human necessity and demand—that is, in the absence of governmental or any other coercive masterminding—then one will possess an absolutely essential ingredient for freedom: a faith in free people. Freedom is impossible without this faith.
RP.26
Once government has had a monopoly of a creative activity such, for instance, as the delivery of the mails, most individuals will believe that the mails could not be efficiently delivered by men acting freely. And here is the reason: Each one acknowledges that he himself doesn't know how to do all the things incident to mail delivery. He also recognizes that no other individual could do it. These assumptions are correct. No individual possesses enough know-how to perform a nation's mail delivery any more than any individual possesses enough know-how to make a pencil. Now, in the absence of faith in free people—in the unawareness that millions of tiny know-hows would naturally and miraculously form and cooperate to satisfy this necessity—the individual cannot help but reach the erroneous conclusion that mail can be delivered only by governmental "master-minding."
Testimony Galore
RP.27
If I, Pencil, were the only item that could offer testimony on what men and women can accomplish when free to try, then those with little faith would have a fair case. However, there is testimony galore; it's all about us and on every hand. Mail delivery is exceedingly simple when compared, for instance, to the making of an automobile or a calculating machine or a grain combine or a milling machine or to tens of thousands of other things. Delivery? Why, in this area where men have been left free to try, they deliver the human voice around the world in less than one second; they deliver an event visually and in motion to any person's home when it is happening; they deliver 150 passengers from Seattle to Baltimore in less than four hours; they deliver gas from Texas to one's range or furnace in New York at unbelievably low rates and without subsidy; they deliver each four pounds of oil from the Persian Gulf to our Eastern Seaboard—halfway around the world—for less money than the government charges for delivering a one-ounce letter across the street!
RP.28
The lesson I have to teach is this: Leave all creative energies uninhibited. Merely organize society to act in harmony with this lesson. Let society's legal apparatus remove all obstacles the best it can. Permit these creative know-hows freely to flow. Have faith that free men and women will respond to the Invisible Hand. This faith will be confirmed. I, Pencil, seemingly simple though I am, offer the miracle of my creation as testimony that this is a practical faith, as practical as the sun, the rain, a cedar tree, the good earth.
RP.29
Leonard E. Read (1898-1983) founded FEE in 1946 and served as its president until his death.
"I, Pencil," his most famous essay, was first published in the December 1958 issue of The Freeman. Although a few of the manufacturing details and place names have changed over the past forty years, the principles are unchanged.
Source: Library of Economics and Liberty
I am a lead pencil—the ordinary wooden pencil familiar to all boys and girls and adults who can read and write.*
RP.2
Writing is both my vocation and my avocation; that's all I do.
RP.3
You may wonder why I should write a genealogy. Well, to begin with, my story is interesting. And, next, I am a mystery—more so than a tree or a sunset or even a flash of lightning. But, sadly, I am taken for granted by those who use me, as if I were a mere incident and without background. This supercilious attitude relegates me to the level of the commonplace. This is a species of the grievous error in which mankind cannot too long persist without peril. For, the wise G. K. Chesterton observed, "We are perishing for want of wonder, not for want of wonders."
RP.4
I, Pencil, simple though I appear to be, merit your wonder and awe, a claim I shall attempt to prove. In fact, if you can understand me—no, that's too much to ask of anyone—if you can become aware of the miraculousness which I symbolize, you can help save the freedom mankind is so unhappily losing. I have a profound lesson to teach. And I can teach this lesson better than can an automobile or an airplane or a mechanical dishwasher because—well, because I am seemingly so simple.
RP.5
Simple? Yet, not a single person on the face of this earth knows how to make me. This sounds fantastic, doesn't it? Especially when it is realized that there are about one and one-half billion of my kind produced in the U.S.A. each year.
RP.6
Pick me up and look me over. What do you see? Not much meets the eye—there's some wood, lacquer, the printed labeling, graphite lead, a bit of metal, and an eraser.
Innumerable Antecedents
RP.7
Just as you cannot trace your family tree back very far, so is it impossible for me to name and explain all my antecedents. But I would like to suggest enough of them to impress upon you the richness and complexity of my background.
RP.8
My family tree begins with what in fact is a tree, a cedar of straight grain that grows in Northern California and Oregon. Now contemplate all the saws and trucks and rope and the countless other gear used in harvesting and carting the cedar logs to the railroad siding. Think of all the persons and the numberless skills that went into their fabrication: the mining of ore, the making of steel and its refinement into saws, axes, motors; the growing of hemp and bringing it through all the stages to heavy and strong rope; the logging camps with their beds and mess halls, the cookery and the raising of all the foods. Why, untold thousands of persons had a hand in every cup of coffee the loggers drink!
RP.9
The logs are shipped to a mill in San Leandro, California. Can you imagine the individuals who make flat cars and rails and railroad engines and who construct and install the communication systems incidental thereto? These legions are among my antecedents.
RP.10
Consider the millwork in San Leandro. The cedar logs are cut into small, pencil-length slats less than one-fourth of an inch in thickness. These are kiln dried and then tinted for the same reason women put rouge on their faces. People prefer that I look pretty, not a pallid white. The slats are waxed and kiln dried again. How many skills went into the making of the tint and the kilns, into supplying the heat, the light and power, the belts, motors, and all the other things a mill requires? Sweepers in the mill among my ancestors? Yes, and included are the men who poured the concrete for the dam of a Pacific Gas & Electric Company hydroplant which supplies the mill's power!
RP.11
Don't overlook the ancestors present and distant who have a hand in transporting sixty carloads of slats across the nation.
