Outliers: The Story of Success - Bilingual quotes that celebrate the beauty of language, showcasing meaningful expressions in two unique perspectives.

The psychologist Barry Schwartz recently proposed that elite schools give up their complex admissions process and simply hold a lottery for everyone above the threshold. Put people into two categories, Schwartz says. Good enough and not good enough. The ones who are good enough get put into a hat. And those who are not good enough get rejected.

The sense of possibility so necessary for success comes not just from inside us or from our parents. It comes from our time: from the particular opportunities that our particular place in history presents us with. For a young would-be lawyer, being born in the early 1930's was a magic time, just as being born in 1955 was for a software programmer, or being born in 1835 was for an entrepreneur.

a statistical observation that is markedly different in value from the others of the sample

Achievement is talent plus preparation.

potatoes, melons, and fruit trees in the long backyards behind their houses. He gave out seeds and bulbs. The town came to life. The Rosetans began raising pigs in their backyards and growing grapes for homemade wine. Schools, a park, a convent, and a cemetery were built. Small shops and bakeries and restaurants and bars opened along Garibaldi Avenue. More than a dozen factories sprang up making blouses for the garment trade. Neighboring Bangor was largely Welsh and English, and the next town over was overwhelmingly German, which meant-given

To Sternberg, practical intelligence includes things like knowing what to say to whom, knowing when to say it, and knowing how to say it for maximum effect.

It is those who are successful, in other words, who are most likely to be given the kinds of special opportunities that lead to further success. It's the rich who get the biggest tax breaks. It's the best students who get the best teaching and most attention. And it's the biggest nine-and ten-year-olds who get the most coaching and practice. Success is the result of what sociologists like to call accumulative advantage.

Biologists often talk about the "ecology" of an organism: the tallest oak in the forest is the tallest not just because it grew from the hardiest acorn; it is the tallest also because no other trees blocked its sunlight, the soil around it was deep and rich, no rabbit chewed through its bark as a sapling, and no lumberjack cut it down before it matured. We all know that successful people come from hardy seeds. But do we know enough about the sunlight that warmed them, the soil in which they put down the roots, and the rabbits and lumberjacks they were lucky enough to avoid?

complexity, and a connection between effort and reward-are, most people agree, the three qualities that work has to have if it is to be satisfying.

Prometheus, by Kai Bird and Martin J. Sherwin, 2005 Kai Bird and Martin J. Sherwin. Used by permission of Alfred A. Knopf, a division of Random House, Inc.; Unequal Childhoods: Class, Race, and Family Life, by Annette Lareau, copyright 2003 Regents of the University of California. Published by the University of California Press; Intercultural Communication in Cognitive Values: Americans and Koreans, by Ho-min Sohn, University of Hawaii Press, 1983; The Happiest Man: The Life of Louis Borgenicht {New York: G. P. Putnam's

Their research suggests that once a musician has enough ability to get into a top music school, the thing that distinguishes one performer from another is how hard he or she works. That's it. And what's more, the people at the very top don't work just harder or even much harder than everyone else. They work much, much harder.

Farkas's Jewish family trees go on for pages, each virtually identical to the one before, until the conclusion becomes inescapable: Jewish doctors and lawyers did not become professionals in spite of their humble origins. They became professionals because of their humble origins.

look at the last column, which totals up all the summer gains from first grade to fifth grade. The reading scores of the poor kids go up by .26 points. When it comes to reading skills, poor kids learn nothing when school is not in session. The reading scores of the rich kids, by contrast, go up by a whopping 52.49 points. Virtually

What are we seeing here? One very real possibility is that these are the educational consequences of the differences in parenting styles that we talked about in the Chris Langan chapter. Think back to Alex Williams, the nine-year-old whom Annette Lareau studied.

