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Train To Pakistan Khushwant Singh

2020-05-01T12:42:00.001+05:30

Train To Pakistan

Khushwant Singh

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TRAIN TO PAKISTAN It is the summer of 1947. But Partition does not mean much to the Sikhs and Muslims of Mano Majra, a village on the border of India and Pakistan. Then, a local money-lender is murdered, and suspicion falls upon Juggut Singh, the village gangster who is in love with a Muslim girl. When a train arrives, carrying the bodies of dead Sikhs, the village is transformed into a battlefield, and neither the magistrate nor the police are able to stem the rising tide of violence. Amidst conflicting loyalties, it is left to Juggut Singh to redeem himself and reclaim peace for his village.

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First published in 1956, Train to Pakistan is a classic of modern Indian fiction.

Khushwant Singh is India’s best-known writer and columnist. He has been founder-editor of Yojana, and editor of the Illustrated Weekly of India, the National Herald and the Hindustan Times. He is also the author of several books which include the novels I Shall Not Hear the Nightingale, Delhi, The Company of Women and Burial at Sea; the classic two-volume A History of the Sikhs; and a number of translations and non-fiction books on Sikh religion and culture, Delhi, nature, current affairs and Urdu poetry. His autobiography, Truth, Love and a Little Malice, was published in 2002.

Khushwant Singh was a Member of Parliament from 1980 to 1986. He was awarded the Padma Bhushan in 1974, but returned the decoration in 1984 in protest against the storming of the Golden Temple by the Indian Army. In 2007, he was awarded the Padma Vibhushan.

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THE SECOND SEX

2020-04-28T00:00:00.000+05:30

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Introduction

In 1946, Simone de Beauvoir began to outline what she thought would be an autobiographical essay explaining why, when she had tried to define herself, the first sentence that came to mind was “I am a woman.” That October, my maiden aunt, Beauvoir’s contemporary,came t o visit me in the hospital nursery. I was a day old, and she found a little tag on my bassinet that announced, “It’s a Girl!” In the

next bassinet was another newborn (“a lot punier,” she recalled), whose little tag announced, “I’m a Boy!” There we lay, innocent of a distinction—between a female object and a male subject—that would shape our destinies. It would also shape Beauvoir’s great treatise on the subject. Beauvoir was then a thirty-eight-year-old public intellectual who had been enfranchised for only a year. Legal birth control would be denied to French women until 1967, and legal abortion, until 1975.Not until the late 1960s was there an elected female head of state anywhere in the world. Girls of my generation searching for examples of exceptional women outside the ranks of queens and courtesans, and of a few artists and saints, found precious few. (The queens, as Beauvoir remarks, “were neither male nor female: they were sovereigns.”) Opportunities for women have proliferated so broadly in the past six decades, at least in the Western world, that the distance between 2010 and 1949, when The Second Sex was published in France, seems like an eternity (until, that is, one opens a newspaper— the victims of misogyny and sexual abuse are still with us, verywhere). While no one individual or her work is responsible forthat seismic shift in laws and attitudes, the millions of young women who now confidently assume that their entitlement to work, pleasure, and autonomy is equal to that of their brothers owe a measure of their freedom to Beauvoir. The Second Sex was an act of Promethean audacity—a theft of Olympian fire—from which there was no turning back. It is not the last word on “the problem of woman,” which, Beauvoir wrote, “has always been a problem of men,” but it marks the Place in history where an enlightenment begins. Simone-Ernestine-Lucie-Marie Bertrand de Beauvoir was born in 1908 into a reactionary Catholic family with pretensions to nobility.She had a Proustian childhood on the Boulevard Saint-Germain, in Paris. But after World War I, her father, Georges, lost most of his fortune, and without dowries Simone and her sister, Hélène, had dim prospects for a marriage within their class. Their mother, Françoise, a banker’s daughter who had never lived without servants, did all the housework and sewing for the family. Her pious martyrdom indelibly impressed Simone, who would improve upon Virginia Woolf’s famous advice and move to a room of her own—in a hotel, with maid service. Like Woolf, and a striking number of other great women writers, Beauvoir was childless. And like Colette, who wasn’t (she relegated her late-born, only daughter to the care of surrogates), she regarded motherhood as a threat to her integrity. Colette is a ubiquitous presence in The Second Sex, which gives a new perspective to her boast, in a memoir of 1946, that “my strain of virility saved me from the danger which threatens the writer, elevated to a happy and tender parent, of becoming a mediocre author ... Beneath the still young woman that I was, an old boy of forty saw to the well-being of a possibly precious part of myself.” Mme de Beauvoir, intent on keeping up a facade of gentility, however shabby, sent her daughters to an elite convent school where Simone, for a while, ardently desired to become a nun, one of the few respectable vocations open to an ambitious girl. When she lost her faith as a teenager, her dreams of a transcendent union (dreams that proved remarkably tenacious) shifted from Christ to an enchanting classmate named ZaZa and to a rich, indolent first cousin and childhood playmate, Jacques, who took her slumming and gave her a taste for alcohol and for louche nightlife that she never outgrew. (Not