RP.12
Once in the pencil factory—$4,000,000 in machinery and building, all capital accumulated by thrifty and saving parents of mine—each slat is given eight grooves by a complex machine, after which another machine lays leads in every other slat, applies glue, and places another slat atop—a lead sandwich, so to speak. Seven brothers and I are mechanically carved from this "wood-clinched" sandwich.
RP.13
My "lead" itself—it contains no lead at all—is complex. The graphite is mined in Ceylon. Consider these miners and those who make their many tools and the makers of the paper sacks in which the graphite is shipped and those who make the string that ties the sacks and those who put them aboard ships and those who make the ships. Even the lighthouse keepers along the way assisted in my birth—and the harbor pilots.
RP.14
The graphite is mixed with clay from Mississippi in which ammonium hydroxide is used in the refining process. Then wetting agents are added such as sulfonated tallow—animal fats chemically reacted with sulfuric acid. After passing through numerous machines, the mixture finally appears as endless extrusions—as from a sausage grinder-cut to size, dried, and baked for several hours at 1,850 degrees Fahrenheit. To increase their strength and smoothness the leads are then treated with a hot mixture which includes candelilla wax from Mexico, paraffin wax, and hydrogenated natural fats.
RP.15
My cedar receives six coats of lacquer. Do you know all the ingredients of lacquer? Who would think that the growers of castor beans and the refiners of castor oil are a part of it? They are. Why, even the processes by which the lacquer is made a beautiful yellow involve the skills of more persons than one can enumerate!
RP.16
Observe the labeling. That's a film formed by applying heat to carbon black mixed with resins. How do you make resins and what, pray, is carbon black?
RP.17
My bit of metal—the ferrule—is brass. Think of all the persons who mine zinc and copper and those who have the skills to make shiny sheet brass from these products of nature. Those black rings on my ferrule are black nickel. What is black nickel and how is it applied? The complete story of why the center of my ferrule has no black nickel on it would take pages to explain.
RP.18
Then there's my crowning glory, inelegantly referred to in the trade as "the plug," the part man uses to erase the errors he makes with me. An ingredient called "factice" is what does the erasing. It is a rubber-like product made by reacting rape-seed oil from the Dutch East Indies with sulfur chloride. Rubber, contrary to the common notion, is only for binding purposes. Then, too, there are numerous vulcanizing and accelerating agents. The pumice comes from Italy; and the pigment which gives "the plug" its color is cadmium sulfide.
No One Knows
RP.19
Does anyone wish to challenge my earlier assertion that no single person on the face of this earth knows how to make me?
RP.20
Actually, millions of human beings have had a hand in my creation, no one of whom even knows more than a very few of the others. Now, you may say that I go too far in relating the picker of a coffee berry in far off Brazil and food growers elsewhere to my creation; that this is an extreme position. I shall stand by my claim. There isn't a single person in all these millions, including the president of the pencil company, who contributes more than a tiny, infinitesimal bit of know-how. From the standpoint of know-how the only difference between the miner of graphite in Ceylon and the logger in Oregon is in the type of know-how. Neither the miner nor the logger can be dispensed with, any more than can the chemist at the factory or the worker in the oil field—paraffin being a by-product of petroleum.
RP.21
Here is an astounding fact: Neither the worker in the oil field nor the chemist nor the digger of graphite or clay nor any who mans or makes the ships or trains or trucks nor the one who runs the machine that does the knurling on my bit of metal nor the president of the company performs his singular task because he wants me. Each one wants me less, perhaps, than does a child in the first grade. Indeed, there are some among this vast multitude who never saw a pencil nor would they know how to use one. Their motivation is other than me. Perhaps it is something like this: Each of these millions sees that he can thus exchange his tiny know-how for the goods and services he needs or wants. I may or may not be among these items.
No Master Mind
RP.22
There is a fact still more astounding: the absence of a master mind, of anyone dictating or forcibly directing these countless actions which bring me into being. No trace of such a person can be found. Instead, we find the Invisible Hand at work. This is the mystery to which I earlier referred.
RP.23
It has been said that "only God can make a tree." Why do we agree with this? Isn't it because we realize that we ourselves could not make one? Indeed, can we even describe a tree? We cannot, except in superficial terms. We can say, for instance, that a certain molecular configuration manifests itself as a tree. But what mind is there among men that could even record, let alone direct, the constant changes in molecules that transpire in the life span of a tree? Such a feat is utterly unthinkable!
RP.24
I, Pencil, am a complex combination of miracles: a tree, zinc, copper, graphite, and so on. But to these miracles which manifest themselves in Nature an even more extraordinary miracle has been added: the configuration of creative human energies—millions of tiny know-hows configurating naturally and spontaneously in response to human necessity and desire and in the absence of any human master-minding! Since only God can make a tree, I insist that only God could make me. Man can no more direct these millions of know-hows to bring me into being than he can put molecules together to create a tree.
RP.25
The above is what I meant when writing, "If you can become aware of the miraculousness which I symbolize, you can help save the freedom mankind is so unhappily losing." For, if one is aware that these know-hows will naturally, yes, automatically, arrange themselves into creative and productive patterns in response to human necessity and demand—that is, in the absence of governmental or any other coercive masterminding—then one will possess an absolutely essential ingredient for freedom: a faith in free people. Freedom is impossible without this faith.
RP.26
Once government has had a monopoly of a creative activity such, for instance, as the delivery of the mails, most individuals will believe that the mails could not be efficiently delivered by men acting freely. And here is the reason: Each one acknowledges that he himself doesn't know how to do all the things incident to mail delivery. He also recognizes that no other individual could do it. These assumptions are correct. No individual possesses enough know-how to perform a nation's mail delivery any more than any individual possesses enough know-how to make a pencil. Now, in the absence of faith in free people—in the unawareness that millions of tiny know-hows would naturally and miraculously form and cooperate to satisfy this necessity—the individual cannot help but reach the erroneous conclusion that mail can be delivered only by governmental "master-minding."
