Basic HTML Version
June
1971
you must .find and apply the CAUSE of
that satisfying happiness.
Therc are definite
/aws
that determine
succcss or failure -
happiness or
unhappiness.
The very ftrst law of success is to
have, and diligently pursue the RIGHT
GOAL! The
seco11d
is EDUCATION -
prepar·alion
for that right goal.
I have known scores and scores of
people wbo had success in achieving
lheir goal.
They applied diligently the
second, third, fourth, 6fth and sixth of
the seven
laws
for REAL success. Well,
perhaps many rather neglected the third
law, which is good health. To have
good health you must know the
ltiii'J
of
good physical health - the physical
iari'J
of body and mind that rcgulate
physical health. And you must apply
them.
The fourth law I call ORIVE. Initia–
tive, sclf-propulsion, prodding the self,
driving
on, instead of letting clown.
The fifth is RESOURCEFULNESS - the
ability and con.fident determination to
think
the way through, over, around or
past every problem, obstade or diffi–
culty that comes in one's path. And life
will be full of these. They stop and
defeat the irresolute, the shiftless, the
unthinking, those lacking resourceful–
ness. The sixth is perseverance - stick–
to-it-iveness - refusal to give up or
quit. (And if you want to know what
thc seventh one is, send for your free
copy of the full-color booklet entitled
The Seven Laws of Sttccess.)
Yes, those regarded as succcssful in
the world have practiced these rules -
and they have attained their goals. But
that has not always been real success,
because their GOALS were not
right
goals.
Many businessmen fail because they
are in the wrong business - the
proverbial "square pegs in the round
holes."
But, in the main, the MILLIONS sup–
posedly SUCCESSFUL bave never known
REAL success. Many of these ended up
suicides! Nearly all have been unhappy.
Many, if not most, have been failures in
their home and family life - failures as
parents. It is they, not their teen chil–
dren, who are the "delinquents."
And
WHY?
The
PLAIN TRUTH
Again, they did not know the TRUE
VALUES. They chose the
wrong
goals.
They worked hard to achieve a
wrong
goal that left them disillusioned, frus–
trated, unhappy.
This thing we call
civiliza/ion
is,
simply, the
WAY
OF LIFE that
ÍS
lived
by the people. It is the system, the
customs, the manner of life in human
contacts and associations and organiza–
tions and ways. It is, in short, THJS
WORLD.
And this world is emphatically
NOT
a happy, truly successful world!
In the brief span of a lifetime the
world has passed with accelerating
Bust of
pagan philosopher,
PLATO (427-347 B.
C.).
He orig–
inated the academic form of
modero curricular education.
speed through the age of invention, the
machine age, the age of science and
technology, the nuclear age, and, now,
the space age. Thc sudden acceleration
in scientific dcvelopmcnt is evidenced
by the astonishing fact that
90
percent
of all scientists who ever lived are liv–
ing today.
New Age
in
Education
And with these developments has
emerged
a
new age in education.
Today's world is what its leaders
have made it, and thcsc leaders are the
product of this world's education. But
19
what kind of world has this education
produced?
It
is a deceptive world. It
appears
to
be a world replete with gadgets, labor–
saving devices, and luxury undreamcd
of by our ancestors.
It
is a world
of instantaneous worldwide communi–
cation, rapid transportat ion by auto–
mobile, railroad, jet plane. It is a
world entertained by radio, television,
stage and screen, giant sports fields and
arenas.
Jt
is a mechanized world where
mass assembly-line machine production
makes possible higher incomes, shorter
work hours, more leisure for entertain–
ment and amusement.
Is not this an exciting world of great
progress?
rs this not a world looking
forward to a magic push-button Century
21 where labor will be all but abol–
ished, with idleness and ease for all?
It
seems so.
But it is a deceptive world. Never
was the world so filled with discontent,
and unhappiness, with crime, with juve–
nile delinquency, with divorce and bro–
ken homes, with sickness and mental
illnesses, with violence and destruction.
Never befare was it possible to erase all
life - human, animal, and plant -
from the face of this earth!
This whole disintegrating civilization
is the product of an underlying
concept
toward knowledge, and a
philosophy
toward life, which together have
formed the foundation of modero edu–
cation. The philosophic basis of modern
education is that of the ancient pagan
Greeks and Romans. The concept,
through which the presence and motion
of things has been viewed and explained,
is the materialistic approach of modern
science.
Modero education, therefore, is almost
wholly materialistic.
It
develops the
machine, the theorem, the hypoth–
esis which becomes the faith or the
belicf of modern science. But it faiJs to
develop the MAN, or to lead him to a
knowledge of the true values.
Few seem to know that peace of
mind, happiness, contentment, the true,
absorbing, interest-filled,
ab11ndant
life
of utter well-being, with prosperity and
assured security, are our tme heritage.
Few scem to know THE
WAY.
Few seem
to know that there are in· isible but