many bookish virgins with a particle in their surname got drunk with the hookers and drug addicts at Le Styx.) Her mother hoped vainly that the worthless Jacques would propose. Her father, a ladies’ man, knew better: he told his temperamental, ill-dressed, pimply genius of a daughter that she would never marry. But by then Simone de Beauvoir had seen what a woman of almost any quality—highborn or low, pure or impure, contented with her lot or alienated—could expect from a man’s world. Beauvoir’s singular brilliance was apparent from a young age to her teachers, and to herself. An insatiable curiosity and a prodigious capacity for synthetic reading and analysis (a more inspired grind may never have existed) nourished her drive. One of her boyfriends dubbed her Castor (the Beaver), a nickname that stuck. She had a sense of inferiority, it would appear, only in relation to Jean-Paul Sartre. They met in 1929, as university students (she a star at the Sorbonne, he at the Ecole Normale Supérieure), cramming, as a team, for France’s most brutal and competitive postgraduate examination, the agrégation in philosophy. (On their first study date, she explained Leibniz to him.) Success would qualify her for a lifetime sinecureteaching at a lycée, and liberate her from her family. When the resultswere posted, Sartre was first and Beauvoir second (she was the ninth woman who had ever passed), and that, forever, was the order of precedence—Adam before Eve—in their creation myth as a couple. Even though their ideal was of a love without domination, it was part of the myth that Sartre was Beauvoir’s first man. After Georges de Beauvoir confronted them (they had been living together more or less openly), Sartre, the more bourgeois, proposed marriage, and Beauvoir told him “not to be silly.” She had emerged from her age of awkwardness as a severe beauty with high cheekbones and a regal forehead who wore her dark hair plaited and rolled—an old-fashioned

duenna’s coif rather piquantly at odds with her appetites and behavior. Both sexes attracted her, and Sartre was never the most compelling ofher lovers, but they recognized that each possessed something uniquely necessary to the other. As he put it one afternoon, walking in the Tuileries, “You and I together are as one” (on ne fait qu’un). He categorized their union as an “essential” love that only death could sunder, although in time, he said, they would naturally both have“contingent” loves—freely enjoyed and fraternally confessed in a spirit of “authenticity.” (She often recruited, and shared, his girls, some of whom were her students, and her first novel, She Came to Stay, in 1943, was based on one of their ménages à trois.) “At every level,” Beauvoir reflected, years later, of the pain she had suffered and inflicted, “we failed to face the weight of reality, priding ourselves on what we called our ‘radical freedom.’ ” But they also failed to faultthemselves for the contingent casualties—the inessential others—who were sacrificed to their experiment. And the burden of free love, Beauvoir would discover, was grossly unequal for a woman and for a man. If Beauvoir has proved to be an irresistible subject for biographers, it is, in part, because she and Sartre, as a pharaonic couple of incestuous deities, reigned over twentieth-century French intellectual life in the decades of its greatest ferment. But the most fascinating subjects tend to be those richest in contradictions, and The Second Sex, no less than Beauvoir’s prolific and important fiction, memoirs, and correspondence, seethes with them. Deirdre Bair, Beauvoir’s biographer, touches upon a fundamental paradox in the introduction to her admirable life. She and Sartre’s biographer Annie Cohen-Solal had been lecturing together at Harvard. At the conclusion of their talk, she writes, “I could not help but comment to my distinguished audience that every question asked about Sartre concerned his work, while all those asked about Beauvoir concerned her personal life.” Yet Sartre’s work, and specifically the existentialist notion of an opposition between a sovereign self—a subject—and an objectified Other, gave Beauvoir the conceptual scaffold for The Second Sex, while her life as a woman (indeed, as Sartre’s woman) impelled her to write it. He had once told her that she had “a man’s intelligence,” and there is no evidence that he changed his mind about a patronizingslight that she, too, ac cepted as a compliment until she began to consider what it implied. It implied, she would write, that “humanity