Testimony Galore
RP.27
If I, Pencil, were the only item that could offer testimony on what men and women can accomplish when free to try, then those with little faith would have a fair case. However, there is testimony galore; it's all about us and on every hand. Mail delivery is exceedingly simple when compared, for instance, to the making of an automobile or a calculating machine or a grain combine or a milling machine or to tens of thousands of other things. Delivery? Why, in this area where men have been left free to try, they deliver the human voice around the world in less than one second; they deliver an event visually and in motion to any person's home when it is happening; they deliver 150 passengers from Seattle to Baltimore in less than four hours; they deliver gas from Texas to one's range or furnace in New York at unbelievably low rates and without subsidy; they deliver each four pounds of oil from the Persian Gulf to our Eastern Seaboard—halfway around the world—for less money than the government charges for delivering a one-ounce letter across the street!
RP.28
The lesson I have to teach is this: Leave all creative energies uninhibited. Merely organize society to act in harmony with this lesson. Let society's legal apparatus remove all obstacles the best it can. Permit these creative know-hows freely to flow. Have faith that free men and women will respond to the Invisible Hand. This faith will be confirmed. I, Pencil, seemingly simple though I am, offer the miracle of my creation as testimony that this is a practical faith, as practical as the sun, the rain, a cedar tree, the good earth.
RP.29
Leonard E. Read (1898-1983) founded FEE in 1946 and served as its president until his death.
"I, Pencil," his most famous essay, was first published in the December 1958 issue of The Freeman. Although a few of the manufacturing details and place names have changed over the past forty years, the principles are unchanged.
Source: Library of Economics and Liberty
Thursday, January 7, 2010
Creativity is as important as Literacy
Interesting video
Si quiere ver subtitulos en Espanol vaya a:
http://www.ted.com/talks/lang/eng/ken_robinson_says_schools_kill_creativity.html
Si quiere ver subtitulos en Espanol vaya a:
http://www.ted.com/talks/lang/eng/ken_robinson_says_schools_kill_creativity.html
Friday, November 20, 2009
Monday, June 8, 2009
PARA MEDITAR, REFLEXIONAR Y ACTUAR
CRÍA TUS HIJOS CON UN POCO DE HAMBRE Y UN POCO DE FRÍO... ES JUSTO Y NECESARIO!
Hace poco la imagen de un padre con lágrimas en los ojos conmovió profundamente al mundo entero. Pelé, el gran ídolo del fútbol de los últimos tiempos, quien a diferencia de otras ocasiones, dio una de las ruedas de prensa más tristes y dolorosas de su vida: Su hijo, Edson de 35 años, fue arrestado junto a 50 personas más en la ciudad de Santos-Brasil.
El hijo de Pelé fue acusado de asociación delictiva con narcotraficantes y puede ser condenado a 15 años de cárcel. Con lágrimas en los ojos, el ex futbolista brasileño admitió públicamente que su hijo resultó involucrado en una pandilla de traficantes de cocaína arrestados por la policía, Pelé dijo a los medios: "como cualquier padre, es triste ver a tu hijo metido en grupos como ése y ser arrestado, pero él tendrá que sufrir las consecuencias". Y agregó, "desafortunadamente, yo quizás estaba demasiado ocupado y no me di cuenta. Es lamentable, porque yo siempre he peleado contra las drogas y no noté lo que pasaba en mi propia casa".
Pelé es un personaje mundial admirable como deportista y hombre honesto que no perdió su humildad como otras figuras del deporte. Sin embargo, es triste que un hombre bueno y talentoso como él, se haya "distraído" en su jugada más importante: La formación de sus hijos.
La historia de Pelé no es un hecho aislado. Por desgracia es la vida de cientos de padres de familia de estas épocas atrapados en una agenda saturada de trabajo y fuera de casa. Papás que compensan la falta de atención a sus hijos con bienes materiales. Los inscriben en las mejores escuelas, los rodean de lujos y comodidades y piensan que con eso ya cumplieron con su tarea de padres, cuando lo único que han logrado es formar niños que desconocen el hambre, y tiran lo que no les gusta. Hijos tiranos, pequeños monstruos insoportables y prepotentes que sufrirán y harán sufrir a sus semejantes porque desde pequeños se han salido con la suya.
Muchachitos que creen que sentir frío o calor es cuestión de aire acondicionado, que el cansancio que han sentido se limita a caminar unas cuadras porque no hallaron estacionamiento frente a la discoteca, jovencitos que piensan que el trabajo de los padres es firmar cheques para que ellos tengan todo lo que se les antoja. ¿Qué posibilidades tienen nuestros hijos de convertirse en hombres y mujeres de bien, si los papás les damos todo y no les educamos la voluntad?
¿Qué hijos estamos formando si con nuestra actitud les mostramos que el dinero es lo más importante en la vida? Confucio decía "Educa a tus hijos con un poco de hambre y un poco de frío". "Proverbios" señala "Corrige a tus hijos". Cuánto bien hacen los padres a los hijos cuando ponen esa máxima tan sencilla en práctica. Y cuánto daño les hacen al ponerles todo en bandeja de plata.
Hay muchas realidades que como padres quisiéramos desaparecer; el sufrimiento de los hijos, el exceso de sudor, de esfuerzo, y las carencias económicas. Sin embargo, quizás esas realidades no los hagan felices de momento, pero a la larga puedan forjarlos como hombres y mujeres de bien.
