School Textbook Quotes

To be better equipped for the tests that the year will bring — read a textbook. To prepare for the tests that life will bring — read a book.

Me, and thousands of others in this country like me, are half-baked, because we were never allowed to complete our schooling. Open our skulls, look in with a penlight, and you'll find an odd museum of ideas: sentences of history or mathematics remembered from school textbooks (no boy remembers his schooling like the one who was taken out of school, let me assure you), sentences about politics read in a newspaper while waiting for someone to come to an office, triangles and pyramids seen on the torn pages of the old geometry textbooks which every tea shop in this country uses to wrap its snacks in, bits of All India Radio news bulletins, things that drop into your mind, like lizards from the ceiling, in the half hour before falling asleep--all these ideas, half formed and half digested and half correct, mix up with other half-cooked ideas in your head, and I guess these half-formed ideas bugger one another, and make more half-formed ideas, and this is what you act on and live with.

I thought I was hallucinating,” Adam said, next to the lockers, an announcement droning on over the hall speakers. “Ronan Lynch in the halls of Aglionby.” Ronan slammed his locker. He had not put anything in it and had no reason to open or close it, but he liked the satisfying bang of the metal down the hall, the way it drowned out the announcements. He did it again for good measure. “Is this a real conversation, Parrish?” Adam didn’t bother to reply. He merely exchanged three textbooks for his gym hoodie. Ronan wrenched his tie loose. “You working after school?” “With a dreamer.” He held Ronan’s gaze over his locker door. School had improved. Adam gently closed his locker. “I’m done at four thirty. If you’re up for brainstorming some repair of your dream forest. Unless you have homework.” “Asshole,” Ronan said. Adam smiled cheerily. Ronan would start wars and burn cities for that true smile, elastic and amiable.

Pick up a fifth-grade math or rhetoric textbook from 1850 and you’ll see that the texts were pitched then on what would today be considered college level. The continuing cry for “basic skills” practice is a smoke screen

Being around her, he found even every day experiences were deeper, nuanced. Satisfaction and awareness slipped in between the layers of life like love notes hidden in the pages of a textbook.

Because most of the girls were still in mourning and all of them had lost their textbooks, even pencils and pens, Shaukat Ali began the first classes by reading to them from poetry and religious texts. "Reading, literature, and spirituality are good for the soul," he told them. "So we will start with these studies.

Agatha let out a rush of air and gripped her old history textbook to her chest. Leave it to a librarian to find the book she needed, she thought, silently thanking the tortoise.

It's a shame for a woman's history to be all about men-first boys, then other boys, then men, men, men. It reminds me of the way our school history textbooks were all about wars and elections, one war after another, with the dull periods of peace skimmed over when they happened.

Fifty years from now if an understanding of man's origins, his evolution, his history, his progress is not in the common place of the school books we shall not exist.

It's a shame for women's history to be all about men--first boys, then other boys, then men men men. It reminds me of the way our school history textbooks were all about wars and elections, one war after another, with the dull periods of peace skimmed over whenever they occurred. (Our teachers deplored this and added extra units about social history and protest movements, but that was still the message of the books.)

It is worse, much worse, than you think. The slowness of climate change is a fairy tale, perhaps as pernicious as the one that says it isn’t happening at all, and comes to us bundled with several others in an anthology of comforting delusions: that global warming is an Arctic saga, unfolding remotely; that it is strictly a matter of sea level and coastlines, not an enveloping crisis sparing no place and leaving no life undeformed; that it is a crisis of the “natural” world, not the human one; that those two are distinct, and that we live today somehow outside or beyond or at the very least defended against nature, not inescapably within and literally overwhelmed by it; that wealth can be a shield against the ravages of warming; that the burning of fossil fuels is the price of continued economic growth; that growth, and the technology it produces, will allow us to engineer our way out of environmental disaster; that there is any analogue to the scale or scope of this threat, in the long span of human history, that might give us confidence in staring it down. None of this is true. But let’s begin with the speed of change. The earth has experienced five mass extinctions before the one we are living through now, each so complete a wiping of the fossil record that it functioned as an evolutionary reset, the planet’s phylogenetic tree first expanding, then collapsing, at intervals, like a lung: 86 percent of all species dead, 450 million years ago; 70 million years later, 75 percent; 125 million years later, 96 percent; 50 million years later, 80 percent; 135 million years after that, 75 percent again. Unless you are a teenager, you probably read in your high school textbooks that these extinctions were the result of asteroids. In fact, all but the one that killed the dinosaurs involved climate change produced by greenhouse gas. The most notorious was 250 million years ago; it began when carbon dioxide warmed the planet by five degrees Celsius, accelerated when that warming triggered the release of methane, another greenhouse gas, and ended with all but a sliver of life on Earth dead. We are currently adding carbon to the atmosphere at a considerably faster rate; by most estimates, at least ten times faster. The rate is one hundred times faster than at any point in human history before the beginning of industrialization. And there is already, right now, fully a third more carbon in the atmosphere than at any point in the last 800,000 years—perhaps in as long as 15 million years. There were no humans then. The oceans were more than a hundred feet higher.

The textbooks are dumbed down to the where your kid sister could probably read them, and the teacher go over and over and over the same stuff anyway, drilling it into your head so that they can ask you one hundred multiple-choice questions to get it all back out of you again.

Surely the desired end product of high school U.S. history courses is graduates who can think clearly, distinguish evidence from opinion, and separate truth from what comedian Stephen Colbert famously called “truthiness.

If Darwinists are opposed to mentioning scientific problems with their view, you would think they would be even more opposed to mentioning intelligent design. Yet Darwinists have been discussing ID in public school science classes for years... Biology textbooks have been mentioning intelligent design since the late 1990s—but only to misrepresent and disparage it.

Journalism is just the facts.” He had been learning about journalism at school, from a textbook, and it seemed to him that his father had abridged some basic journalistic principle. “But which facts?” Arthur asked him. “Which facts do we print, Ishmael?

The Premier League is a timeless tale of boom and bust, no different from all those other bubbles they warn you about in business-school textbooks. Except, that is, in one crucial respect. In football, the bubble never burst.

