F)Our brains respond better to difficulty than we imagine. In schools, teachers and pupils alike often assume that if a concept has been easy to learn, then the lesson has been successful. But numerous studies have now found that when classroom material is made harder to absorb, pupils retain more of it over the long term, and understand it on a deeper level.
G)As a poet, Ted Hughes had an acute sensitivity to the way in which constraints on self-expression, like the disciplines of metre and rhyme , spur creative thought. What applies to poets and musicians also applies to our daily lives. We tend to equate(等同于)happiness with freedom, but, as the psychotherapist and writer Adam Phillips has observed, without obstacles to our desires it s harder to know what we want, or where we re heading. He tells the story of a patient, a first-time mother who complained that her young son was always clinging to her, wrapping himself around her legs wherever she went. She never had a moment to herself, she said, because her son was always in the way . When Phillips asked her where she would go if he wasn t in the way, she replied cheerfully, Oh, I wouldn t know where I was!
H)Take another common obstacle: lack of money. People often assume that more money will make them happier. But economists who study the relationship between money and happiness have consistently found that, above a certain income, the two do not reliably correlate. Despite the ease with which the rich can acquire almost anything they desire, they are just as likely to be unhappy as the middle classes. In this regard at least, F. Scott Fitzgerald was wrong.
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