is male, and man defines woman, not in herself, but in relation to himself,” and by all the qualities (Colette’s strain of “virility”) she is presumed to lack. Her “twinship” with Sartre was an illusion. The Second Sex has been called a “feminist bible,” an epithet bound to discourage impious readers wary of a sacred text and a personalitycult. Beauvoir herself was as devout an atheist as she had once been a Catholic, and she dismisses religions—even when they worship a goddess—as the inventions of men to perpetuate their dominion. The analogy is fitting, though, and not only to the grandeur of a book that was the first of its kind but also to its structure. Beauvoir begins her narrative, like the author of Genesis, with a fall into knowledge. The two volumes that elaborate on the consequences of that fall are the Old and New Testaments of an unchosen people with a history of enslavement. (“Facts and Myths” is a chronicle of womankind from prehistory to the 1940s; “Lived Experience” is a minutely detailed case study of contemporary womanhood and its stations of the cross from girlhood through puberty and sexual initiation to maturity and old age, with detours from the well-trodden road to Calvary taken by mystics and lesbians.) The epic concludes, like Revelation, with an eloquent, if utopian, vision of redemption: The same drama of flesh and spirit, and of finitude and transcendence, plays itself out in both sexes; both are eaten away by time, stalked by death, they have the same essential need of the other; and they can take the same glory from their freedom; if they knew how to savor it, they would no longer be tempted to contend for false privileges; and fraternity could then be born between them. The first English edition of The Second Sex was published in 1953. Blanche Knopf, the wife of Alfred Knopf, Beauvoir’s American publisher, had heard of the book on a scouting trip to Paris. Thinking that this sensational literary property was a highbrow sex manual, she had asked an academic who knew about the birds and the bees, H. M. Parshley, a retired professor of zoology at Smith College, for a reader’s report. His enthusiasm for the work (“intelligent, learned, and well-balanced ... not feminist in any doctrinaire sense”) won him the commission to translate it. But Alfred Knopf asked Parshley to condense the text, noting, without undue masculine gallantry, that Beauvoir “certainly suffers from verbal diarrhea.” Parshley appealed to the author for advice on the “minor cuts and abridgments” that Knopf felt were essential for the American market. She was either too busy or unwilling to reply, because he heard nothing until he received an indignant letter protesting that “so much of what seems important to me will have been omitted.” But she signed off graciously on the edition. While the translation was a labor of love from which Parshley nearly expired, he lacked a background in philosophy, or in French literature. He also lacked a credential more pertinent, perhaps, to the audience for a foundational work of modern feminism, a second SEX chromosome. This eagerly awaited new translation, by Constance Borde and Sheila Malovany-Chevallier—the first since Parshley’s— is a magisterial exercise in fidelity. The cuts have been restored, and the English is as lucid and elegant as Beauvoir’s ambition to beexhaustive permits it to be. She is a bold, sagacious, often dazzling writer and a master aphorist, 3 but no one would accuse her of being a lapidary stylist. It is hard to find a description for the prose that does justice both to its incisive power and to its manic garrulity. Elizabeth Hardwick came closest, perhaps, when she called The Second Sex “madly sensible and brilliantly confused.” The stamina that it takes to read The Second Sex in its entirety palesbefore the feat of writing it. (Sartre was happy when his beaver was busy, Beauvoir told Bair, because “I was no bother to him.”) One is humbled to learn that this eight-hundred-page encyclopedia of the folklore, customs, laws, history, religion, philosophy, anthropology, literature, economic systems, and received ideas that have, since time began, objectified women was researched and composed in about fourteen months,4 between 1946 and 1949, while Beauvoir was also engaged with other literary projects, traveling widely, editing andcontributing to Les Temps Modernes, Sartre’s leftist political review, and juggling her commitments to him and “the Family” (their entourage of friends, groupies, disciples, and lovers) with a wild, transatlantic love affair. On a trip to America in 1947, she had met the novelist Nelson Algren, the most significant of her male others, and it was he who advised her to expand the essay on women into a book. He had shown her the “underside” of his native Chicago, and that year and the next they explored the United States and Mexico together. Her encounter with a racism that she had never witnessed firsthand, and her friendship with Richard Wright, the author of Native Son, helped to clarify her understanding of sexism, and its relation to the anti-Semitism that she certainly had witnessed firsthand before and during the war, but, with Sartre, had never openly challenged. The black, the Jew, and the woman, she concluded, were objectified as the Other in ways that were both overtly despotic and insidious, but with the same result: their particularity as human beings was reduced to a lazy, abstract cliché (“the eternal feminine”; “the black soul”; “the Jewish character”) that served as a rationale for their subjugation. Not all of Beauvoir’s staggering erudition and mandarin authority in The Second Sex is reliable (she would repudiate a number of her more contentious or blinkered generalities, though not all of them). Her single most famous assertion—“One is not born, but rather becomes, woman”—has been disputed by more recent feminist scholars, and a substantial body of research in biology and the social sciences supports their argument that some sexual differences (besides the obvious ones) are innate rather than “situational.” Instead of rejecting “otherness” as an imposed cultural construct, women, in their opinion, should cultivate it as a source of self-knowledge and expression, anduse it as the basis to critique patriarcha l institutions. Many readers have also been alienated by Beauvoir’s visceral horror of fertility—the “curse” of reproduction—and her desire, as they see it, to homogenize the human race. Yet a revolution cannot begin until the diffuse, private indignation of individuals coalesces into a common cause. Beauvoir not only marshaled a vast arsenal of fact and theory; she galvanized a critical mass of consciousness—a collective identity—that was indispensable to the women’s movement. Her insights have breached the solitude ofcountless readers around the world who thought that the fears,transgressions, fantasies, and desires that fed their ambivalence about being female were aberrant or unique. No woman before her had written publicly, with greater candor and less euphemism, about the most intimate secrets of her sex.One of those secrets—the hardest, perhaps, for Beauvoir to avow —is that a free woman may refuse to be owned without wanting to renounce, or being able to transcend, her yearning to be possessed.“As long as the temptations of facility remain,” she wrote, by which she meant the temptations of romantic love, financial security, and a sense of purpose or status derived from a man, all of which Sartre had, at one time or another, provided for her, a woman “needs to expend a greater moral effort than the male to choose the path of independence.” Colette, who would have smiled, and not kindly, at the phrase, “moral effort,” states the problem less cerebrally: “How toliberate my true hope? Everything is against me. The first obstacle to my escape is this woman’s body barring my way, a voluptuous body with closed eyes, voluntarily blind, stretched out full, ready to perish.” To a reader of this new translation—a young feminist perhaps, for whom the very title may seem as quaint as a pair of bloomers—I ould suggest that the best way to appreciate The Second Sex is to read it in the spirit it was written: as a deep and urgent personal meditation on a true hope that, as she will probably discover, is still elusive for many of us: to become, in every sense, one’s own woman.

