How I Made My Dreams Come True

How I Made My Dreams Come True

Public schools are supposed to remove barriers so people can succeed. For some, the system does remove barriers and provide a solid base for achievement. For others, the system replaces one set of barriers with another. For example, creativity is killed by pressuring students to accept the status quo, by establishing a fear to be different and a fear of failure. Independent thinking is replaced by dependency. In some cases, pressure to excel in academics kills ethics, loyalty and motivation, skills needed for success in the real world. People who have a vision, that motivates them, can overcome all barriers with integrity intact.

My story begins in Summit, NJ, at the age of sixteen, where I am sitting in a classroom starring out the window. Out of the first window I could see myself exploring the jungles of South America searching for gold, I could see myself drifting down the Amazon River on a raft, I could see monkeys swinging through the trees, I could see myself as Tarzan swinging on a vine. Through the next window, I could see the bow of my sailboat plowing through the towering waves, heading toward the South Pacific. I could see myself on a white sand beach chasing girls.

Then BANG! The teacher’s yardstick hitting my desk brought me back to the real world where subjects did not relate to my interest and dreamers are related to dummies. In a loud voice the teacher said, “You are a failure! If you don’t pay attention you will continue to be a failure!”

When the bell rang, instead of going to the next class I walked out of school never to return. I was tired of being called a failure. Right or wrong, I took charge of my future. When I left school, I carried the single most important element for success… A DREAM. During the next twenty years, every one of my teenage dreams came true.

You may be asking, “How does one make their dreams come true?” There are three elements:

First―We must have a dream that motivates us. No one has ever achieved anything without a dream attached to a burning desire.

Second―We must learn how-to-learn. In school, we learn how to memorize or be taught. Learning how to learn frees our dependency on others for knowledge.

Third―We must learn from failure and learn how to bounce back from failure. No one ever succeed without failure. In the classroom, failure is a no-no.

In my early teens, I read the book Kon-Tiki. This is a story about six Norwegians sailing a raft across the Pacific Ocean. Their adventure inspired my dream of duplicating their raft voyage. As a teenager, with normal parents, a dream like this was considered ridicules. Not only did friends and family not support my dream, they told me to get serious. But the Kon-Tiki dream turned me on. I wanted to know more about the ocean world and how it could be challenged. I went to the public library looking for more books and found plenty.

During the next few years, I joined the seas scouts, read boating magazines and nautical books, and went to boat shows. To help understand seamanship techniques, I made model charts, buoys, and boats. With models, comprehension was easy. Unknowingly, I was learning the art of learning how-to-learn… Self-education… A technique that would follow me the rest of my life, a technique that would bring me success and make my wildest dreams come true.

At the age of nineteen, during the Korean War, I was in the Marine Corps and in Japan. On my first day of duty an officer told me, “You are a machinist and will be in charge of the machine shop.” As he gave me the shop keys, he pointed to a trailer. In the Marine Corps, everything is on wheels. When I opened the doors, I had my first look ever at a machine shop. In the shop was one short instruction manual titled “How to Run a Lathe.” When a job came in, I followed the manual’s instructions. I was surprised at my ability to complete assigned tasks. The Marine Corps experience launched my machinist career. It also made me realize that learning how-to-learn is a powerful tool. For example, every manmade object around us is the result of someone’s dream and failures. Consider the light bulb. Thomas Edison believed something could burn white-hot and not burn up. A wild unrealistic dream? Everyone knows everything burns up in a short time. A thousand failures later, Thomas Edison burned a steel wire white hot that never burned up. Continuous white heat creates light.

Opportunity is attracted to people with a dream. They are the first to be hired, first to be offered opportunity, and first to be promoted. Bigger the dream the faster doors open. People without a dream are last to be hired, last to be promoted, and first to be laid-off in a force reduction. For non-dreamers, doors remain closed. “WHY?” People with a dream act differently than non-dreamers. Dreamers develop an attitude that radiates energy; they have a sense of purpose and meaning to their lives. Radiant energy is an attitude that bosses like and to which they offer opportunity. This is how the impossible becomes possible.

When I was discharged from the Marine Corps, I decided people were right, my wild teenage dream was ridicules. Real people do not drift across oceans on rafts. I am now an adult, I should think and act like one. The raft dream was dead. For the next five years my life went nowhere, my ambition, hope, dreams were gone. Something else was also gone… Opportunity that came fast during my earlier years also dried up.

One day I dusted off the Kon-Tiki book. My dream jumped off the pages and came to life. I said to myself, “I must find a way!” Two years later, I was in Hawaii and learned how the Polynesian people populated the Pacific Islands in dugout canoes 2,000 years ago. My dream was changed from a raft to a dugout canoe. At this time, opportunity came back and fast.

I helped crew a 36-foot sailboat from Hawaii to California. This provided my ocean sailing experience. Next, I was hired by the Panama Canal Company, Panama. Soon, my supervisor asked me to attend hard-hat diver school at company expense. With this skill, money was no longer a problem.

A short time later, I was living on a beach in Tahiti building a 40-foot Polynesian double-hull boat named Liki Tiki. The hulls were built by Choco Indians in the Darien Providence of Panama and shipped to Tahiti. I built the boat according to popular theory and information supplied by the Bishop Museum in Honolulu. Three days at sea convinced me the double-hull theory was wrong. The two hulls worked against each other and would soon breakup.

Back in Panama, I took the problem to the Indians in the Darien Jungle. They said, “Outriggers is what works.” I then succeed in sailing a 36-foot dugout canoe with outriggers, named Liki Tiki Too, from Panama, 5,000 miles, to Hawaii.

Opportunity never stopped. For the Navy Undersea Center Hawaii I help develop a two-man Plexiglas submarine. Moving back to the Panama Canal Zone, I learned five computer languages and became supervisor of the computer department. I became Captain of the Canal Zone’s training schooner, Chief Aptakisic on which we took a group of teenagers to New York. My wife and I spent five years sailing the South Pacific Ocean in our own 50-foot sail boat, Hunky-Dory, which I designed and self-built. Opportunity came my way because I was motivated and did not let a wild teenage dream die.

















  过了不久,我来到了塔希提岛的一个海滩上,在这里我造了一艘长40英尺的双层船身波利尼西亚船,命名为Liki Tiki。它的船身是在巴拿马的达里恩省由巧克族印第安人做的,然后运到塔希提岛来。我根据我的航海知识和在檀香山的主教博物馆里找到的资料,建造了这艘船。在海上试航三天后,我就确信双层船身理论是错误的。因为这样的话,两层船壳互相抗衡,熬不了多久船身就会断裂。

  回到巴拿马,我到达里恩丛林里向当地的印第安人请教。他们告诉我:“加上舷外支架就可以了。”于是我重新造了一只长36英尺的独木舟,装上了舷外支架,我把它也命名为Liki Tiki,乘着它我成功地航行了5000英里,从巴拿马到了夏威夷。

  机会一直在闪现,我为夏威夷海军海底中心研发了一种承载双人的树脂玻璃潜艇。在搬回巴拿马运河区后,我学会了五种电脑程序语言,当上了电脑部的主管。我还是运河区一艘训练用帆船Chief Aptakisic号的船长,带过一批青少年去纽约。我自己另外又设计了一艘50英尺的帆船――Hunky-Dory号,我和妻子乘这艘帆船在南太平洋上航行了五年。得到机遇的眷顾是因为我积极主动,而且不让年少轻狂的梦想之火熄灭。

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