The lesson here is very simple. But it is striking how often it is overlooked. We are so caught in the myths of the best and the brightest and the self-made that we think outliers spring naturally from the earth. We look at the young Bill Gates and marvel that our world allowed that thirteen-year-old to become a fabulously successful entrepreneur. But that's the wrong lesson. Our world only allowed one thirteen-year-old unlimited access to a time-sharing terminal in 1968. If a million teenagers had been given the same opportunity, how many more Microsofts would we have today? To

learn better skills; and the next year, because they are in the higher groups, they do even better; and the next year, the same thing happens, and they do even better again. The only country we don't see this going on is Denmark. They have a national policy where they have no ability grouping until the age of

They have a national policy where they have no ability grouping until the age of ten. Denmark waits to make selection decisions until maturity differences by age have evened out.

If you make a decision about who is good and who is not good at an early age; if you separate the talented from the untalented; and if you provide the talented with a superior experience, then you're going to end up giving a huge advantage to that small group of people born closest to the cutoff date.

Historians start with Cleopatra and the pharaohs and comb through every year in human history ever since, looking in every corner of the world for evidence of extraordinary wealth, and almost 20 percent of the names they end up with come from a single generation in a single country.

They lacked something that could have been given to them if we'd only known they needed it: a community around them that prepared them properly for the world.

I think overall it's a disadvantage, Jeb Bush once said of what it meant for his business career that he was the son of an American president and the brother of an American president and the grandson of a wealthy Wall Street banker and US senator.

Do you see the consequences of the way we have chosen to think about success? Because we so profoundly personalize success, we miss opportunities to lift others onto the top rung. We make rules that frustrate achievement. We prematurely write off people as failures. We are too much in awe of those who succeed and far too dismissive of those who fail. And, most of all, we become much too passive.

The "culture of honor" hypothesis says that it matters where you're from, not just in terms of where you grew up or where your parents grew up, but in terms of where your great-grandparents and great-great-great-grandparents grew up. That is a strange and powerful fact. It's just the beginning, though, because upon closer examination, cultural legacies turn out to be even stranger and more powerful than that.

Parents with a child born at the end of the calendar year often think about holding their child back before the start of kindergarten: it's hard for a five-year-old to keep up with a child born many months earlier. But most parents, one suspects, think that whatever disadvantage a younger child faces in kindergarten eventually goes away. But it doesn't. It's just like hockey. The small initial advantage that the child born in the early part of the year has over the child born at the end of the year persists.

The music critic Harold Schonberg goes further: Mozart, he argues, actually "developed late," since he didn't produce his greatest work until he had been composing for more than twenty years.

Because we so profoundly personalize success, we miss opportunities to lift others onto the top rung. We make rules that frustrate achievement. We prematurely write off people as failures. We are too much in awe of those who succeed and far too dismissive of those who fail. And, most of all, we become much too passive. We overlook just how large a role we all play - and by "we" I mean society - in determining who makes it and who doesn't.

mathematics as an innate ability. You either have "it" or you don't. But to Schoenfeld, it's not so much ability as attitude. You master mathematics if you are willing to try. That's what Schoenfeld attempts to teach his students. Success is a function of persistence and doggedness and the willingness to work hard for twenty-two minutes to make sense of something that most people would give up on after thirty seconds. Put a bunch of Renees in a classroom, and give them the space and time to explore mathematics for themselves

the tallest oak in the forest is the tallest not just because it grew from the hardiest acorn; it is the tallest also because no other trees blocked its sunlight, the soil around it was deep and rich, no rabbit chewed through its bark as a sapling, and no lumberjack cut it down before it matured. We

...when we understand how much culture and history and the world outside of the individual matter to professional success--then ... We have a way to successes out of the unsucessful.

People don't rise from nothing. We do owe something to parentage and patronage. The people who stand before kings may look like they did it all by themselves. But in fact they are invariably the beneficiaries of hidden advantages and extraordinary opportunities and cultural legacies that allow them to learn and work hard and make sense of the world in ways others cannot.