—Judith Thurman

1. Jane Austen, George Eliot, Emily Brontë, Charlotte Brontë, Emily Dickinson, Louisa

May Alcott, Christina Rossetti, Lou Andreas-Salomé, Gertrude Stein, Christina Stead,

Isak Dinesen, Katherine Mansfield, Edith Wharton, Simone Weil, Willa Cather, Carson

McCullers, Anna de Noailles, Djuna Barnes, Marianne Moore, Hilda Doolittle,

Marguerite Yourcenar, Sigrid Undset, Else Lasker-Schüler, Eudora Welty, Lillian

Hellman, Monique Wittig, to name a few.

2. It has been credited by Beauvoir and others for having given her the scaffold,

although a journal from her university years, which was discovered after her death by

her companion and adopted daughter, Sylvie Le Bon de Beauvoir, suggests that

Beauvoir had arrived at the notion of a fundamental conflict between self and Other

before she met Sartre, partly through her reading of Henri Bergson, but partly through

her own struggle—an explicit and implicit subtext of The Second Sex—with an

imperious need for love that she experienced as a temptation to self-abnegation.

3. The cult of the Virgin is “the rehabilitation of woman by the achievement of her

defeat”; “The average Western male’s ideal is a woman who ... intelligently resists but

yields in the end”; “The traditional woman ... tries to conceal her dependence from

herself, which is a way of consenting to it.” Examples are numerous.

4. In reference libraries and in lecture halls—Beauvoir audited classes by Lacan and

Lévi-Strauss, among others—and in interviews with women of all backgrounds on two

continents.