Ojala que más padres de familia tengan la inquietud de enterarse por dónde andan sus hijos. Que no les vaya a pasar que cuando tengan tiempo deban decir: "Estaba demasiado ocupado y no me di cuenta". "Encárgate hoy de lo posible, que Dios se encargará por ti de lo imposible".
Pásalo a todos los padres que conozcas, a los que lo serán pronto, a tus familiares, amigos y conocidos. Por el bien de nuestros hijos, puedes ayudar a abrir los ojos en algún hogar.
Hace poco la imagen de un padre con lágrimas en los ojos conmovió profundamente al mundo entero. Pelé, el gran ídolo del fútbol de los últimos tiempos, quien a diferencia de otras ocasiones, dio una de las ruedas de prensa más tristes y dolorosas de su vida: Su hijo, Edson de 35 años, fue arrestado junto a 50 personas más en la ciudad de Santos-Brasil.
El hijo de Pelé fue acusado de asociación delictiva con narcotraficantes y puede ser condenado a 15 años de cárcel. Con lágrimas en los ojos, el ex futbolista brasileño admitió públicamente que su hijo resultó involucrado en una pandilla de traficantes de cocaína arrestados por la policía, Pelé dijo a los medios: "como cualquier padre, es triste ver a tu hijo metido en grupos como ése y ser arrestado, pero él tendrá que sufrir las consecuencias". Y agregó, "desafortunadamente, yo quizás estaba demasiado ocupado y no me di cuenta. Es lamentable, porque yo siempre he peleado contra las drogas y no noté lo que pasaba en mi propia casa".
Pelé es un personaje mundial admirable como deportista y hombre honesto que no perdió su humildad como otras figuras del deporte. Sin embargo, es triste que un hombre bueno y talentoso como él, se haya "distraído" en su jugada más importante: La formación de sus hijos.
La historia de Pelé no es un hecho aislado. Por desgracia es la vida de cientos de padres de familia de estas épocas atrapados en una agenda saturada de trabajo y fuera de casa. Papás que compensan la falta de atención a sus hijos con bienes materiales. Los inscriben en las mejores escuelas, los rodean de lujos y comodidades y piensan que con eso ya cumplieron con su tarea de padres, cuando lo único que han logrado es formar niños que desconocen el hambre, y tiran lo que no les gusta. Hijos tiranos, pequeños monstruos insoportables y prepotentes que sufrirán y harán sufrir a sus semejantes porque desde pequeños se han salido con la suya.
Muchachitos que creen que sentir frío o calor es cuestión de aire acondicionado, que el cansancio que han sentido se limita a caminar unas cuadras porque no hallaron estacionamiento frente a la discoteca, jovencitos que piensan que el trabajo de los padres es firmar cheques para que ellos tengan todo lo que se les antoja. ¿Qué posibilidades tienen nuestros hijos de convertirse en hombres y mujeres de bien, si los papás les damos todo y no les educamos la voluntad?
¿Qué hijos estamos formando si con nuestra actitud les mostramos que el dinero es lo más importante en la vida? Confucio decía "Educa a tus hijos con un poco de hambre y un poco de frío". "Proverbios" señala "Corrige a tus hijos". Cuánto bien hacen los padres a los hijos cuando ponen esa máxima tan sencilla en práctica. Y cuánto daño les hacen al ponerles todo en bandeja de plata.
Hay muchas realidades que como padres quisiéramos desaparecer; el sufrimiento de los hijos, el exceso de sudor, de esfuerzo, y las carencias económicas. Sin embargo, quizás esas realidades no los hagan felices de momento, pero a la larga puedan forjarlos como hombres y mujeres de bien.
Ojala que más padres de familia tengan la inquietud de enterarse por dónde andan sus hijos. Que no les vaya a pasar que cuando tengan tiempo deban decir: "Estaba demasiado ocupado y no me di cuenta". "Encárgate hoy de lo posible, que Dios se encargará por ti de lo imposible".
Pásalo a todos los padres que conozcas, a los que lo serán pronto, a tus familiares, amigos y conocidos. Por el bien de nuestros hijos, puedes ayudar a abrir los ojos en algún hogar.
Thursday, May 28, 2009
HILL: PARENTS NEED TO LINK SCHOOLWORK TO FUTURE GOALS
By News Editor on May 22, 2009 2:50 PM
New findings by Harvard Graduate School of Education Visiting Professor Nancy Hill, reported in the May issue of Developmental Psychology, suggest linking schoolwork to future goals may be more effective for middle school children than increased parental involvement.
"Middle school is the time when grades and interest in school decline. Entering puberty, hanging out with friends, wanting distance from parents and longing to make one's own decisions win over listening to parents and studying," Hill says. "Instilling the value of education and linking schoolwork to future goals is what this age group needs to excel in school, more than parents' helping with homework or showing up at school."
As lead researcher on the study, Hill examined 50 studies with more than 50,000 students over a 26-year period looking at what kinds of parent involvement helped children's academic achievement.
While adolescence is a time when analytic thinking, problem-solving, planning and decision-making skills start to increase, teens also begin to internalize goals, beliefs and motivations, and use these to make decisions. However, adolescent’s still need parental guidance to help provide the link between school and their aspirations for future work, Hill says. Although the study showed that parents' involvement in school events still had a positive effect on adolescents' achievement, it did not rank as highly as parents conveying the importance of academic performance, relating educational goals to occupational aspirations, and discussing learning strategies.
