I Don’t Think I Tried

Chances are you’ve never seen me on ESPN’s Center of Sports.  There’s a reason for that- I’m not a very good athlete.  I’m not looking for lame praise to the contrary, I simply know this to be a fact.  Although I’ve always enjoyed sports, always played sports growing up, I have never felt like an offense was built around me or anything.  I was okay, serviceable, a team-player.  And, to be honest, at my age I miss the chances I think I squandered as an athlete.  I think I made some mistakes as an athlete and I think the greatest overall mistake is now clear to me: I didn’t try.

Though I regret this now, there is absolutely nothing that I can do to change the fact that I could have practiced more, could have done more strength conditioning, could have become more of a student of the game.  I didn’t, I didn’t, I wasn’t. I liked sports, I loved certain teams that I was on, I had my moments… but by and large, I could have tried harder to be the athlete I now wonder about.  I wonder, now (and maybe you wonder the same for yourself) if I could have been better if I’d tried harder.  It’s a natural part of the aging process- wonderment.  I wonder, more than I likely realize, who or what I could have been if I’d tried harder.

The hardest I know I ever tried as an athlete was when my dad helped me get ready for a basketball season in seventh grade.  A few nights a week, my dad would go with me to a track behind an elementary school and we’d run together.  I’m not sure exactly how far we’d run each time, but I know by the end of those first few nights I was panting and I know that each time we went it got easier.  I was better that season, I felt prepared.  I still wasn’t great at the foul line maybe, or couldn’t hit many shots from certain distance, but thanks to my dad I was less winded than I might have been otherwise.  I think, looking back, that it was fun to do that with my dad.  It was fun and felt special to do that- running a few nights a week.  I felt like he was teaching me something about training, about trying. I was an athlete that year, that season.  I was prepared, I was better, I was committed.  I’ll never forget it. I don’t remember much of all my years as an athlete, but I remember that one best.  It was support.  It was support in the guise of training.  My dad wasn’t yelling from the sidelines, wasn’t pouring over plays that didn’t work during the car ride home… he was just running with me.  He was there for me.  It was a quiet and continued support.

So who cares? Likely no one other than me.  But, still, I offer it simply to show what might be most important to you and most important to your player or your child- the time you spend helping them try.

-Tom Mooney

Something to Learn

A college coach recently asked me, “Do you know what I’d really love to hear from a recruit?”

I leaned in because, yes absolutely and of course, I’d like to know what our players could say to impress a college coach.

He continued, “Just once, I’d like to hear an athlete on a recruiting visit say that they like their high school coach.”

I must have had a puzzled look on my face because he clarified, “The last 50 players I’ve spoken with, every single one of them has said their high school coach is terrible.”

Wow.  As a high school educator and former high school coach, I certainly don’t share those students’ assessments, but as a club coach I understand where this is coming from.  As club coaches we are able to spend more time on technical aspects of the game, and we’re working with a single age group of players with relatively similar skill sets.  It’s much easier to plan practice with extended training time and a group that doesn’t require much coaching differentiation.  Club coaches also work at tournaments attended by college recruiters, giving us access to an important goal for our players.  A group of college coaches circling our court during pool play may give us more coaching status than we deserve, at least in the eyes of our players and parents.

On the other hand, high school coaches are managing programs that are much closer to the reality of playing in college.  High school teams practice every day, balance school academics and activities with a competition schedule, work with limited resources, often coach students from more diverse age groups and backgrounds, connect with teachers and alumni, develop relationships with rival schools, and are responsible to a larger set of expectations from their school community.

The truth is that high school coaches aren’t terrible.  In fact, they’re really good.  It’s just that they’re teaching lessons that we don’t value as much as we should.

Here are some lessons your high school coach can help you learn during your season:

  • How to serve and represent a group larger than yourself and your team. While it’s fun to walk into school the day after a win, it’s also essential to learn how to deal with public disappointment with maturity and humility.  Learning to represent your school (thousands of classmates, educators and alumni) is an opportunity to develop responsibility.
  • How to bring your best every day. The truth is that we don’t always feel motivated to train, and that challenge is magnified when you have to walk into the gym every day.  Playing in a high school program teaches you that it’s important to consistently bring your best effort because your teammates need your energy, leadership and encouragement, especially at the end of a difficult day.
  • How to work with older and younger players. Learning to mentor a younger teammate, or seeking mentorship from an older teammate is an essential life skill.  When working in teams it’s vital to learn that not everyone has the same life experiences or expectations.
  • How to balance academic and extra-curricular work with team responsibilities. High school coaches are uniquely positioned to mentor you through conversations with teachers and administrators.  Schedule and assignment conflicts are an opportunity to learn how to communicate with adults, as well as to evaluating and aligning priorities.
  • How to value the contributions of others. It’s not just teammates, managers and coaches who deserve our gratitude; we should also be inspired by the classmates preparing for Science Olympiad, the basketball team using the gym after us, the teacher staying late to grade papers, and the custodians who patiently make our schools beautiful.  Training in an environment surrounded by so many different activities reminds us that we’re not the only people working hard at something we love.
  • How to leave a legacy for younger players and a future generation.  Recognizing that our actions will impact others long beyond our career is a part of developing maturity.  Leadership and decision-making will always be more fulfilling and successful if it is done on behalf of others, for a benefit that we are willing to give away to people we may never even meet.

Each of these skills transfers to life beyond the volleyball court.  Tweaking your approach and armswing may serve you today, but I hope that you learn many more important things that will allow you to serve others long after your volleyball career is over.

Most of all, I hope that you go to practice tomorrow and thank your high school coach for their willingness to provide opportunities and teach the lessons that we don’t always fully appreciate at the time.

-Jason Curtis

We Hereby Agree to Be Nice to People

The following post is from Jason Curtis. Court and Classroom is especially thankful for Jim Garman of Garman Homes for allowing us to post this. More importantly we are thankful for the example Jim sets in how he leads his company and treats his customers. 

This is the most unusual contract I’ve ever seen:

Good Attitude

At Garman Homes, We believe a good attitude can change the world. We insist on a good attitude…from Our employees, Our vendors, Our cooperating Brokers, Our Legal & Lender Squad and from You, Our Buyers. We insist.

Mistakes happen all the time. So do misunderstandings, miscommunications and the dreaded perceived mistakes and assumptions. All are likely to put Our Good Attitudes to the test. At some point during construction on Your New Home, We are likely to stumble upon something unexpected. In fact, You should expect the unexpected. We have built hundreds of homes, We know to expect the unexpected.

Our good attitudes can make the difference between working through something unexpected in a collaborative way or stewing about it and trading ‘he said, she said’ emails. Those emails never end well. The gist is, We don’t promise to make any fewer mistakes than other homebuilders. But We DO promise to be honest, sincere and propose ways to move forward. In return, We expect the same from You.

We don’t respond well to yelling and screaming. And We don’t respond well to threats. We prefer working with people who want to find a winwin for everyone involved. If You feel You may struggle with this approach during the building process, We’re not the builder for You. Be honest with Yourself about whether You can commit to a Good Attitude. There is no faking it. We can tell when You’re faking.

We feel so strongly about the importance of a Good Attitude, We reserve the right to terminate Our Agreement at anytime prior to Closing if We feel Our relationship has gone off the rails. The last thing We want is for You to move forward with Your New Home if You are no longer able to offer Us the benefit of the doubt or if You’ve lost the ability to trust Us. It’s tough to imagine now but it happens. In this rare situation, We will return to You the Builder Deposit and, depending on the timing, We may be able to refund Your Option Deposit also.

We love what We do for a living. It is more than a job for every single one of Us. It’s not business, it’s personal. With Your help and positive support, We are confident that We can build a great home for You.


You:____________ Date:____________ Us:____________ Date:____________                 

Jim Garman, the owner of Garman Homes, was introduced to me by a colleague who was fortunate enough to have a home built by Jim’s team.  We invited him to campus because we were looking for someone who could stimulate new ways of thinking about IT customer service at our school.  Jim is a thoughtful, reflective, creative and passionate “serial entrepreneur,” who is taking advantage of his position as owner to serve as purchasing manager for the year (instead of running the company).

In the frequently contentious world of construction, the Garman Homes team seeks to create the best possible experience for both the customer and the building team.  They seem to have hit on a winning formula: seek to create a partnership and don’t be afraid to be specific about expectations from both the builder and the homebuyer.

The most important thing about a contract is that it demands something from both parties.  It extends a promise in exchange for another promise, and is supported by specific action (or “consideration” in legal terms).  The language of the contract keeps both parties honest, while laying out what is to be expected throughout the transaction.