Guess what? The Nazis didn't lose the war after all. They won it and flourished. They took over the world and wiped out every last Jew, every last Gypsy, black, East Indian, and American Indian. Then, when they were finished with that, they wiped out the Russians and the Poles and the Bohemians and the Moravians and the Bulgarians and the Serbians and the Croatians--all the Slavs. Then they started in on the Polynesians and the Koreans and the Chinese and the Japanese--all the peoples of Asia. This took a long, long time, but when it was all over, everyone in the world was one hundred percent Aryan, and they were all very, very happy. Naturally the textbooks used in the schools no longer mentioned any race but the Aryan or any language but German or any religion but Hitlerism or any political system but National Socialism. There would have been no point. After a few generations of that, no one could have put anything different into the textbooks even if they'd wanted to, because they didn't know anything different. But one day, two young students were conversing at the University of New Heidelberg in Tokyo. Both were handsome in the usual Aryan way, but one of them looked vaguely worried and unhappy. That was Kurt. His friend said, "What's wrong, Kurt? Why are you always moping around like this?" Kurt said, "I'll tell you, Hans. There is something that's troubling me--and troubling me deeply." His friend asked what it was. "It's this," Kurt said. "I cannot shake the crazy feeling that there is some small thing that we're being lied to about." And that's how the paper ended.' Ishmael nodded thoughtfully. 'And what did your teacher think of that?' 'He wanted to know if I had the same crazy feeling as Kurt. When I said I did, he wanted to know what I thought we were being lied to about. I said, 'How could I know? I'm no better off than Kurt.

Marilynn...passed out black cases to everyone. I opened mine to find an iPad inside. Several candidates whistled. Despite my agitated state, it impressed me too. Maybe wizard school wasn’t going to be as lame as I had thought. “All of your schedules and assignments will be done on these,” Marilynn explained. “The whole school is on these. We’ve had them for awhile now.

Textbooks in American history stand in sharp contrast to other teaching materials. Why are history textbooks so bad? Nationalism is one of the culprits. Textbooks are often muddled by the conflicting desires to promote inquiry and to indoctrinate blind patriotism. “Take a look in your history book, and you’ll see why we should be proud” goes an anthem often sung by high school glee clubs. But we need not even look inside.

Consider a white ninth-grade student taking American history in a predominantly middle-class town in Vermont. Her father tapes Sheetrock, earning an income that in slow construction seasons leaves the family quite poor. Her mother helps out by driving a school bus part-time, in addition to taking care of her two younger siblings. The girl lives with her family in a small house, a winterized former summer cabin, while most of her classmates live in large suburban homes. How is this girl to understand her poverty? Since history textbooks present the American past as four hundred years of progress and portray our society as a land of opportunity in which folks get what they deserve and deserve what they get, the failures of working-class Americans to transcend their class origin inevitably get laid at their own doorsteps.

I hated school and never read a textbook. I only read entertaining books.

Remember what your grandfather said about the earth's being round at school and flat at home. He was a wise man and taught you what you need to know in Burma. It is the same in politics. Learn the arguments for socialism in the textbooks parrot them pass your exams. Never never argue. But keep within your own head and heart what you and everyone really knows that in the real world it is a system of incompetence and corruption and a project for ruining the country.

Three months after Columbine, the FBI organized a major summit on school shooters in Leesburg, Virginia. The Bureau assembled some of the world’s leading psychologists, including Dr. Hare. Near the end of the conference, Dr. Fuselier stepped up to the microphone and gave a thorough briefing on the minds of the two killers. “It looks like Eric Harris was a budding young psychopath,” he concluded. The room stirred. A renowned psychiatrist in the front row moved to speak. Here it comes, Fuselier thought. This guy is going to nitpick the assessment to death. “I don’t think he was a budding young psychopath,” the psychiatrist said. “What’s your objection?” “I think he was a full-blown psychopath.” His colleagues agreed. Eric Harris was textbook.

My father says that in our part of the world this idea of jihad was very much encouraged by the CIA. Children in the refugee camps were even given school textbooks produced by an American university which taught basic arithmetic through fighting. They had examples like “If out of 10 Russian infidels, 5 are killed by one Muslim, 5 would be left” or “15 bullets – 10 bullets = 5 bullets.

For almost five centuries, Holmberg’s Mistake—the supposition that Native Americans lived in an eternal, unhistoried state—held sway in scholarly work, and from there fanned out to high school textbooks, Hollywood movies, newspaper articles, environmental campaigns, romantic adventure books, and silk-screened T-shirts. It existed in many forms and was embraced both by those who hated Indians and those who admired them. Holmberg’s Mistake explained the colonists’ view of most Indians as incurably vicious barbarians; its mirror image was the dreamy stereotype of the Indian as a Noble Savage. Positive or negative, in both images Indians lacked what social scientists call agency—they were not actors in their own right, but passive recipients of whatever windfalls or disasters happenstance put in their way.

School curricula generally treat slavery as an aberration in a free society, and textbooks largely ignore the way that many prominent men, women, industries, and institutions profited from and protected slavery.

The main vehicle for nineteenth-century socialization was the leading textbook used in elementary school. They were so widely used that sections in them became part of the national language. Theodore Roosevelt, scion of an elite New York family, schooled by private tutors, had been raised on the same textbooks as the children of Ohio farmers, Chicago tradesman, and New England fishermen. If you want to know what constituted being a good American from the mid-nineteenth century to World War I, spend a few hours browsing through the sections in the McGuffey Readers.

Even in school, children get subtle messages about whose stories matter. Literature classes routinely feature literature written by women and men of color as exceptional (one among many white male writers) or available for study in some schools as elective classes only. A recent global review found that gender bias is also "rife in textbooks." The result of pedagogical choices like these shape self-esteem, empathy, and understanding. They also shape resentment, confusion, and anger.

Most scholars of education share this perspective, often referred to as “critical theory.”16 Jonathan Kozol is of this school when he writes, “School is in business to produce reliable people.”17 Paulo Freire of Brazil puts it this way: “It would be extremely naïve to expect the dominant classes to develop a type of education that would enable subordinate classes to perceive social injustices critically.

Organizing the books was a fun afternoon. We decided to put the thick hardback books, mostly intro. to philosophy textbooks and Norton literature anthologies, on the top shelves where they looked good but stayed out of reach since there's no reason for opening them ever again. Then we went by genre: mysteries, cozies, modernists, mountains, sci-fi, beloved childhood volumes, books we bought abroad, books required in school we couldn't sell back, books bought for us we'll read soon, books bought for us we have no intention of reading, books we want to read but are too long for a commitment with our current schedules...We're not really done with this organization, and I doubt we ever will be, but that's one great part about it.

For the most part school science was textbook learning: memorising names and arrangements of human organs or plant parts. Experiments were essentially like following recipes, trying to make the results come out the way you knew they were supposed to. The subject may have been science, but the process wasn't.

See, the thing is, I had a little misunderstanding with Trent Gibson in Pre-Calculus earlier. I dropped my textbook on his face—accidentally, while we were discussing some…equations—and he thought I was trying to brain him. So of course, he narked to Shoemaker, and apparently accidents are grounds for disciplinary action these days.

According to our textbook rhetoric, Americans abhor the notion of a social order in which economic privilege and political power are determined by hereditary class. Officially, we have a more enlightened goal in sight: namely, a society in which a family’s wealth has no relation to the probability of future educational attainment and the wealth and station it affords. By this standard, education offered to poor children should be at least as good as that which is provided to the children of the upper-middle class.