Additionally, helping with homework had mixed results. The study discovered that some students felt parents interfered with their independence or put too much pressure on them or that parents' help was confusing because they didn't use the same strategies as their teachers. Another possible explanation for the negative return on homework "was that those students who needed help with their homework were already doing poorly in school and this showed up as being associated with lower levels of achievement," Hill says.
Ultimately, this kind of involvement can prevent long-term problems and future academic challenges. "Lack of guidance is the chief reason that academically able students do not go to college," Hill says. "Communicating the value of education and offering curriculum advice about what to focus on helps these students plan their long-term goals."
Hill's research focuses on variations in parenting and family socialization practices across ethnic, socioeconomic status, and neighborhood contexts as well as demographic variations in the relations between family dynamics and children's school performance and other developmental outcomes. She is the cofounder of the Study Group on Race, Culture, and Ethnicity, an interdisciplinary group of scientists who develop theory and methodology for defining and understanding the cultural context within diverse families. She will assume her role as Professor of Education at the Ed School on July 1.
Sunday, April 19, 2009
Susan Boyle
Sysan Boyle de 47 anos prometio a su mama en el lecho de muerte que iba a participar en el show para buscar talento en Gran Bretana.
Esta es una historia que nos recuerda que "La gente vale por lo que es y no por lo que aparenta o lo que tiene".
Esta es una historia que nos recuerda que "La gente vale por lo que es y no por lo que aparenta o lo que tiene".
Friday, November 14, 2008
Article by Director General, Lincoln This Week, November 2008
HOW TO FAIL PARENTHOOD AND RAISE A DELINQUENT AND PROBLEM CHILD
Customarily I use this space each week to share thoughts and suggestions in support of positive parenting ideas and skills. This week I am propose to do something very different. In the context of the increasing problems in our society with crime, violence, theft, delinquency and even controversial court decisions releasing criminals on our streets and justifying individual rights over responsibility and accountability, I share with you a provocative list of guidelines on how to fail at parenthood, adapted from a leaflet originally written by police officers in Houston, Texas. I share it with you because it addresses a fundamental problem facing many families: the reluctance of parents to be firmly in charge of their children.
Guidelines to Fail as Parents and Raise Delinquent Children (Adapted from a leaflet of the Houston Police Department, Texas, USA)
- Begin with infancy and give your child everything they want. In this way, they will grow up believing that the world owes them a living.
- When they use "bad", obscene and offensive words, do not correct them. You may even speak that way yourself in front of them, this will make them think vulgarity is "cool" and acceptable.
- Never give children any spiritual or morale training until they reach age 18, and then let them decide for themselves. This will allow them to develop their own values, habits and attitudes influenced by youth culture, peer pressure, movies, video games, music and MTV.
- Avoid the use of the word "wrong". It may develop a "guilt complex" in your child. This will prepare them to believe that when they suffer consequences later on for cheating, stealing, bullying or harming others, that society is "against them" and that they are being "persecuted" and that their individual rights are more important than school rules, the common good, classroom order, and teacher directions.
- Pick up everything after your child or have the maid do so: their shoes, their clothes, their books, their dishes, their messes. Do everything for them. This way they will learn to place their burdens on others and be irresponsible for the rest of their lives.
- Let children read, view and listen anything they want. Have no concern whatever for what goes into their minds. This way they will be prepared to live a life of anti-values, confusion, and decadence.
- Quarrel frequently as parents and belittle each other in the presence of your children. This way they will be prepared to mistreat their own spouses later in life.
- Give children all the spending money they want. This way, they will grow up lazy, and constantly expect others to foot the bill for them.
- Satisfy every craving they have for food, drink and anything else which gratifies the sense of taste and touch. This way they will grow up expecting to gratify all their needs and desires, at the expense of others.
- Always take your child's side and justify their misbehavior and low academic performance. Blame the school discipline rules and expectations, appeal discipline consequences, undermine teacher authority, defend your child's rights over his/her responsibility and accountability for their actions, criticize their teachers and principals, and protect them from the consequences of their wrongdoing. This way they will learn that they are above the law and disrespect authority, and feel they don't have to pay for the consequences of their actions, lack of self-discipline, laziness, and wrongdoing in life.
These guidelines offer a unique and provocative list of the warning signs that may lead to disappointment and disaster. These warning signs may seem harmless when a child is young; however, as a child grows into adolescence, these problems can develop into serious misbehavior, delinquency and cause major family disruption…and parent heartbreak.
CÓMO FALLAR COMO PADRES DE FAMILIA Y FORMAR HIJOS PROBLEMÁTICOS Y DELINCUENTES
Normalmente uso este espacio para compartir con ustedes pensamientos, sugerencias e ideas positivas sobre el arte de ser padres. Esta semana mi interés es hacer algo diferente. En el contexto de los problemas que enfrenta nuestra sociedad, crimen, violencia, robos, delincuencia y decisiones controversiales de la corte que liberan a los criminales en las calles y justifican los derechos individuales sobre la responsabilidad individual, comparto con ustedes esta lista de actitudes que nos hacen fracasar como padres, adaptado de un panfleto de la estación de policía de Houston, Texas. Lo comparto con ustedes ya que considero que trata un problema fundamental que enfrentan muchas familias: la renuencia de los padres de familia por hacerse cargo de sus hijos.
Directrices para fallar como padres y formar hijos delincuentes (Adaptado de un panfleto del Departamento de Policía de Texas, EE.UU)
- Inicie desde la infancia y dele a su hijo/a todo lo que quiera. De esta manera crecerá creyendo que el mundo se debe a ellos.
- Cuando usen palabras "malas" u obscenas, no los corrija. De hecho, hable delante de ellos de esta forma, lo que les hará creer que la vulgaridad es aceptable.