What if we were to create a “good attitude” contract between coaches and families at the beginning of the season?

Here are a few ideas, and we’d love to hear your comments and additions:

At ______________ Volleyball Club, We believe that we have a most important responsibility to partner with You, parents, in helping raise your child.  We believe that the only way that We can effectively help You raise Your child is by both parties agreeing to act with mutual respect and appreciation.

We know that the upcoming season will include some wins and some failures, that every player will not be able to play as much as they want and where they want, and that We will make some coaching decisions that will not be successful.

In those inevitable moments of potential disappointment, You and We will react in a positive manner because it is the best response for Your children to witness.  Both parties will allow space for each party to be the best version of themselves [Growth Clause], will always assume that the actions of the other party are initiated with best intentions [Optimism Clause], will understand that errors will be made by You and Us, both of whom are human [Forgiveness Clause], and will always endeavor to leave the other party happier at the end of every interaction [Joy Clause].

You love your children, and We do too.  Therefore, both parties promise that:

We You
will react to disappointment with professionalism, kindness and positivity will be open-minded about the learning process and embrace adversity for our children
will understand that families are doing their best to attend practices and games and will seek to decrease to a family’s scheduling stress by being empathetic, patient and kind about tardiness and absences will be patient with schedule changes and endeavor to bring my child to practice with more than a full stomach and necessary equipment: they will come armed with gratitude, optimism, openness and joy.
will continue to challenge our players by giving them opportunities to stretch and grow, especially when they struggle or fail will bring cheerfulness and kindness to the bleachers at games, and will extend genuine hospitality and welcome to other parents
will always build up and encourage players and families through conversations with other coaches will always build up and encourage all players and coaches through conversations with other parents
will cheerfully conduct ourselves as exemplary role models and supporters for our players will consistently enjoy and appreciate the sacrifice of supporting our children in athletics
will treat my players and opponents as if they were someone’s child (which, incidentally, they are) will treat my child’s teammates and opponents as if they were someone’s child (which, incidentally, they are)

Leading With Vision


Last week, I wrote about the importance of vision in a post titled, “What You Will Become.” Jason Curtis then wrote “Growing Trees” in which he describes the role leaders should play in the lives and the development of young coaches and teachers. It got me thinking in a practical way about how coaches, teachers, parents, and leaders can model, encourage, and collaborate with one another to change the atmosphere and ultimately the impact that participation in sports can have on the lives of young people.

Here are a few examples of statements I have heard over the years and how teachers, coaches, parents, and leaders with vision can change the narrative and perspective.

She can’t.” A coach with vision replies, “yet.

I give up.” A parent with vision encourages, “stick with it.

It’s his fault.” A leader with vision states, “let’s do this together.

It’s over.” A teacher with vision inquires “when can we start again?

We did it!” A leader with vision questions, “what’s next?

Where can I hide?” A friend with vision pleads, “where can we go?

We made too many mistakes.” A coach with vision wonders, “what did we learn?

That’s not fair.” A parent with vision answers, “how will you respond?

It’s mine.” A teammate with vision corrects, “it’s ours.

That’s impossible.” A teacher with vision answers, “what a great challenge.

We need this.” A leader with vision compels, “let’s give this.

It’s too late.” A mentor with vision exclaims, “it’s the perfect time to start.

There is no way.” A coach with vision begs, “what is possible?

We’re no good.” A leader with vision implores, “how can we get better?

-Mike Schall

Growing Trees


Finally, for the first time in my coaching career, I’m considered “above average.”

At last night’s season kickoff meeting we learned that the average age of coaches in our club is 34, firmly throwing me into the “above the average” category.


Years ago, while hiring for a coaching position we interviewed a young candidate who had talent and potential, but did not have much experience.  When I brought up my concern about her lack of experience to a colleague who had participated in the interview he replied, “I’m sure she’ll make many of the same mistakes you and I both made when we were new coaches.” He added, “We should definitely hire her.”

I felt a sudden rush of gratitude for the many coaching colleagues and administrators who had patiently mentored me, supported me as I made many, many mistakes, and encouraged me during those times when it got difficult.

Thank goodness they had been willing to hire me and introduce me to this wonderful calling, despite knowing that I would make those errors.  I only wish I had thought to thank them at that time.