Introduction   I learned about a lot of things in medical school, but mortality wasn’t one of them. Although I was given a dry, leathery corpse to dissect in my first term, that was solely a way to learn about human anatomy. Our textbooks had almost nothing on aging or frailty or dying. How the process unfolds, how people experience the end of their lives, and how it affects those around them seemed beside the point. The way we saw it, and the way our professors saw it, the purpose of medical schooling was to teach how to save lives, not how to tend to their demise. The one time I remember discussing mortality was during an hour we spent on The Death of Ivan Ilyich, Tolstoy’s classic novella.

[Women] complain about many clerks who attribute all sorts of faults to them and who compose works about them in rhyme, prose, and verse, criticizing their conduct in a variety of different ways. They then give these works as elementary textbooks to their young pupils at the beginning of their schooling, to provide them with exempla and received wisdom, so that they will remember this teaching when they come of age ... They accuse [women] of many ... serious vice[s] and are very critical of them, finding no excuse for them whatsoever. This is the way clerks behave day and night, composing their verse now in French, now in Latin. And they base their opinions on goodness only knows which books, which are more mendacious than a drunk. Ovid, in a book he wrote called Cures for Love, says many evil things about women, and I think he was wrong to do this. He accuses them of gross immorality, of filthy, vile, and wicked behaviour. (I disagree with him that they have such vices and promise to champion them in the fight against anyone who would like to throw down the gauntlet ...) Thus, clerks have studied this book since their early childhood as their grammar primer and then teach it to others so that no man will undertake to love a woman.

These 'Instructions' were held in high esteem as text-books and writing exercises in schools—a circumstance to which we owe the preservation of many of them.

The school should teach a class on deciphering obscure images in bad photography. Amanda's photos could make up the textbooks.

The school books are full of paid advertisements, and rubbish at that.

I learned about a lot of things in medical school, but mortality wasn’t one of them. Although I was given a dry, leathery corpse to dissect in my first term, that was solely a way to learn about human anatomy. Our textbooks had almost nothing on aging or frailty or dying. How the process unfolds, how people experience the end of their lives, and how it affects those around them seemed beside the point. The way we saw it, and the way our professors saw it, the purpose of medical schooling was to teach how to save lives, not how to tend to their demise.

History textbooks still present Union and Confederate sympathizers as equally idealistic. The North fought to hold the Union together, while the South fought, according to 'The American Way', 'for the preservation of their rights and the freedom to decide for themselves'. Nobody fought to preserve racial slavery; nobody fought to end it. As one result, unlike the Nazi swastika, which lies disgraced, even in the North whites still proudly display the stars and bars of the Confederacy on den walls, license plates, t-shirts, and high school logos. Even some (white) Northerners vaguely regret the defeat of the 'lost cause'. It is as if racism against blacks could be remembered with nostalgia. In this sense, long after Appomattox, the Confederacy finally won.

My father says that in our part of the world this idea of jihad was very much encouraged by the CIA. Children in the refugee camps were even given school textbooks produced by an American university which taught basic arithmetic through fighting. They had examples like, ‘If out of 10 Russian infidels, 5 are killed by one Muslim, 5 would be left’ or ‘15 bullets – 10 bullets = 5 bullets’.

A step further. Creationism. If you want to go in so deep as to ignore all of the advances and hard facts that SCIENCE and LEARNING have provided us in the field of biological evolution and instead profess that the creation story, written by men from their holy visions, about how the Christian deity spinning the world together out of the void in the magic of Genesis describes the true origin of the universe, that is your business. Terrific. It’s a cool story, don’t get me wrong; I love magic. Check out Madeleine L’Engle’s A Wrinkle in Time, which won a Newbery Medal. For the record, I don’t believe the book of Genesis ever won one of those. You and your fellow creationists profess belief in a magical story. You are welcome to do so. Sing and chant, and eat crackers and drink wine that you claim are magically infused with the blood and flesh of your church’s original grand wizard, the Prince of Peace. I personally think that’s just a touch squirrelly, but that’s your business, not mine. You will not be punished for those beliefs in our nation of individual freedoms. But I do think the vast majority of your fellow Americans would appreciate it, kind creationists, if you silly motherfuckers would keep that bullshit out of our schools. Your preferred fairy tales have no place in a children’s classroom or textbook that professes to be teaching our youngsters what is REAL. Jesus Christ, it’s irrefutably un-American, people!

Such titles differ from the titles of all other textbooks students read in high school or college. Chemistry books, for example, are called Chemistry or Principles of Chemistry, not Triumph of the Molecule.

Do not oversleep and miss the school bus- you'll be late. That's a habit teachers generally don't appreciate. Never tell your friends at school that you still wet your bed. They are sure to tease you, and you'll wish that you were dead. Never call your teacher a name when she's not near you. Teachers' ears are excellent, so they can always hear you. Do not read a textbook when your hands aren't clean-it's tricky to separate the pages when the pages get real sticky. When you go out for a team it's always wise to practice. When you are a substitute, the bench can feel like cactus. Do not copy homework from a friend who is a dummy. If you do, I'm sure that you will get a grade that's crummy. And if your report card's bad, don't blame it on your buddy. Kiss up to your parents quick, or they might make you study.

From Archaeology one moral, at least, may be drawn, to wit, that all our school text-books lie. What they call History is nothing to vaunt of,' being made, as it is, by the criminal in us: goodness is timeless.

Textbooks, it seems to me, are enemies of education, instruments for promoting dogmatism and trivial learning. They may save the teacher some trouble, but the trouble they inflict on the minds of students is a blight and a curse.

As computers replace textbooks, students will become more computer literate and more book illiterate. They'll be exploring virtual worlds, watching dancing triangles, downloading the latest web sites. But they won't be reading books.

I learned the language, at the expense of my Spanish, only to find that in English I didn't exist. I read the American history textbooks in school that erased any trace of the deep Mexican roots in this country. Still, I forged ahead.

The 1856 standard textbook, Olmsted’s School Astronomy, informed students that, according to no less an authority than William Herschel, discoverer of the planet Uranus, the Sun was inhabited by humanlike creatures who lived on its surface.

If nothing else, school teaches that there is an answer to every question; only in the real world do young people discover that many aspects of life are uncertain, mysterious, and even unknowable. If you have a chance to play in nature, if you are sprayed by a beetle, if the color of a butterfly's wing comes off on your fingers, if you watch a caterpillar spin its cocoon-- you come away with a sense of mystery and uncertainty. The more you watch, the more mysterious the natural world becomes, and the more you realize how little you know. Along with its beauty, you may also come to experience its fecundity, its wastefulness, aggressiveness, ruthlessness, parasitism, and its violence. These qualities are not well-conveyed in textbooks.

