她说，自己的心态与刚刚开始的时候好了很多，很多事情都看开了。虽然现在也是总遇到大大小小的烦心事，但是承受能力比以前要提高了很多。另外，现在也更多地懂得享受生活了，因为有的时候错过一个享受的机会，以后也许就再也不会遇到了。

也许这位学姐的感受在相当程度上代表了一部分留学生的心理状态吧。从开始的紧张，到现在的缓解与适应。的确，我无法想象在美国经历一年的生活后自己是否还会保持和现在一样的心态与状态，就像她说的那样，“我原来觉得我根本不会改变”。

说到享受，我倒是不敢苟同她的观点。至少从我来说，我不会像他们那样每周出去玩，吃饭，唱歌，旅游之类的所谓的享受。不是我不愿意出去，而是当你眼前有一大堆书要看，作业要做的时候，你怎么能下的了决心把它们扔在一边就去所谓“享受生活”？当然了，你也可以玩完回来之后继续做作业，熬夜在deadline前把project搞完了，或者把作业拖到最后一天。这些当然都可以了，但是不适合我。我知道我必须要花很多很多时间去理解一些知识，所以我

I am confident now with the golden rule, well-prepared people can do things with ease - since I spent hours reading the assigned articles and searching information from the Internet. 

For me it is not a matter of need some comfort, what is more important is that, I need something encouraging myself, to lift up my spirit to a new level.

It was just the few sentences, phrases or even words that could right hit the point and gave me enough encouragement: only well-prepared people can do things with ease. I should never expect success (in ANY field) to happen overnight, nor should I purposely miss important steps on knowledge accumulation. 

And ... the most important thing is that keep remind myself to be more and more hardworking, and properly adjust my skills on learning and everything.

Thanks Sean, it's always time to move on.

散伙饭结束时，大家陆陆续续都走了。剩下的几个同学和我们班的赵老师道别，大家说着说着就开始哭起来。赵老师说，不知道以后多长时间可以再见。

看着他们，我心里有一种说不出的感觉。我并不没有像他们那么流泪，也没有特别的伤感，虽然离别在每个人概念中的确应该是一种令人“伤心”的事。可能是想到未来还有更多的生活等待我去努力吧，我的伤感就在某种程度上被冲淡了。

我看着赵老师那么伤心地放声大哭，心里其实好难过啊。不是为离别，而是为赵老师。赵老师是快50岁的人了，我想他们这样年纪的人是否会在离别的时刻更容易感伤。虽然老师总是笑着对我们说，你们以后都会有出息的。但是，我想他的心里可能还是会为我们担心吧。我们每个学生就像老师们的孩子一样，只不过朝夕相处了那么几年愉快的时光之后就要离别，面对不可知的未来了。

他们就像家长一样关注着我们的未来，我当然希望能够不辜负这种期待，因此就更没有理由伤感。

想起另一场“离别”，那是我在西安咸阳机场过安检，即将离开西安飞往美国的时

Let no youth have any anxiety about the upshot of his education, whatever the line of it may be. If he keeps faithfully busy each hour of the working day, he may safely leave the final result to itself. He can, with perfect certainty, count on waking up some fine morning to find himself one of the competent ones of his generation, in whatever pursuit he may have singled out.

-- Prof. William James

When we learn any new thing, like French or golf or speaking in public, we never advance steadily. We do not improve gradually. We do it by waves, by abrupt starts and sudden stops. Then we remain stationary a time, or we may even slip back and lose some of the ground we have previously gained. These periods of stagnation, or retrogression, are well known by all psychologists: they have been named 'plateaus in the curve of learning.' Students of effective speaking will sometimes be stalled, perhaps for weeks, on one of these plateaus. Work as hard as they may, they cannot seem to get off it. The weak ones give up in despair. Those with grit persist, and they find that suddenly, almost overnight, without knowing how or why it has happened, they have made great progress. They have lifted from the plateau like an airplane. Abruptly they have acquired naturalness, force, and confidence in their skills. 

One time a young man who aspired to study law wr