5. It was a source of her bad faith in fictionalizing the affair with Algren in her finest

novel,

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RICH DAD POOR DAD

2020-04-26T21:28:00.000+05:30

RICH DAD POOR DAD

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INTRODUCTION

There is a Need oes school prepare children for the real world? “Study hard and get good grades and you will ind a high-paying job with great benefits,” my parents used to say. Their goal in life was to rovide a college education for my older sister and me, so that we would have the greatest hance for ccess in life. When I finally earned my diploma in 1976-graduating with honors,and near the top of my class, in accounting from Florida State University-my parents had realized their goal. It was the crowning achievement of their lives. In accordance with the “Master Plan,” I was hired by a “Big 8” accounting firm, and I looked forward to a long career and retirement at an early age. My husband, ichael, followed a similar path. We both came from hardworking families, of modest means but ith strong work ethics. Michael also graduated with honors, but he did it twice: first as an engineer and then from law school. He was quickly recruited by a prestigious Washington, D.C., law firm that pecialized in patent law, and his future seemed bright, career path well-defined and early retirement guaranteed. Although we have been successful in our careers, they have not turned out quite as we expected. We both have changed positions several times-for all the right reasons-but there are no pension plans vesting on our behalf. Our retirement funds are growing only through our individual contributions. Michael and I have a wonderful marriage with three great children. As I write this, two are in college and one is just beginning high school. We have spent a fortune making sure our Children have received the best education available. One day in 1996, one of my children came home disillusioned with school. He was bored andtired of studying. “Why should I put time into studying subjects I will never use in real life?” he protested. Without thinking, I responded, “Because if you don't get good grades, you won't get intO college.” “Regardless of whether I go to college,” he eplied, “I'm going to be rich.”“If you don't graduate from college, you won't get a good job,” I responded With a tinge of panic ad motherly concern. “And if you don't have a good job, how do you plan to get rich?”my son smirked and slowly shook his head with mild boredom. We have had this talk many

times before. He lowered his head and rolled his eyes. My words of motherly wisdom were falling on deaf ears once again.Though smart and strong-willed, he has always been a polite and respectful oung man.“Mom,” he began. It was my turn to be lectured. “Get with the times! Look around; the richest

people didn't get rich because of their educations. Look at Michael Jordan and Madonna. Even Bill Gates, who dropped out of Harvard, founded Microsoft; he is now the richest man in America, and he's still in his 30s. There is a baseball pitcher who makes more than $4 million a year even though he has been labeled `mentally challenged.' ”There was a long silence between us. It was dawning on me that I was giving my son the same advice my parents had given me. The world around us has changed, but the advice hasn't.Getting a good education and making good grades no longer ensures success, and nobody seems to have noticed, except our children. “Mom,” he continued, “I don't want to work as hard as you and dad do. You make a lot of money, and we live in a huge house with lots of toys. If I follow your advice, I'll wind up like you, working harder and harder only to pay more taxes and wind up in debt. There is no job security anymore; I know all about downsizing and rightsizing. I also know that college graduates today earn less than you did when you graduated. Look at doctors. They don't make nearly as much money as they used to. I know I can't rely on Social Security or company pensions for retirement. I need new answers.”He was right. He needed new answers, and so did I. My parents' advice may have worked for people born before 1945, but it may be disastrous for those of us born into a rapidly changing world. No longer can I simply say to my children, “Go to school, get good grades, and look for a safe, secure job.”I knew I had to look for new ways to guide my children's education.As a mother as well as an accountant, I have been concerned by the lack of financial education our children receive in school. Many of today's youth have credit cards before they leave high school, yet they have never had a course in money or how to invest it, let alone understand how compound interest works on credit cards. Simply put, without financial literacy and the knowledge of how money works, they are not prepared to face the world that awaits them, a

world in which spending is emphasized over savings.When my oldest son became hopelessly in debt with his credit cards as a freshman in college, I not only helped him destroy the credit cards, but I also went in search of a program that would help me educate my children on financial matters. One day last year, my husband called me from his office. “I have someone I think you should meet,” he said. “His name is Robert Kiyosaki. He's a businessman and investor, and he is here applying for a patent on an educational product. I think it's what you have been looking for.”Just What I Was ooking For My husband, Mike, was so impressed with CASHFLOW, the new educational product that Robert Kiyosaki was developing, that he arranged for both of us to participate in a test of the