In high school algebra, someone had already worked out the formulas. The teacher knew them or could find them in the teacher’s manual for the textbook. Imagine a word problem where nobody knows how to turn it into a formula, where some of the information is redundant and should not be used, where crucial information is often missing, and where there is no similar example worked out earlier in the textbook. This is what happens when one tries to apply statistical models to real-life problems.

When Alexandra went to finishing school, self-doubt could not be found in any textbook, so she knew not its meaning; she was never bored, and given the slightest chance she would exercise her royal prerogative: she would arrange, advise, caution, and warn.

What she did NOT appreciate was the homework. Captain Wilkes had scrounged textbooks for her to study. Not just Marine manuals, either. Math, science, English. Chemistry. Yuck! With weekly tests. And he was making her do all her platoon reports, then “annotating” them. He had given her a dictionary and thesaurus, among other things, and after the first report after giving them to her told her she was “not allowed words of more than two syllables.” It was worse than fucking school. “Recess” was killing zombies.

To all parties present and participating in the life of the country, Aunt Alexandra was one of the last of her kind: she had river-boat, boarding-school manners; let any moral come along and she would uphold it; she was born in the objective case; she was an incurable gossip. When Aunt Alexandra went to school, self-doubt could not be found in any textbook, so she knew not its meaning. She was never bored, and given the slightest chance she would exercise her royal prerogative: she would arrange, advise, caution, and warn. She never let a chance escape her to point out the shortcomings of other tribal groups to the greater glory of our own, a habit that amused Jem rather than annoyed him: “Aunty better watch how she talks—scratch most folks in Maycomb and they’re kin to us.

These programs and reading series are the fruit of an intellectually exhausted literacy industry that lost its way long ago, even as we mutely accepted its misguided agenda - to complicate reading and literacy so that we will purchase its programs and materials.

A lifetime ago, when I was learning ancient Greek as an eight-year-old, the textbook the school used liked to remind one of the English words that derived from Greek: “graph” and “graphic” from grapho; “telephone” from phonos; that sort of thing. I will never forget my puzzlement when, in a vocabulary list, it presented the verb thaumazo, offering this helpful thought: “thaumazo, I wonder, or marvel at. This is easily remembered by thinking of the English word ‘thaumaturge.’” And I suppose that was true, since I’ve never forgotten it.

intellectual activity, begins with someone asking a question. That is, someone wondering, puzzled, confused. S-chool books, textbooks, rarely help us to see this. They tell us right answers, but very rarely the questions that first led people to look for those answers. So

Aside from the straightforwardly visible curriculum, there is the hidden curriculum. This exists in the wider set of beliefs and values pupils acquire because of the way that a school is run and its teaching organized. It is about the behaviour of the teachers, the textbooks chosen, the school rules.

Jack didn't try to speak to me the following day. Or the day after.Or the day after that. But he was in Mrs. Stone's classroom, in the seat next to mine, every day for an hour after school, the only sounds coming from our pencils scratching against our papers. And the days passed like this quickly. Too quickly. I stole glances at him.Sometimes he tucked his hair behind one ear, but mostly it hung loose around his face. Sometimes he had stubble,as if he were shaving every other day.Sometimes I was sure he could feel me staring.His lip would twitch,and I'd know he was about to turn toward me,so I would hurry and look at my paper. And sometimes I would read the same sentence in the textbook over and over, and at the end of the hour, the only thing I'd learned was that Jack liked to tap his eraser on his desk when he was stumped, and when he would stretch forward,his shirt lifted,exposing a tiny bit of skin on his back.

When I was a child, I believed God would set everything right. When I found out about the Nakba, I was sure that one day my friend Ahmad's grandmother would be able to return to her house in Palestine. I waited for the day our teachers would explain the theft of the land we lived on, the way our textbooks spoke about Indigenous people like they no longer existed and all the books we read were written by dead white men. I was sure that the school bullies would be punished, that the police would stop pulling over my Black friends' parents late at night, and that my classmates with undocumented aunties or grandparents would one day be able to stop worrying they'd be taken away. Allah is the remover of obstacles. But after the fire, after your burial, after the police dismissed the threats you'd received—by then I'd understood for a long time who had built this system, and for whom, and I'd long since let go of my ideas of justice.

I’ve already learned everything I’m ever going to learn in any school. That’s part of my problem. I’m way beyond their elementary textbooks and into an entirely other dimension of thought and learning. And they want to replace that ability with a computer chip that responds to basic rules without questioning them.

Critics may find this hard to believe, but students in American public schools today are studying and mastering far more difficult topics in science and mathematics than their peers forty or fifty years ago. People who doubt this should review the textbooks in common use then and now or look at the tests then and now.

Efforts to remove the Christian faith from subjects like American history distort the content of the subject. Just as wrong is the idea that an evangelical textbook publisher should make it appear that evangelicals played a major role at every point in the history of the U.S. All such efforts are a travesty of history.

Imagine every day you go to a school where the building’s run-down and the textbooks are outdated and there’s forty kids in every class, and you put your hand over your heart for the pledge—one nation, indivisible, with liberty and justice for all—but you know it’s a lie, and there’s no liberty for you, no justice for you.

By 1986 the CIA was spending 70 per cent of its entire operations budget funding a Muslim jihad to kill Russians. The whole campaign was managed by a bunch of Islamists who were giving the lion’s share of the US money and weapons to people who wanted to kill Americans. The US was happy to use Islam as a rallying cry. The CIA funded the printing of Korans to be distributed throughout the region, and the University of Nebraska produced primary-school textbooks, known as ‘the ABC of Jihad’, which taught children the alphabet and to count with Kalashnikovs and swords instead of apples and oranges, and were filled with images of Islamic warriors. Alphabet

Apparently, Texas was so enormously powerful—so large, with so many schools and students, so much money—that it could demand a textbook tailored specifically to its needs, with a whole chapter on the Alamo, and another on the history of the state, and—most distressingly—the chapter on the civil rights movement omitted entirely.

The textbooks you used in school, the books that opened up your eyes to the world when you were a child, that favorite outfit that once made you shine—memories are wonderful, but you won’t have room to develop if your attachment to the past is too strong. It’s better to cut some of those ties so you can focus on what’s important today.

It was now pointed out that the black male child, even in a black school using white textbooks, could early come to the conclusion that all the heroes in history were white men. Furthermore, with the exception of nationally known black civil rights leaders like Martin Luther King, Roy Wilkins, James Farmer, and others, the black male child frequently saw the adult black male as ineffectual and defeated. The old picture of the white man leading the black man by the hand toward the solution to his problems again gave the black male child a view of the adult black male as something not worth becoming, and killed his spirit and his will to become an adult, problem-solving individual.