NFL observers talk about “coaching trees,” referring to a group of former assistants who spend time with a legendary coach and bring their offensive or defensive schemes to teams when they move on.  Legends such as Bill Walsh and Tom Landry influenced a large number of assistants who went on to become head coaches throughout the NFL.

All of my mentors and colleagues had each, in their own way, welcomed me into their “coaching tree.”  While they transferred knowledge about drills, game-planning, and technical correction, they also taught me about better ways to care for my players, how establish relationships with parents, and why I needed to give back to the sport.  Whether or not they knew it at the time, I became a part of their legacy and contribution to the sport – their “coaching tree.”

We are all coaches together – the head coach of our rival team, the eager assistant, the volunteer parent coach, the confident rookie, and the veteran with too many stories about the “good ol’ days” – all of us are connected to a part of someone’s coaching tree.

That tree’s continued growth and health is up to us.

If we’ve coached for one season or twenty years, we each have something to offer all of these coaches who are starting out.  The next generation of players is counting on us to grow our coaching trees into healthy forests of coaches who will be dedicated to coaching our grandchildren.

Start this season by reaching out to other coaches, especially those new coaches, by trying the following:

  • Find the new coach in the tournament coaches’ meeting (they’re the ones frantically deciphering the schedule) and offer help and encouragement throughout the day.
  • Stop by a new coaches’ practice and give them a compliment about one of their drills.
  • Talk to their team’s parents and tell them about something special you see in their coach.
  • Pass along a favorite article or book.
  • Write them a note pointing out something specific that you like about their coaching.
  • Quietly mention to their student-athletes that they’re fortunate to have such a talented, committed coach.
  • Bring your team to one of their tournament matches or practices to cheer on the players and the coach.
  • Encourage them to speak up at a coaches’ meeting, and ask for their opinion during impromptu discussions about technical skills.
  • Let them run a drill demo, speak at a coaching clinic, or write a blog post for your club’s website.
  • Find that new coach at the end of the tournament day, compliment them on their work that day, and tell them you’re looking forward to seeing them at the next tournament.

And to those brave souls who took a chance on a young coach, thank you.  I’m sorry that I didn’t always think to express my gratitude at the time, but I promise to do my best to pass it along and take care of the “tree.”

-Jason Curtis

What You Will Become


I had the honor of speaking to our coaching staff last evening about establishing a vision for the season – personally (as a coach) and collectively (as a team). So critical is our role as coaches to see what the collective ‘we’ will become.

To be clear, vision has nothing to do with goals. We all want to win. In fact, throughout my coaching, teaching, speaking opportunities, I have often asked those listening a simple question – would you rather win or lose? Without fail, those responding answered ‘win.’ To me, as a coach, leader, or parent, vision is far more important – and also far more difficult to develop – than a list of goals. Vision forces one to see something that isn’t there yet.

The most powerful vision I have been a part of was the experience our family went through when our youngest child Mia was diagnosed with progressive hearing loss just after her first birthday. In the ensuing months of uncertainty after her original diagnosis, my wife Sarah and I arrived at a meeting with Dr. Oliver Adunka at UNC Children’s Hospital. Dr. Adunka sat Sarah and I down and explained to us very calmly, “The vision we share is perfect hearing and perfect speech for this child. We are not sure exactly how we will get there but we must remain committed to that vision.”

In that moment, while still concerned, unsure of the exact path we would take, and faced with the uncertainty of how Mia would respond to the treatment, we were given confidence in what was to come. Below are a few reasons our hearts and minds shifted on that day:

  • A vision was shared. Dr. Adunka, when explaining what he saw for Mia, committed to working with us to help the vision become a reality.
  • We partnered with someone who had the experience, confidence, and maturity that went beyond our emotion and feelings of uncertainty in the present.
  • It gave us hope and a glimpse of what was possible – something we could not yet see.

We have this opportunity as coaches. Regardless of the age or level of team, the beginnings of a season are filled with questions surrounding roles, opportunities, and experience. Casting a vision with your team allows everyone involved to build confidence on what is possible vs living in the uncertainty of the present.

My encouragement to coaches everywhere is to be Dr. Adunka to the lives of the young people, their parents, and the teams they are responsible for leading. Here are several thoughts and questions to help coaches cast a vision for their teams:

  • Have a picture in your mind, as the coach, of all that your team can become, what positive behaviors they will exhibit, and the possibilities that this experience can provide. Kids and their parents often can’t see that picture yet.
  • What are the qualities of the very best teams?
  • Five years from now, how do you want to remember this season?
  • If someone were to watch your team play at the end of the season, what would you want them to say?
  • What does your team look like, sound like, feel like when you are collectively performing at your very best?