prototype. Because it was an educational game, I also asked my 19-year-old daughter, who was a freshman at a local university, if she would like to take part, and she agreed. About fifteen people, broken into three groups, participated in the test.Mike was right. It was the educational product I had been looking for. But it had a twist: It looked like a colorful Monopoly board with a giant well-ressed rat in the middle. Unlike Monopoly, however, there were two tracks: one inside and one outside. The object of the game was to get out of the inside track-what Robert called the “Rat Race” and reach the outer track, or the “Fast Track.” As Robert put it, the Fast Track simulates how rich people play in real life. Robert then defined the “Rat Race” for us. "If you look at the life of the average-educated, hard-working person, there is a similar path. The child is born and goes to school. The proud parents are excited because the child excels, gets fair to good grades, and is accepted into a college. The child graduates, maybe goes on to graduate school and then does exactly as programmed: looks for a safe, secure job or career.The child finds that job, maybe as a doctor or a lawyer, or joins the Army or works for the government. Generally, the child begins to make money, credit cards start to arrive in mass, and the shopping begins, if it already hasn't. "Having money to burn, the child goes to places where other young people just like them hang out, and they meet people, they date, and sometimes they get married. Life is wonderful now, because today, both men and women work. Two incomes are bliss. They feel successful, their future is bright, and they decide to buy a house, a car, a television, take vacations and have children. The happy bundle arrives. The demand for cash is enormous. The happy couple decides that their careers are vitally important and begin to work harder, seeking promotions and raises. The raises come, and so does another child and the need for a bigger house. They work harder, become better employees, even more dedicated. They go back to school to get

more specialized skills so they can earn more money. Maybe they take a second job. Their incomes go up, but so does the tax bracket they're in and the real estate taxes on their new large home, and their Social Security taxes, and all the other taxes. They get their large paycheck and wonder where all the money went. They buy some mutual funds and buy groceries with their credit card. The children reach 5 or 6 years of age, and the need to save for college increases as well as the need to save for their retirement. . "That happy couple, born 35 years ago, is now trapped in the Rat Race for the rest of their working days. They work for the owners of their company, for the government paying taxes, and for the bank paying off a mortgage and credit cards. “Then, they advise their own children to `study hard, get good grades, and find a safe job or career.' They learn nothing about money, except from those who profit from their naïveté, and work hard all their lives. The process repeats into another hard-working generation. This is the `Rat Race'.” The only way to get out of the “Rat Race” is to prove your proficiency at both accounting and investing, arguably two of the most difficult subjects to master. As a trained CPA who once worked for a Big 8 accounting firm, I was surprised that Robert had made the learning of these two subjects both fun and exciting. The process was so well disguised that while we were diligently working to get out of the “Rat Race,” we quickly forgot we were learning. Soon a product test turned into a fun afternoon with my daughter, talking about things we had never discussed before. As an accountant, playing a game that required an Income Statement and Balance Sheet was easy. So I had the time to help my daughter and the other players at my table with concepts they did not understand. I was the first person-and the only person in the

entire test group-to get out of the “Rat Race” that day. I was out within 50 minutes, although the game went on for nearly three hours.At my table was a banker, a business owner and a computer programmer. What greatly disturbed me was how little these people knew about either accounting or investing, subjects so important in their lives. I wondered how they managed their own financial affairs in real life. I could understand why my 19-year-old daughter would not understand, but these were grown adults, at least twice her age. After I was out of the “Rat Race,” for the next two hours I watched my daughter and these educated, affluent adults roll the dice and move their markers. Although I was glad they were all learning so much, I was disturbed by how much the adults did not know about the basics of simple accounting and investing. They had difficulty grasping the relationship between their Income Statement and their Balance Sheet. As they bought and sold assets, they had trouble remembering that each transaction could impact their monthly cash flow. I thought, how many millions of people are out there in the real world struggling financially, only because they have never been taught these subjects? Thank goodness they're having fun and are distracted by the desire to win the game, I said to myself. After Robert ended the contest, he allowed us fifteen minutes to discuss and critique CASHFLOW among ourselves. The business owner at my table was not happy. He did not like the game. “I don't need to know this,” he said out loud. “I hire accountants, bankers and attorneys to tell me about this stuff.” To which Robert replied, “Have you ever noticed that there are a lot of accountants who aren't rich? And bankers, and attorneys, and stockbrokers and real estate brokers. They know a lot, and for the most part are smart people, but most of them are not rich. Since our schools do not teach people what the rich know, we take advice from these people. But one day, you're driving down the highway, stuck in traffic, struggling to get to work, and you look over to your right and you see your accountant stuck in the same traffic jam. You look to your left and you see your banker. That should tell you something.”The computer programmer was also unimpressed by the game: “I can buy software to teach me this.” The banker, however, was moved. “I studied this in school-the accounting part, that is-but I never knew how to apply it to real life. Now I know. I need to get myself out of the `Rat Race.' ” But it was my daughter's comments that most touched me. “I had fun learning,” she said. “I learned a lot about how money really works and how to invest.”Then she added: “Now I know I can choose a profession for the wor I want to perform and not because of job security, benefits or howmuch I get paid. If I learn what this game teaches, I'm free to do and study what my heart wants to study. . .rather than study something because businesses are looking for certain job skills. If I learn this, I won't have to worry about job

security and Social Security the way most of my classmates already do.”