Once America was relatively free of class hatred. The progressivists realized that it would be impossible to pit one class against another for political gain, if such classes did not exist, or were without basic antagonism. Dr. George Counts proposed that the schools should disrupt this stabilizing influence in America ... This cruel and cynical admonition to the educators of America to purposefully promote class strife and bitterness was an open acceptance of Lenin's strategy of "incite one against another." Twenty years later, most textbook authors were carefully following Counts advice. Class hatred is induced in students by presenting American history as a prolonged class struggle.

Jonathan Kozol is of this school when he writes, “School is in business to produce reliable people.”17 Paulo Freire of Brazil puts it this way: “It would be extremely naïve to expect the dominant classes to develop a type of education that would enable subordinate classes to perceive social injustices critically.”18 Henry Giroux, Freire’s leading disciple

The sad truth is that many of us approach the Scriptures more like a textbook than like a love letter. In Western culture in particular, we are predisposed to a certain kind of reading. We have been schooled in an informational reading process that establishes the reader as the master of the text. As the reader, I employ key techniques that allow me to use the text to advance my own purposes. With this kind of reading, the intent is to cover as much ground as possible as quickly as possible. Our emphasis is primarily on mastery, that is, controlling the text for our own ends—gathering information, interpreting or applying the information, proving our point about something, gaining a ministry tool or solving a problem.

Would the behavior of the United States during the war—in military action abroad, in treatment of minorities at home—be in keeping with a “people’s war”? Would the country’s wartime policies respect the rights of ordinary people everywhere to life, liberty, and the pursuit of happiness? And would postwar America, in its policies at home and overseas, exemplify the values for which the war was supposed to have been fought? These questions deserve thought. At the time of World War II, the atmosphere was too dense with war fervor to permit them to be aired. For the United States to step forward as a defender of helpless countries matched its image in American high school history textbooks, but not its record in world affairs. It had opposed the Hatian revolution for independence from France at the start of the nineteenth century. It had instigated a war with Mexico and taken half of that country. It had pretended to help Cuba win freedom from Spain, and then planted itself in Cuba with a military base, investments, and rights of intervention. It had seized Hawaii, Puerto Rico, Guam, and fought a brutal war to subjugate the Filipinos. It had “opened” Japan to its trade with gunboats and threats. It had declared an Open Door Policy in China as a means of assuring that the United States would have opportunities equal to other imperial powers in exploiting China. It had sent troops to Peking with other nations, to assert Western supremacy in China, and kept them there for over thirty years.

I often encounter great hesitancy about, and impatience with, discussing race when talking about the American past. The obvious difficulty with those kinds of complaints is that people in the past—in the overall American context and in the specific context of Texas—talked a lot about, and did a lot about, race. It isn’t some newly discovered fad topic. Race is right there in the documents—official and personal. It would take a concerted effort not to consider and analyze the subject, and I realize that evasion is exactly what happened in many of the textbooks that Americans used in their school social studies and history classes. This, in part, accounts for the pained accusations about “revisionist” history when historians talk about things that people had never been made aware of in their history educations.

An empty vessel clangs the loudest. That’s the adage I hear continuously, from Chaya, from the teachers at school, from the Yiddish textbooks. The louder a woman, the more likely she is to be spiritually bereft, like the empty bowl that vibrates with a resonant echo. A full container makes no sound; she is packed too densely to ring. There are many proverbs repeated to me throughout my childhood, but this one stings the most.

The fairy tale belongs to the child and ought always to be within his reach, not only because it is his special literary form and his nature craves it, but because it is one of the most vital of the textbooks offered to him in the school of life. In ultimate importance it outranks the arithmetic, the grammar, the geography, the manuals of science; for without the aid of the imagination none of these books is really comprehensible.

You will not be punished for those beliefs in our nation of individual freedoms. But I do think the vast majority of your fellow Americans would appreciate it, kind creationists, if you silly motherfuckers would keep that bullshit out of our schools. Your preferred fairy tales have no place in a children’s classroom or textbook that professes to be teaching our youngsters what is REAL. Jesus Christ, it’s irrefutably un-American, people!

Audiences would not be so easily fooled if they would only recall that educated people were and are more likely to be Republicans, while high school dropouts are more likely to be Democrats. Hawkish right-wing Republicans, including the core supporters of Barry Goldwater in 1964, of Ronald Reagan in 1980, and of groups like the John Birch Society, come disproportionately from the most educated and affluent segments of our society, particularly dentists and physicians. So we should not be surprised that education correlates with hawkishness. At the other end of the social-status spectrum, although most African Americans, like most whites, initially supported U.S. intervention in Vietnam, blacks were always more questioning and more dovish than whites, and African American leaders—Muhammad Ali, Martin Luther King Jr., and Malcolm X—were prominent among the early opponents of the war.22

I later read a survey about Southerners' knowledge of the War; only half of those aged eighteen to twenty-four could name a single battle, and only one in eight knew if they had a Confederate ancestor. This was a long way from the experience of earlier generations, smothered from birth in the thick gravy of Confederate culture and schooled on textbooks that were little more than Old South propaganda. In this sense, ignorance might prove a blessing. Knowing less about the past, kids seemed less attached to it. Maybe the South would finally exorcise its demons by simply forgetting the history that created them. But Alabaman's seemed to have also let go of the more recent and hopeful history embodied in Martin Luther King's famous speech. "I have a dream," he said, of an Alabama where "black boys and black girls will be able to join hands with white boys and white girls as sisters and brothers.

Effective curriculum, instruction, and assessment can occur without textbooks or technology. New resources can be used in a manner that augments the quality of the curriculum and transforms student learning. Schools and districts that most effectively leverage the acquisition of new materials invest significant time, effort, and energy in establishing the professional skills and strategies, standards, assessments, and curriculum that will be used to drive students' use of those resources.

TEN MORE LIES THEY TELL YOU IN HIGH SCHOOL 1. You will use algebra in your adult lives. 2. Driving to school is a privilege that can be taken away. 3. Students must stay on campus for lunch. 4. The new textbooks will arrive any day now. 5. Colleges care about more than your SAT scores. 6. We are enforcing the dress code. 7. We will figure out how to turn off the heat soon. 8. Our bus drivers are highly trained professionals. 9. There is nothing wrong with summer school. 10. We want to hear what you have to say.

The discovery that detonated Cleveland is one of Britain’s great contributions to awareness of child abuse. In 1986 and 1987 the Leeds paediatricians Dr Jane Wynne and Dr Christopher Hobbs reported in the Lancet that they were seeing more children who were being buggered than battered. About 300 cases were corroborated. The children were young – two-thirds were pre-school children – and anal abuse was more common than vaginal penetration. They also noted that ‘boys and girls seem to be at similar risk’. Almost half of the children who suffered anal abuse also showed a sign written up in the forensic textbooks as ‘anal dilation’, an anus opening when it was supposed to stay shut; opening and expecting entry. What the paediatricians were observing was not an acute sign, the effect of a single intrusion – a spasm or seizure – but a sign that was telling a story about everyday life; the anatomy of adaption. Anal dilation seemed to describe the architecture of abuse: it allowed the body to receive an incoming object, regularly.