- Nunca dé a sus hijos algún tipo de formación espiritual o moral, y déjelos que cuando cumplan 18 años decidan por ellos mismos. Este manera podrán crear su propio sistema de valores, hábitos y actitudes, influenciados por la cultura de la juventud, la presión de los compañeros, películas, juegos de video, música y MTV.
- Evite usar la palabra "malo". Esto puede desarrollar un "complejo de culpa" en los hijos. Estos los prepara para creer que cuando sufren las consecuencias por sus malos actos, copiar, robar, acosar o lastimar a los demás, es que la "sociedad está contra ellos" y que son víctimas de "persecución" y que sus derechos individuales son más importantes que las reglas del Colegio, el bien común y las directrices de los profesores.
- Recoja todos los regueros de su hijo/a y permita que la empleada lo haga también: sus zapatos, su ropa, sus libros, sus platos, sus regueros. Haga todo por ellos. De esta forma aprenderá a dejar sus responsabilidades a los demás y ser irresponsable por el resto de su vida.
- Permita que sus hijos lean, vean y escuchen todo lo que quieran. No se preocupe por lo que piensan. De esta manera se prepararán para llevar una vida de anti valores, confusión y decadencia.
- Como padres de familia, discutan con frecuencia y denígrense delante de sus hijos. De esta manera estarán preparados para tratar mal a sus futuras parejas.
- Entregue a sus hijos todo el dinero que quieran. Así crecerán como personas perezosas, y creyendo que los demás deben mantenerlos.
- Satisfaga cualquier capricho de comida, bebida o cualquier otra cosa que satisfaga su deseo de tacto o gusto. Y así crecerán esperando que todos sus gustos y deseos se vean satisfechos por los demás.
- Esté siempre del lado de sus hijos y justifique sus malas conductas o pobre desempeño académico. Culpe al Colegio por los reglamentos, apele a las consecuencias disciplinarias, no respete la autoridad de los profesores, defienda los derechos de su hijo/a sobre su responsabilidad, critique a los profesores y directores, y proteja a sus hijos de las consecuencias de sus malas acciones. Con esto aprenderán que pueden faltar a la ley, irrespetar la autoridad y que no deben pagar por las consecuencias de sus acciones, por su falta de auto disciplina, por su pereza, y su mal actuar.
Estas directrices representan una lista de signos de advertencia que pueden llevar a la frustración y al desastre. Puede que estos signos no parezcan importantes cuando los hijos están pequeños, sin embargo cuando se acercan a la adolescencia, los problemas se pueden convertir en malos comportamientos, delincuencia, ruptura familiar … y padres sufridos.
Thursday, November 13, 2008
The Golden Rule
People want to be religious, says scholar Karen Armstrong; we should act to help make religion a force for harmony. She asks the TED community to help her build a Charter for Compassion -- to help restore the Golden Rule as the central global religious do.
With the support of TED, Karen Armstrong launched this week the
With the support of TED, Karen Armstrong launched this week the
Charter for Compassion
Golden Rule is fundamental to all world religions, the Charter for Compassion can inspire people to think differently about religion. To visit the go to:
Saturday, October 11, 2008
Abraham Lincoln & Values in Life
Historian Doris Kearns Goodwin talks about what we can learn from American presidents, including Abraham Lincoln and Lyndon Johnson. Then she shares a moving memory of her own father, and of their shared love of baseball.
Enjoy...
Enjoy...
Saturday, August 23, 2008
Building green schools
By Noah Buhayar Posted Thu Aug 7, 2008 9:56am PDT
There's a lot each of us can do to make sure our schools have less impact on the planet, from rethinking how we get to and from campus to setting up recycling and compost programs to putting something different in our kids' lunchboxes.
But what about the facilities themselves? What can we do to make them healthier, better places to learn?
The U.S. Green Building Council (USGBC) notes that one in five Americans goes to school every day. Yet more than 25 percent of the buildings these people study in are aging and considered dangerous to occupant health.
Fortunately, a small, but growing, number of schools are realizing that they don't have to build new schools the way they've built them in the past.
With the help of standards from USGBC, both public and private schools are pioneering new ways of designing facilities that bring more daylight into the classrooms, use less energy, conserve water, minimize or eliminate volatile organic compounds, and make use of sustainably sourced materials.
Even though these buildings cost on average about 2 percent more, according to research (PDF) compiled in 2006, they recoup those costs quickly through reduced operating costs.
One public high school that RMI's Built Environment Team worked on in Fort Collins, Colorado, saves about $100,000 per year on energy and water in its new facility. That's enough to hire two new teachers, buy 200 new computers, or 5,000 textbooks.
The benefits don't stop there. USGBC notes that green schools:
Provide a healthy learning and teaching environment.
Improve teacher retention and reduce absenteeism.
Offer hands-on learning opportunities.
The kids seem to be catching on, too. Check out this video of students at Sidwell Friends, the nation's largest Quaker school, talking about their new green building:
Inspired yet? Head on over to the USGBC's Build Green Schools site to figure out how you can make these kinds of schools a reality in your district and nationwide.
Noah Buhayar is a fellow at Rocky Mountain Institute.
There's a lot each of us can do to make sure our schools have less impact on the planet, from rethinking how we get to and from campus to setting up recycling and compost programs to putting something different in our kids' lunchboxes.
But what about the facilities themselves? What can we do to make them healthier, better places to learn?
The U.S. Green Building Council (USGBC) notes that one in five Americans goes to school every day. Yet more than 25 percent of the buildings these people study in are aging and considered dangerous to occupant health.