I was not able to stay and talk with Robert after we had played the game, but we agreed to meet

later to further discuss his project. I knew he wanted to use the game to help others become

more financially savvy, and I was eager to hear more about his plans.

My husband and I set up a dinner meeting with Robert and his wife within the next week.

Although it was our first social get-together, we felt as if we had known each other for years.

We found out we had a lot in common. We covered the gamut, from sports and plays to

restaurants and socio-economic issues. We talked about the changing world. We spent a lot of

time discussing how most Americans have little or nothing saved for retirement, as well as the

almost bankrupt state of Social Security and Medicare. Would my children be required to pay for

the retirement of 75 million baby boomers? We wondered if people realize how risky it is to

depend on a pension plan.

Robert's primary concern was the growing gap between the haves and have nots, in America

and around the world. A self-taught, self-made entrepreneur who traveled the world putting

investments together, Robert was able to retire at the age of 47. He came out of retirement

because he shares the same concern I have for my own children. He knows that the world has

changed, but education has not changed with it. According to Robert, children spend years in an

antiquated educational system, studying subjects they will never use, preparing for a world that

no longer exists.“Today, the most dangerous advice you can give a child is `Go to school, get good grades and look for a safe secure job,' ” he likes to say. “That is old advice, and it's bad advice. If you could see what is happening in Asia, Europe, South America, you would be as concerned as I am.”

It's bad advice, he believes, “because if you want your child to have a financially secure future, they can't play by the old set of rules. It's just too risky.” I asked him what he meant by “old rules?” .

“People like me play by a different set of rules from what you play by,” he said. “What happens

when a corporation announces a downsizing?”“People get laid off,” I said. "Fa milies are hurt. Unemployment goes up." “Yes, but what happens to the company, in particular a public company on the stock exchange?” “The price of the stock usually goes up when the downsizing is announced,” I said. “The market likes it when a company reduces its labor costs, either through automation or just consolidatingthe labor force in general.” “That's right,” he said. “And when stock prices go up, people like me, the shareholders, get richer. That is what I mean by a different set of rules. Employees lose; owners and investors win.” Robert was describing not only the difference between an employee and employer, but also the difference between controlling your own destiny and giving up that control to someone else. “But it's hard for most people to understand why that happens,” I said. They just think it's not fair.” “That's why it is foolish to simply say to a child, `Get a good ducation,' ” he said. “It is foolish to assume that the education the school system provides will prepare your children for the world they will face upon graduation. Each child needs more education. Different education. And they need to know the rules. The different sets of rules.” “There are rules of money that the rich play by, and there are the rules that the other 95 percent of the population plays by,” he said. “And the 95 percent learns those rules at home and in school. That is why it's risky today to simply say to a child, `Study hard and look for a job.' A child today needs a more sophisticated education, and the current system is not delivering the goods. I don't care how many computers they put in the lassroom or how much money schools spend. How can the education system teach a subject that it does not know?” So how does a parent teach their children, what the school does not? How do you teach accounting to a child? Won't they get bored? And how do you teach investing when as a parent

you yourself are risk averse? Instead of teaching my children to simply play it safe, I decided it

was best to teach them to play it smart. “So how would you teach a child about money and all the things we've talked about?” I asked Robert. “How can we make it easy for parents especially when they don't understand it themselves?” “I wrote a book on the subject, ” he said. “Where is it?” “In my computer. It's been there for years in random pieces. I add to it occasionally but I've never gotten around to put it all together. I began writing it after my other book became a best seller, but I never finished the new one. It's in pieces.” And in pieces it was. After reading the scattered sections, I decided the book had merit and needed to be shared, especially in these changing times. We agreed to co-author Robert's book. I asked him how muh financial information he thought a child needed. He said it would depend on the child. He knew at a young age that he wanted to be rich and was ortunate enough to have a father figure who was rich and willing to guide him. Education is the foundation of success, Robert said. Just as scholastic skills are vitally important, so are financial skills and communication skills. What follows is the story of Robert's two dads, a rich one and a poor one, that expounds on the skills he's developed over a lifetime. The contrast between two dads provides an important perspective. The book is supported, edited and assembled by me. Forany accountants who read this book, suspend your academic book knowledge and open your mind to the theories Robert presents. Although many of them challenge the very fundamentals of generally accepted accounting principles, they provide a valuable insight into the way true investors analyze their investment decisions. When we as parents advise our children to “go to school, study hard and get a good job,” we often do that out of cultural habit. It has always been the right thing to do. When I met Robert,