Since her death in 1979, the woman who discovered what the universe is made of has not so much as received a memorial plaque. Her newspaper obituaries do not mention her greatest discovery. […] Every high school student knows that Isaac Newton discovered gravity, that Charles Darwin discovered evolution, and that Albert Einstein discovered the relativity of time. But when it comes to the composition of our universe, the textbooks simply say that the most abundant atom in the universe is hydrogen. And no one ever wonders how we know.

Being good at school is a fine skill if you intend to do school forever. For the rest of us, being good at school is a little like being good at Frisbee. It’s nice, but it’s not relevant unless your career involves homework assignments, looking through textbooks for answers that are already known to your supervisors, complying with instructions and then, in high-pressure settings, regurgitating those facts with limited processing on your part. Or, in the latter case, if your job involves throwing 165 grams of round plastic as far as you can.

Doldrums were a constant presence and followed Chris Thurgood everywhere he went, especially when he entered the halls of Quesgakon Middle School. That day, everything started out fine. Mr. Eklebert, the first-period history teacher, told the class to read chapter seven in their textbook, then he got lost in his newspaper as usual. That gave Chris an hour to practice his comic sketches. Second period was a little more complicated. Mrs. Paulus rushed through a lesson about triangles and squares. She spoke so quickly that Chris barely understood a word.

In Pennsylvania, a recent statewide study found that at any given poverty level, districts with a higher proportion of White students receive significantly more funding than districts with more students of color. The chronic underfunding of Black schools in Mississippi is a gruesome sight to behold. Schools lack basic supplies, basic textbooks, healthy food and water. The lack of resources leads directly to diminished opportunities for learning. In other words, the racial problem is the opportunity gap, as antiracist reformers call it, not the achievement gap.

It is now July 2015, the midpoint of a summer that feels like no other in Supreme’s memory. Two weeks earlier, a white supremacist had gunned down nine Black worshippers at a historic church in Charleston. The country seems ripe for another civil war, with a cohort of white Americans defending their Confederate flags while Black activists mount a movement that has enshrined Eric Garner’s name. In Texas public schools, new social studies textbooks have minimized the role of slavery in the Civil War, while a geography book depicts slaves as “workers” who came by way of “immigration” from Africa.

And this isn’t high school. Now that you’re not worried that (a) your skirt is too short or too long and the other kids will laugh at you, (b) you’re not going to make the varsity swimming team, (c) you’re still going to be a pimple-studded virgin when you graduate (probably when you die, for that matter), (d) the physics teacher won’t grade the final on a curve, or (e) nobody really likes you anyway AND THEY NEVER DID… now that all that extraneous shit is out of the way, you can study certain academic matters with a degree of concentration you could never manage while attending the local textbook loonybin.

Most historical accounts were written by fallible scholars, using incomplete or biased resource materials; written through the scholars' own conscious or unconscious predilections; published by textbook or printing companies that have a stake in maintaining a certain set of beliefs; subtly influenced by entities of government and society — national administrations, state education departments, local school boards, etcetera — that also wish to maintain certain sets of beliefs. To be blunt about it, much of the history of many countries and states is based on delusion, propaganda, misinformation, and omission.

Sometimes authors do know better. As previously mentioned, in After the Fact, a book aimed at college history majors, James Davidson and Mark Lytle do a splendid job telling of the Indian plagues, demonstrating that they understand their geopolitical significance, their devastating impact on Indian culture and religion, and their effect on estimates of the precontact Indian population. In After the Fact, looking down from the Olympian heights of academe, Davidson and Lytle even write, “Textbooks have finally begun to take note of these large-scale epidemics.” Meanwhile, their own high school history textbooks leave them out.57

On the labour front in 1919 there was an unprecedented number of strikes involving many millions of workers. One of the lager strikes was mounted by the AF of L against the United States Steel Corporation. At that time workers in the steel industry put in an average sixty-eight-hour week for bare subsistence wages. The strike spread to other plants, resulting in considerable violence -- the death of eighteen striking workers, the calling out of troops to disperse picket lines, and so forth. By branding the strikers Bolsheviks and thereby separating them from their public support, the Corporation broke the strike. In Boston, the Police Department went on strike and governor Calvin Coolidge replaced them. In Seattle there was a general strike which precipitated a nationwide 'red scare'. this was the first red scare. Sixteen bombs were found in the New York Post Office just before May Day. The bombs were addressed to men prominent in American life, including John D. Rockefeller and Attorney General Mitchell Palmer. It is not clear today who was responsible for those bombs -- Red terrorists, Black anarchists, or their enemies -- but the effect was the same. Other bombs pooped off all spring, damaging property, killing and maiming innocent people, and the nation responded with an alarm against Reds. It was feared that at in Russia, they were about to take over the country and shove large cocks into everyone's mother. Strike that. The Press exacerbated public feeling. May Day parades in the big cities were attacked by policemen, and soldiers and sailors. The American Legion, just founded, raided IWW headquarters in the State of Washington. Laws against seditious speech were passed in State Legislatures across the country and thousands of people were jailed, including a Socialist Congressman from Milwaukee who was sentenced to twenty years in prison. To say nothing of the Espionage and Sedition Acts of 1917 which took care of thousands more. To say nothing of Eugene V. Debs. On the evening of 2 January 1920, Attorney General Palmer, who had his eye on the White House, organized a Federal raid on Communist Party offices throughout the nation. With his right-hand assistant, J. Edgar Hoover, at his right hand, Palmer effected the arrest of over six thousand people, some Communist aliens, some just aliens, some just Communists, and some neither Communists nor aliens but persons visiting those who had been arrested. Property was confiscated, people chained together, handcuffed, and paraded through the streets (in Boston), or kept in corridors of Federal buildings for eight days without food or proper sanitation (in Detroit). Many historians have noted this phenomenon. The raids made an undoubted contribution to the wave of vigilantism winch broke over the country. The Ku Klux Klan blossomed throughout the South and West. There were night raidings, floggings, public hangings, and burnings. Over seventy Negroes were lynched in 1919, not a few of them war veterans. There were speeches against 'foreign ideologies' and much talk about 'one hundred per cent Americanism'. The teaching of evolution in the schools of Tennessee was outlawed. Elsewhere textbooks were repudiated that were not sufficiently patriotic. New immigration laws made racial distinctions and set stringent quotas. Jews were charged with international conspiracy and Catholics with trying to bring the Pope to America. The country would soon go dry, thus creating large-scale, organized crime in the US. The White Sox threw the Series to the Cincinnati Reds. And the stage was set for the trial of two Italian-born anarchists, N. Sacco and B. Vanzetti, for the alleged murder of a paymaster in South Braintree, Mass. The story of the trial is well known and often noted by historians and need not be recounted here. To nothing of World War II--