Fortunately, a small, but growing, number of schools are realizing that they don't have to build new schools the way they've built them in the past.
With the help of standards from USGBC, both public and private schools are pioneering new ways of designing facilities that bring more daylight into the classrooms, use less energy, conserve water, minimize or eliminate volatile organic compounds, and make use of sustainably sourced materials.
Even though these buildings cost on average about 2 percent more, according to research (PDF) compiled in 2006, they recoup those costs quickly through reduced operating costs.
One public high school that RMI's Built Environment Team worked on in Fort Collins, Colorado, saves about $100,000 per year on energy and water in its new facility. That's enough to hire two new teachers, buy 200 new computers, or 5,000 textbooks.
The benefits don't stop there. USGBC notes that green schools:
Provide a healthy learning and teaching environment.
Improve teacher retention and reduce absenteeism.
Offer hands-on learning opportunities.
The kids seem to be catching on, too. Check out this video of students at Sidwell Friends, the nation's largest Quaker school, talking about their new green building:
Inspired yet? Head on over to the USGBC's Build Green Schools site to figure out how you can make these kinds of schools a reality in your district and nationwide.
Noah Buhayar is a fellow at Rocky Mountain Institute.
Wednesday, August 6, 2008
EDUCACION DE LOS HIJOS (CONFUSIO)
El amor que les tenemos a nuestros hijos nos lleva muchas veces a cegarnos y a olvidar lo que los hará felices a la larga. Es muy común en estos tiempos que los padres de familia, les construyamos un mundo irreal, sacado de un cuento, aislándolos así de la realidad.
Cuando tarde o temprano el cuento termina, nuestros hijos se enfrentan a un mundo que desconocen, que no comprenden, lleno de trampas y callejones sin salida que no saben sortear, y las consecuencias son peores a las que quisimos evitar.
Hace poco la imagen de un padre con lágrimas en los ojos conmovió profundamente al mundo entero; Pelé, el gran ídolo del fútbol de los últimos tiempos, quien a diferencia de otras ocasiones, dio una de las ruedas de prensa más tristes y dolorosas de su vida: su hijo, Edson de 35 años, fue arrestado junto a 50 personas más en la ciudad de Santos-Brasil. El hijo de Pelé fue acusado de asociación delictiva con narcotraficantes y puede ser condenado a 15 años de cárcel. Con lágrimas en los ojos, el ex futbolista brasileño admitió públicamente que su hijo resultó involucrado en una pandilla de traficantes de cocaína arrestados por la policía.
Pelé dijo a los medios: "como cualquier padre, es triste ver a tu hijo metido en grupos como ése y ser arrestado, pero él tendrá que sufrir las consecuencias". Y agregó, "desafortunadamente, yo quizás estaba demasiado ocupado y no me di cuenta. Es lamentable, porque yo siempre he peleado contra las drogas y no noté lo que pasaba en mi propia casa". Pelé es un personaje mundial admirable como deportista y hombre honesto que no perdió su humildad como otras figuras del deporte. Sin embargo, es triste que un hombre bueno y talentoso como él se haya "distraído" en su jugada más importante: la formación de sus hijos.
La historia de Pelé no es un hecho aislado. Por desgracia es la vida de cientos de padres de familia de estas épocas atrapados en una agenda saturada de trabajo y de compromisos fuera de casa. Papás que compensan la falta de atención a sus hijos con bienes materiales. Los inscriben en las mejores escuelas, los rodean de lujos y comodidades y piensan que con eso ya cumplieron con su tarea de padres, cuando lo único que han logrado es formar niños que desconocen el hambre y tiran lo que no les gusta.
Hijos tiranos, pequeños monstruos insoportables y prepotentes que sufrirán y harán sufrir a sus semejantes porque desde pequeños se han salido con la suya. Muchachitos que creen que sentir frío o calor es cuestión de aire acondicionado, que el cansancio que han sentido se limita a caminar unas cuantas cuadras porque no hallaron estacionamiento frente a la discoteca, jovencitos que piensan que el trabajo de los padres es firmar cheques para que ellos tengan todo lo que se les antoja.
- ¿Qué posibilidades tienen nuestros hijos de convertirse en hombres y mujeres de bien si los papás les damos todo y no les educamos la voluntad?
- ¿Qué hijos estamos formando si con nuestra actitud les mostramos que el dinero es lo más importante en la vida?
Confucio decía "Educa a tus hijos con un poco de hambre y un poco de frío"
Cuánto bien hacen los padres a los hijos cuando ponen esa máxima tan sencilla en práctica. Y cuánto daño les hacen al ponerles todo en bandeja de plata.
Hay muchas realidades que como padres quisiéramos desaparecer; el sufrimiento de los hijos, el exceso de sudor, de esfuerzo, y las carencias económicas. Sin embargo, quizás esas realidades no los hagan felices de momento, pero a la larga puedan forjarlos como hombres y mujeres de bien.
Ojalá que más padres de familia tengan la inquietud de enterarse por dónde andan sus hijos. Que no les vaya a pasar que cuando tengan tiempo deban decir: "Estaba demasiado ocupado y no me di cuenta".
Tuesday, July 15, 2008
HIJOS TRIUNFADORES
Luís Baba Nakao (Marzo de 2007)
Hace unos siglos un famoso pensador griego dijo: "Lo único permanente es que vivimos en mundo de cambios"
¿Qué paradoja verdad? El mundo que nos ha tocado vivir es uno en que todo cambia a una velocidad que difícilmente podemos alcanzar. Las formas de comprar, producir, organizarnos para lograr el éxito, distribuir, promocionar y vender están cambiando permanentemente y cada vez a una velocidad mayor. Probablemente la respuesta principal a tanto cambio sea el impresionante avance de la tecnología, especialmente en dos actividades: la informática y las telecomunicaciones. Pero ¿cómo preparar a nuestros hijos para que puedan ser mejores ciudadanos del mundo?