Enjoy the opportunity to coach your team to the very best of your ability, to see in them what they are unable to see in the present, and inspire them to get there. By the way, our shared vision for Mia has already become a reality. Five years after the vision was cast, two cochlear implant surgeries later, hundreds of hours of therapy with selfless teachers and therapists, a determined child has begun first grade. In speaking and interacting with Mia, one would never know that she ever had an issue with hearing or speaking. Vision is a powerful tool to bring reality to that which is unseen in the present.

-Mike Schall

Make Someone’s Day

I did the unthinkable tonight: I actually answered the landline in our house and talked to a telemarketer who called during dinner. (Don’t ask me why we still have a landline)


Maybe I was in the mood to answer some questions or more likely I felt like giving some relief to a harried telemarketer who was undoubtedly receiving significant abuse during this vicious election cycle, but I agreed to answer her questions as long as I could ask her one question for each question she asked me.

She chuckled, and perhaps out of boredom, curiosity, or just a desire to actually record some responses, agreed to the bargain.

The following is our exchange:

Question 1

Her question: What is your opinion of Hillary Clinton? Favorable, somewhat favorable, neutral, somewhat negative, or negative? [response deleted]

My question: Where are you calling from, and is it dinnertime there as well? “Central Florida, and I have no idea where you are.” (Not a great start)

Question 2

Her question: What is your opinion of Donald Trump? Favorable, somewhat favorable, neutral, somewhat negative, or negative? [response deleted]

My question: How did you get into this political poll calling business? “There was an ad on Craigslist.” (Still breaking through the ice at this point)

Question 3

Her question: If the election was today, who would you vote for? Hillary Clinton, Donald Trump, or Gary Johnson? [response deleted]

My question: What is your view of the American public from your conversations on the phone? “Really scary.” (Now we’re getting somewhere)

Question 4

Her question: How likely are you to vote in the election? Likely, somewhat likely, don’t know, somewhat unlikely, or unlikely? “Likely”

My question: If you could wish for one thing for the American public, after your experience calling people for their opinions every day, what would it be? “I’d like people to be happier.”

That’s a fair answer.  And, in fact, I couldn’t agree more.  Regardless of who they’re voting for, whether they have a landline, or if they’re willing to answer a political poll, everyone deserves to be happier.

So, what could the two of us do to fix a national problem?  One, an educator trying to figure out how to make education relevant on a daily basis, and the other a telemarketer who was simply trying to pay the bills by calling people during dinner.

We decided that the two of us could make people happier one at a time, starting with one person each.  So, before ending the call, we both agreed that we each would commit to making one person’s day happier tomorrow.

The hard thing about this promise is that if I don’t make good on it, I have no idea how to call her back to apologize.  Somewhere out there in central Florida is a woman who just might try to go out of her way to make someone happier tomorrow, and who should be expecting one other person in the country to make good on their end of the bargain.  Maybe this is the best kind of deal: one that I should be making anyhow, and one that I can’t back out from.

Feel free to join me in trying to make someone’s day happier … it sounds like everyone around us could use it.

-Jason Curtis

Greater Than

This week is Open House at our high school. As a teacher who has mainly seniors, I’m part of a conversation that I tend to believe is different than some other grades.  For many parents, this is their final Open House for a child who is moving on, moving out, growing up.  I’ve had, over the years, lots of parents who get emotional as they explain to me that “this is it”.  This is the end.


Think ‘Greater Than’.  Though I’m not in the position I just mentioned, it’s my only advice.

While it’s true children grow older, relationships change, distance is natural, it’s also true that growth is challenging, relationships are fragile, distance is trying.  If you’re a parent reading this, experiencing this, please know: you did your job.  Wherever you are in your work with your child, your student, your player– you did your job.  At the moment they leave, more than you might guess, they are likely prepared.  So the relationship that started so closely, with such connection and actual physical closeness to one another, now grows and becomes greater than it ever was before.  Think greater than, not lesser than.  Think greater than, not equal to.  Think greater than.  I’m an English teacher and I can even understand the value of such a mathematical concept. Distance will continue, in all its ways, but the distance and change strengthens the bond, the closeness, the trust, the love.  The distance, as it gets greater than before, might very well lessen the dependency, but it isn’t a parent’s place to lean too heavily into the life of a child who needs to grow, fail, feel, and become more of who they are meant to be in their own life.