the Wilmington coup of 1898 was even mentioned— If the Wilmington massacre of 1898 was even mentioned— (how would the massacred name it?) If the Campaign for White Supremacy leading up to the 1898 elections was even mentioned in the junior-year class on the history of North Carolina, the events were described as another eruption of Negro dissatisfaction which, once expressed, quieted. But in the story of the campaign (for white supremacy), the Negro had become unruly, needed instead to be ruled once more out, “Negro rule” ousted into the swampy fantastic as fear, as specter, as a promise. The phantasm of Negro rule was what the high school textbook never acknowledged had rallied the Wilmington race (war) of 1898, the riot planned and instigated, orderly disorder, the wrong the Redeemers sought to riot up, right justifying anything, even murder, the declaration to “choke the Cape Fear River with the carcasses” of whatever the Negro populating their fantasies was—threatening and promising domination, threatening revenge, promising a North Carolina governed by the many not the few. A thousand Black rapists (each vote a thousand more) haunted the campaign the Redeemers rallied to wage. They claimed the fight to protect their honor. For, if this time they didn’t prevail, who could imagine what they would be subject to?

Jobs also attacked America’s education system, saying that it was hopelessly antiquated and crippled by union work rules. Until the teachers’unions were broken, there was almost no hope for education reform. Teachers should be treated as professionals, he said, not as industrial assembly- line workers. Principals should be able to hire and fire them based on how good they were. Schools should be staying open until at least 6 p.m. and be in session eleven months of the year. It was absurd, he added, that American classrooms were still based on teachers standing at a board and using textbooks. All books, learning materials, and assessments should be digital and interactive, tailored to each student and providing feedback in real time.

This book is intended for use both at home and at school. At school the emphasis has traditionally always been on vertical thinking which is effective but incomplete. This selective type of thinking needs to be supplemented with the generative qualities of creative thinking. This is beginning to happen in some schools but even so creativity is usually treated as something desirable which is to be brought about by vague exhortation. There is no deliberate and practical procedure for bringing it about. This book is about lateral thinking which is the process of using information to bring about creativity and insight restructuring. Lateral thinking can be learned, practised and used. It is possible to acquire skill in it just as it is possible to acquire skill in mathematics

I am at ease with children, who talk quite freely except when accompanied by their parents. Then it's mum and dad who do all the talking. 'My son studies your book in school,' said one fond mother, proudly exhibiting her ten-year-old. 'He wants your autograph.' 'What's the name of the book you're reading?' I asked. 'Tom Sawyer,' he said promptly. So I signed Mark Twain in his autograph book. He seemed quite happy. A schoolgirl asked me to autograph her maths textbook. 'But I failed in maths,' I said. 'I'm just a story-writer.' 'How much did you get?' 'Four out of a hundred.' She looked at me rather crossly and snatched the book away. I have signed books in the names of Enid Blyton, R.K. Narayan, Ian Botham, Daniel Defoe, Harry Potter and the Swiss Family Robinson. No one seems to mind.   ★

You always run the risk, if you talk about social class, of being labeled Marxist,” the editor for social studies and history at one of the biggest publishing houses told me. This editor communicates the taboo, formally or subtly, to every writer she works with, and she implied that most other editors do, too. Publisher pressure derives in part from textbook adoption boards and committees in states and school districts. These are subject in turn to pressure from organized groups and individuals who appear before them. For years Educational Research Analysts, led until 2004 by Mel Gabler of Texas, kept capitalism safe from harm at school. Gabler’s stable of right-wing critics regarded even a hint of class analysis taboo. As one writer has put it, “Formulating issues in terms of class is unacceptable, perhaps even un-American.

Even male children of affluent white families think that history as taught in high school is “too neat and rosy.” 6 African American, Native American, and Latino students view history with a special dislike. They also learn history especially poorly. Students of color do only slightly worse than white students in mathematics. If you’ll pardon my grammar, nonwhite students do more worse in English and most worse in history.7 Something intriguing is going on here: surely history is not more difficult for minorities than trigonometry or Faulkner. Students don’t even know they are alienated, only that they “don’t like social studies” or “aren’t any good at history.” In college, most students of color give history departments a wide berth. Many history teachers perceive the low morale in their classrooms. If they have a lot of time, light domestic responsibilities, sufficient resources, and a flexible principal, some teachers respond by abandoning the overstuffed textbooks and reinventing their American history courses. All too many teachers grow disheartened and settle for less. At least dimly aware that their students are not requiting their own love of history, these teachers withdraw some of their energy from their courses. Gradually they end up going through the motions, staying ahead of their students in the textbooks, covering only material that will appear on the next test. College teachers in most disciplines are happy when their students have had significant exposure to the subject before college. Not teachers in history. History professors in college routinely put down high school history courses. A colleague of mine calls his survey of American history “Iconoclasm I and II,” because he sees his job as disabusing his charges of what they learned in high school to make room for more accurate information. In no other field does this happen. Mathematics professors, for instance, know that non-Euclidean geometry is rarely taught in high school, but they don’t assume that Euclidean geometry was mistaught. Professors of English literature don’t presume that Romeo and Juliet was misunderstood in high school. Indeed, history is the only field in which the more courses students take, the stupider they become. Perhaps I do not need to convince you that American history is important. More than any other topic, it is about us. Whether one deems our present society wondrous or awful or both, history reveals how we arrived at this point. Understanding our past is central to our ability to understand ourselves and the world around us. We need to know our history, and according to sociologist C. Wright Mills, we know we do.8

...[T]hough the whole point of his "Current Shorthand" is that it can express every sound in the language perfectly, vowels as well as consonants, and that your hand has to make no stroke except the easy and current ones with which you write m, n, and u, l, p, and q, scribbling them at whatever angle comes easiest to you, his unfortunate determination to make this remarkable and quite legible script serve also as a Shorthand reduced it in his own practice to the most inscrutable of cryptograms. His true objective was the provision of a full, accurate, legible script for our noble but ill-dressed language; but he was led past that by his contempt for the popular Pitman system of Shorthand, which he called the Pitfall system. The triumph of Pitman was a triumph of business organization: there was a weekly paper to persuade you to learn Pitman: there were cheap textbooks and exercise books and transcripts of speeches for you to copy, and schools where experienced teachers coached you up to the necessary proficiency. Sweet could not organize his market in that fashion. He might as well have been the Sybil who tore up the leaves of prophecy that nobody would attend to. The four and six-penny manual, mostly in his lithographed handwriting, that was never vulgarly advertized, may perhaps some day be taken up by a syndicate and pushed upon the public as The Times pushed the Encyclopaedia Britannica; but until then it will certainly not prevail against Pitman.

