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Once we leave school； most of us know that it is not as much a matter of college degrees or good grades that count。 In the real world outside of academics； something more than just grades is required。 I have heard it called 〃guts；〃 〃chutzpah；〃 〃balls；〃 〃audacity；〃 〃bravado；〃 〃cunning；〃 〃daring；〃 〃tenacity〃 and 〃brilliance。〃 This factor； whatever it is labeled； ultimately decides one's future much more than school grades。
Inside each of us is one of these brave； brilliant and daring characters。 There is also the flip side of that character： people who could get down on their knees and beg if necessary。 After a year in Vietnam； as a Marine Corps pilot； I intimately got to know both of those characters…inside of me。 One is not better than the other。
Yet； as a teacher； I recognized that it was excessive fear and self…doubt that were the greatest detractors of personal genius。 It broke my heart to see students know the answers； yet lack the courage to act on the answer。 Often in the real world； it's not the smart that get ahead but the bold。
In my personal experience； your financial genius requires both technical knowledge as well as courage。 If fear is too strong； the genius is suppressed。 In my classes I strongly urge students to learn to take ？risks； to be bold； to let their genius convert that fear into power and brilliance。 It works for some and just terrifies others。 I have e to realize that for most people； when it es to the subject of money； they would rather play it safe。 I have had to field questions such as： Why take risks？ Why should I bother developing my financial IQ？ Why should I bee financially literate？
And I answer； 〃Just to have more options。〃
There are huge changes up head。 Just as I started with the story of the young inventor Alexander Graham Bell； in the ing years there will be more people just like him。 There will be a hundred people like Bill Gates and hugely successful panies like Microsoft created every year； all over the world。 And there also will be many more bankruptcies； layoffs and downsizing。
So why bother developing your financial IQ？ No one can answer that but you。 Yet； I can tell you why I myself do it。 I do it because it is the most exciting time to be alive。 I'd rather be weling change than dreading change。 I'd rather be excited about making millions than worrying about not getting a raise。 This period we are in now is a most exciting time； unprecedented in our world's history。 Generations from now； people will look back at this period of time and remark at what an exciting era it must have been。 It was the death of the old and birth of the new。 It was full of turmoil and it was exciting。
So why bother developing your financial IQ？ Because if you do； you will prosper greatly。 And if you don't； this period of time will be a frightening one。 It will be a time of watching people move boldly forward while others cling to decaying life rings。
Land was wealth 300 years ago。 So the person who owned the land owned the wealth。 Then； it was factories and production； and America rose to dominance。 The industrialist owned the wealth。 Today； it is information。 And the person who has the most timely information owns the wealth。 The problem is； information flies all around the world at the speed of light。 The new wealth cannot be contained by boundaries and borders as land and factories were。 The changes will be faster and more dramatic。 There will be a dramatic increase in the number of new multimillionaires。 There also will be those who are left behind。
Today； I find so many people struggling； often working harder； simply because they cling to old ideas。 They want things to be the way they were； they resist change。 I know people who are losing their jobs or their houses； and they blame technology or the economy or their boss。 Sadly they fail to realize that they might be the problem。 Old ideas are their biggest liability。 It is a liability simply because they fail to realize that while that idea or way of doing something was an asset yesterday； yesterday is gone。
One afternoon I was teaching investing using a board game I had invented； CASHFLOW； as a teaching tool。 A friend had brought someone along to attend the class。 This friend of a friend was recently divorced； had been badly burned in the divorce settlement； and was now searching for some answers。 Her friend thought the class might help。
The game was designed to help people learn how money works。 In playing the game； they learn about the interaction of the ine statement with the balance sheet。 They learn how 〃cash flows〃 between
the two and how the road to wealth is through striving to increase your monthly cash flow from the asset column to the point that it exceeds your j monthly expenses。 Once you acplish this； you are able to get out of the 〃Rat Race〃 and out onto the 〃Fast Track〃。
As I have said； some people hate the game； some love it； and others miss the point。 This woman missed a valuable opportunity to learn something。 In the opening round； she drew a 〃doodad〃 card with the boat on it。 At first she was happy。 〃Oh； I've got a boat。〃 Then； as her friend tried to explain how the numbers worked on her ine statement and balance sheet； she got frustrated because she 〃had never liked math。 The rest of her table waited while her friend continued explaining the relationship between the ine statement； balance sheet and monthly cash flow。 Suddenly； when she realized how the numbers worked； it dawned on her that her boat was eating her alive。 Later on in the game； she was also 〃downsized〃 and had a child。 It was a horrible game for her。
After the class； her friend came by and told me that she was upset。 She had e to the class to learn about investing and did not like the idea that it took so long to play a silly game。
Her friend attempted to tell her to look within herself to see if the game 〃reflected〃 on herself in any way。 With that suggestion； the woman demanded her money back。 She said that the very idea that a game could be a reflection of her was ridiculous。 Her money was promptly refunded and she left。
Since 1984； I have made millions simply by doing what the school system does not。 In school； most teachers lecture。