A continuación les resumo un mensaje que recibí hace unas semanas de un buen amigo.
Debemos preparar a nuestros hijos para el mundo del futuro, no el mundo de nuestros padres ni el nuestro. En este mundo actual lo determinante para triunfar será el carácter, no exactamente el conocimiento, como muchos pudiéramos creer. Tener temple, salir de fracasos adecuadamente, hacer de los fracasos un desafío y no una tragedia..., eso será lo que buscarán los seleccionadores de personal.
Un hijo forjará carácter si percibe claramente la autoridad de los padres. Con presencia de autoridad los niños y jóvenes a su vez actuarán con autoridad para resolver sus problemas; actuarán por determinaciones. Sin presencia de autoridad nuestros hijos serán débiles de carácter y actuarán por impulsos con los consecuentes problemas de adaptación.
¿Exceso de autoridad? Siempre será mejor exceso que falta de autoridad. El límite de autoridad lo pone la siguiente regla: "La autoridad no debe humillar". Básicamente lo que es el niño o el joven hoy será el adulto del mañana. De vez en cuando hay que mirar al hijo como un adulto potencial.
¿Queremos que nuestros hijos no sufran? Entonces hay que prepararlos para sufrir. No podemos estarle evitando todo el tiempo todo posible sufrimiento ¿si no cuándo aprenderá? Debe comprender la muerte, los problemas de la vida, los problemas en el trato de sus congéneres. No debemos resolverles todos los problemas, hay que ayudarlos a que poco a poco los resuelvan ellos mismos. Nadie logra metas exitosas y duraderas sin un poco de sufrimiento. ¿Alguien imagina a un campeón de atletismo que no sufra para lograr sus marcas? Eso se aplica a todo tipo de campeón y a todo tipo de actividad. Siempre hay que pensar que, en parte, no queremos que ellos sufran para no sufrir nosotros, pero les hacemos un daño con miras al futuro.
Hay que enseñarles a hacer ESFUERZOS SUPLEMENTARIOS. Que sepan que siempre se puede un poquito más. Recuerda que nadie recoge su cosecha sin sembrar muchas semillas y abonar mucha tierra.
Es muy importante enseñarles a carecer, es decir a "sentir la falta de" y arreglárselas por sí mismos. Hay chicos que no juegan su deporte si no tienen zapatillas de "marca". Si no aprendes a carecer no aprendes a arreglártelas. Aunque tengamos para darles el 100%, los chicos deben saber el valor de las cosas. Si no lo hacen de chicos, les será muy difícil de adultos y allí sí que van a sufrir y nosotros también con ellos. ¿Cómo les enseñamos a carecer? ¡Dándoles un poquito menos de lo que necesitan! ¡No hay otra manera! Si no ¿cómo sienten la falta de? Así aprenden a apreciar lo que tienen. Aprenden a no ser ingratos. Aprenden a gozar de la vida porque muchas veces se goza en las cosas sencillas. Aprenden a no ser quejosos.
Una excelente escuela para aprender a carecer (sin morir en el intento) es la mesa del hogar, la comida. ¿Qué debemos darles de comer? ¡Lo que nosotros decidamos que es bueno para ellos! Es no sólo por su bien estomacal, sino que es una excelente forma de que aprendan a carecer, que no sean ingratos, que no sean quejosos. "Mami... no me gustan las lentejas". Si quieren hacerles un bien para la vida, denles las lentejas. Habrá berrinches, no se exalten (autoridad no es gritar), que no coma si no quiere, pero cuando le vuelva el hambre: ¡SORPRESA! ... ¡Las lentejas del refrigerador calentadas!
Parece increíble, pero si no hacemos este tipo de cosas no se podrá adaptar. La comida es una buena escuela del carecer, pues así no serán quisquillosos en sus relaciones sociales, en el trabajo y en el mundo real.
También hay que educarlos en el servicio. Una familia normal es un equipo de trabajo con pocas tareas: tender la cama, limpiar los cuartos, lavar los platos, pintar la casa, etc. Hay que educarlos para que realicen labores de hogar, aunque lo hagan mal al principio. Si no hacen este tipo de servicios luego tendrán problemas. Las escuelas más importantes de liderazgo del mundo enseñan a los jóvenes a carecer, para que sepan y entiendan el mundo y lo puedan liderar.
¿Mesadas? Que sean una cantidad fija, más bien, semanales y algo menos de lo que creen que necesitan. Así aprenden a administrar el dinero. Claro que se deben aceptar excepciones, pero conversadas serenamente.
Construyamos hijos luchadores, no debiluchos sobreprotegidos. Que se superen a sí mismos. Que tomen los problemas como desafíos para mejorar. Recuerden que nadie alcanza altura con un solo vuelo. También hay que ilusionarlos con ideales, metas futuras, sueños para que sean buenos de corazón. Importante también es estar convencidos de que triunfador no equivale a tener "dinero o propiedades", triunfadores son aquellos que son felices con lo que hacen, con su vida. Solamente así podrán hacer felices a otros.
Los hijos con carácter templado, conocimiento del carecer, educados en el servicio y plenos de amor e ilusiones serán hijos triunfadores.
Los padres tenemos la gran responsabilidad de criar hijos que transformen nuestro país, en uno donde reine la libertad, la abundancia, la justicia y sobre todo la felicidad.
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