I know this Thursday I’ll hear from a few parents as they reflect on the change occurring in their life, but I know, too, that to lessen their worry I might suggest that the future relationship is greater than they think.  Think Greater Than…

-Tom Mooney

Signs Aren’t Enough

There’s been a lot of discussion about a high school in Arkansas that posted the following sign on their front door:


It was covered in August in a Washington Post article and revisited again in a very popular blog post this week by Tim Elmore, one of my favorite leadership thinkers.  The coverage and comments are largely supportive of the school’s stance, reflecting popular opinion that schools need to help helicopter parents reform their coddling ways.

I appreciate the sentiment.  There are times that we parents move so quickly on behalf of our children that they are unable to problem-solve, advocate for themselves, or even risk and recover from failure.  I also believe that schools have a responsibility to help parents and families learn this lesson, even if we need to challenge them.

It’s the delivery method I’m not excited about.

We are educators: we teach, coach, mentor, challenge, engage, care, support and inspire all within a relationship we have created with our students and parents.  Nobody has a relationship with a sign.

A sign doesn’t recognize when a family is struggling or a student needs additional support, while an outstanding coach notices when an athlete isn’t ready to be pushed that day, and understands performance might be affected by personal challenges off the court.

A sign is unyielding, repeating the same message over and over, while a great teacher adjusts the lesson plan when the class needs something different, and understands when a talented student isn’t fully stretching their abilities or a struggling student needs a different teaching method.

A sign takes all the blame (“Hey, didn’t you read the sign?”) while a committed educator knows that to personally challenge a student or a parent takes guts and love, and it’s only in that personal risk that our families come to know how committed we are to them.

We create all sorts of “signs” in the form of school policies, team rules, and classroom expectations.  It’s necessary to have common expectations, but at the end of the day our primary calling is to educate, not simply be rule enforcers.

No teacher believes that students can fully learn simply by completing a worksheet, no coach believes that a player will maximize their abilities by reading a drill book, and no educator should believe that school culture will be healthy because of the signs we post.

I hope that my students, athletes and parents are willing to be challenged because they know that I care for them and want what is best for their families.  The only way they’ll know it is if I have the bravery to stand in front of them and deliver that challenge in person, even at the risk of personal rejection.

By putting ourselves at the front door, our students will come to know that the most important lessons are taught in person, by a person, and that what is right is always worth standing up for.

-Jason Curtis

Hope and a Five Dollar Bill


Students often approach me at school to turn in lost cash: “Hey Mr. Curtis, I found this $5 bill on the hallway floor.”

Visiting adults always chuckle when this happens, as if a teenager is too silly to recognize that a) finding cash on the floor is universally accepted as a fortuitous windfall and b) it’s obviously impossible to reunite someone with their lost bill.

What’s interesting, and frankly inspiring, is that these students actually believe that the money will get back to the rightful owner.  More often than not, they’re right – someone comes into the office looking for the money they lost.  And if we never find the rightful owner it will go to a student who needs money for lunch … so it all works out in the end.

How many times do teachers or coaches head home at the end of a long day and wonder if they really made a difference?  Early in my teaching career I found gardening to be a good hobby because my wife likes flowers, and after an hour of digging I could point to a hole in the ground as a substantial accomplishment and validation of effort.  It was a satisfying counter to the abstract reward of making a difference in someone’s life, especially on those days when I worried that the difference that I made would be included in somebody’s biography as a chapter about a terrible teacher.

At the end of a frustrating day we worry that we wasted our time, wasted our skills, wasted our experience, or wasted our creativity on creating a lesson that went sideways.

But what if educators decided that those things we thought were “ours” were actually just items that we found?  We didn’t do anything special to earn the gift of today, and we aren’t owners, but rather stewards of the experience, skills and creativity we’ve been able to accumulate over time.

What good would all that experience, skill and creativity be if they were never given away?

The gift of today, the gift of our talents and experience, is all just a $5 bill we’ve stumbled across on the floor.  We can either stuff it in our pocket, or give it over to others with hopeful optimism.

Go ahead and give it away … it’ll all work out in the end.

-Jason Curtis