his ideas initially startled me. Having been raised by two fathers, he had been taught to strive for

two different goals. His educated dad advised him to work for a corporation. His rich dad advised him to own the corporation. Both life paths required education, but the subjects of study were completely different. His educated dad encouraged Robert to be a smart person. His rich dad encouraged Robert to know how to hire smart people. Having two dads caused many problems. Robert's real dad was the superintendent of education for the state of Hawaii. By the time Robert was 16, the threat of “If you don't get good grades, you won't get a good job” had little effect. He already knew his career path was to own corporations, not to work for them. In fact, if it had not been for a wise and persistent high school guidance counselor, Robert might not have gone on to college. He admits that. He was eager to start building his assets, but finally agreed that the college education would also be a benefit to him. Truthfully, the ideas in this book are probably too far fetched and radical for most parents today. Some parents are having a hard enough time simply keeping their children in school. But in light of our changing times, as parents we need to be open to new and bold ideas. To encourage children to be employees is to advise your children to pay more than their fair share of taxes over a lifetime, with little or no promise of a pension. And it is true that taxes are a

person's greatest expense. In fact, most families work from January to mid-May for the government just to cover their taxes. New ideas are needed and this book provides them. Robert claims that the rich teach their children differently. They teach their children at home, around the dinner table. These ideas may notbe the ideas you choose to discuss with your children, but thank you for looking at them. And I advise you to keep searching. In my opinion, as a mom and a CPA, the concept of simply getting good grades and finding a good job is an old idea. We need t dvise our children with a greater degree of sophistication. We need new ideas and different education. Maybe telling our children to strive to be good employees while also striving to own their own investment corporation is not such a bad idea. It is my hope as a mother that this book helps other parents. It is Robert's hope to inform

people that anyone can achieve prosperity if they choose so. If today you are a gardener or a janitor or even unemployed, you have the ability to educate yourself and teach those you love to take care of themselves financially. Remember that financial intelligence is the mental process via which we solve our financial problems. Today we are facing global and technological changes as great or even greater than those ever faced before. No one has a crystal ball, but one thing is for certain: Changes lie ahead that are beyond our reality. Who knows what the future brings? But whatever happens, we have two fundamental choices: play it safe or play it smart by preparing, getting educated and awakening your own and your children's financial genius. - Sharon Lechter

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Rich Dad, Poor Dad

ghatna

2020-04-24T22:29:00.004+05:30

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prapati

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Badal ke haal pr

2020-04-24T22:24:00.003+05:30

ਉਦਾਸ ਨਾ ਹੋਵੀਂ ਤੂੰ

2020-04-23T21:40:00.000+05:30

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ਤੇਰੇ ਬਾਅਦ ਕਦੇ ਪੂਰਾ ਨਹੀਂ ਹੋਇਆ ਮੈਂ

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Punjabi Punjabi kavita...shayeri. poem poetry

#ਯਕੀਨ

2020-04-20T16:01:00.001+05:30

ਯਕੀਨ

ਮੈ ਤੈਨੂੰ ਵੇਖਿਆ ਇਸ ਲਈ

ਤਾਜ ਮਹਿਲ ਵੇਖਣ ਨਹੀਂ ਗਿਆ

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ਬਲੋਰਾ

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Punjabi Punjabi kavita...shayeri. poem poetry . Punjabi Books best book 2018

ਕੀ ਕੁਝ ਨਹੀਂ ਕਰਾ ਦਿੰਦੀ ਮੁਹੱਬਤ

2020-04-17T23:32:00.000+05:30

ਕੀ ਕੁਝ ਨਹੀਂ ਕਰਾ ਦਿੰਦੀ ਮੁਹੱਬਤ

ਜਿਸਨੂੰ ਆਪਣਾ ਸਭ ਕੁਝ ਮੰਨ ਕੇ

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ਬੇਪਛਾਣ ਵੀ ਕਰਨਾ ਪੈ ਜਾਦਾ.....

#ਪਾਗਲ

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