As it is written, “Be diligent to present yourself approved to God, a worker who does not need to be ashamed, rightly dividing the word of truth.” 2Ti 2:15  But how can we rightly divide the word of truth? Where does the truth come from? The Lord no doubt. But without His wisdom how can we rightly divide it? Where does this wisdom come from and how do we come to the knowledge of the truth which is the word of God? But as it is also written, “However, when He, the Spirit of truth, has come, He will guide you into all truth.” Joh 16:13  Seeing that He guides us into all truth, we can find the power to retain the word of truth through the Holy Spirit. He likewise will bring the scriptures to remembrance when it comes time to apply them. But as we discussed earlier, the scriptures need to be speaking out to us first when we read. This is the Holy Spirit breathing life into the word of God and speaking it to you. This is the scripture He is teaching you and wants you to memorize and meditate on. We as good pupils and students, need to be listening to the voice of our Teacher and Master. We need to pay attention in class, and let Him teach the lesson. He is the one who guides us through the workbook (the Bible) even as the schoolteacher leads a student to the textbook. In school the teachers tell us what we should memorize. Likewise the Holy Spirit will tell you what you should memorize. Whatever speaks out to you, God is speaking to you. Whatever God is speaking to you, you should be memorizing for later practice. If you do this, you will be able to recall the scriptures better at all the appropriate times as we discussed earlier. But you need to lean on the Lord for strength to remember them. The Holy Spirit will speak to you in the time that you need to remember the scriptures. But only if you have sought Him in memorizing it and meditating on it. When we allow the first fruits to be the work of God in us, then all fruit will be the work of God. We are not called to walk about by our strength nor are we called to gain the wisdom of God with our own strength. Rather in ALL our ways we are called to lean on Him. As it is written, “Trust in the LORD with all your heart, And lean not on your own understanding. In all your ways acknowledge Him, And He shall direct your paths.” Pro 3:5-6 And earlier we said in James 1:5 that if we lack wisdom we need to ask God for it. But what does that scripture tell us? It says to ask in faith.

The textbooks of history prepared for the public schools are marked by a rather naive parochialism and chauvinism. There is no need to dwell on such futilities. But it must be admitted that even for the most conscientious historian abstention from judgments of value may offer certain difficulties. As a man and as a citizen the historian takes sides in many feuds and controversies of his age. It is not easy to combine scientific aloofness in historical studies with partisanship in mundane interests. But that can and has been achieved by outstanding historians. The historian's world view may color his work. His representation of events may be interlarded with remarks that betray his feelings and wishes and divulge his party affiliation. However, the postulate of scientific history's abstention from value judgments is not infringed by occasional remarks expressing the preferences of the historian if the general purport of the study is not affected. If the writer, speaking of an inept commander of the forces of his own nation or party, says "unfortunately" the general was not equal to his task, he has not failed in his duty as a historian. The historian is free to lament the destruction of the masterpieces of Greek art provided his regret does not influence his report of the events that brought about this destruction. The problem of Wertfreíheit must also be clearly distinguished from that of the choice of theories resorted to for the interpretation of facts. In dealing with the data available, the historian needs ali the knowledge provided by the other disciplines, by logic, mathematics, praxeology, and the natural sciences. If what these disciplines teach is insufficient or if the historian chooses an erroneous theory out of several conflicting theories held by the specialists, his effort is misled and his performance is abortive. It may be that he chose an untenable theory because he was biased and this theory best suited his party spirit. But the acceptance of a faulty doctrine may often be merely the outcome of ignorance or of the fact that it enjoys greater popularity than more correct doctrines. The main source of dissent among historians is divergence in regard to the teachings of ali the other branches of knowledge upon which they base their presentation. To a historian of earlier days who believed in witchcraft, magic, and the devil's interference with human affairs, things hàd a different aspect than they have for an agnostic historian. The neomercantilist doctrines of the balance of payments and of the dollar shortage give an image of presentday world conditions very different from that provided by an examination of the situation from the point of view of modern subjectivist economics.

WILL WORK FOR FOOD © 2013 Lyrics & Music by Michele Jennae There he was with a cardboard sign, Will Work For Food Saw him on the roadside, As I took my kids to school I really didn’t have time to stop, Already running late Found myself pulling over, Into the hands of fate The look in his eyes was empty, But he held out his hand I knew my kids were watching, As I gave him all I had My heart in my throat I had to ask, “What brought you here?” He looked up and straight into my eyes, I wanted to disappear. CHORUS He said… Do you think I really saw myself, Standing in this light Forgotten by society, After fighting for your rights WILL WORK FOR FOOD, WILL DIE FOR YOU I AM JUST A FORGOTTEN SOLDIER, I DON’T KNOW WHAT TO DO v. 2 He put the money in his pocket, Then he took me by the hand Thank you dear for stopping by, I am sure that you have plans He nodded toward my children, Watching from afar It’s time they were off to school, You should get in the car My eyes welled up and tears fell down, I couldn’t say a word Here this man with nothing to his name, Showing me his concern I knew then that the lesson, That today must be taught Wouldn’t come from textbooks, And it could not be bought CHORUS He said… Do you think I really saw myself, Standing in this light Forgotten by society, After fighting for your rights WILL WORK FOR FOOD, WILL DIE FOR YOU I AM JUST A FORGOTTEN SOLDIER, I DON’T KNOW WHAT TO DO v. 3 I told him then that I had a job, That I could give him work And in return he’d have a meal, And something to quench his thirst He looked at me and shrugged a bit, And followed me to the car We went right over to a little café, Just up the road not too far After I ordered our food he looked at me, And asked about the kids “Shouldn’t these tykes be in school, And about that job you said.” “Your job,” I said, “is to school my girls, In the ways of the world Explain to them your service, And how your life unfurled.” He said… Do you think I really saw myself, Standing in this light Forgotten by society, After fighting for your rights WILL WORK FOR FOOD, WILL DIE FOR YOU I AM JUST A FORGOTTEN SOLDIER, I DON’T KNOW WHAT TO DO v. 4He wasn’t sure quite what to do, As he ate his food And began to tell us all about his life… the bad… the good. He wiped his own tears from his eyes, His story all but done My girls and I all choked up, Hugged him one by one Understanding his sacrifice, But not his current plight We resolved then and there that day, That for him, we would fight. We offered him our friendship, And anything else we had He wasn’t sure how to accept it, But we made him understand LAST CHORUS That we had not really seen before, Him standing in the light No longer forgotten by us, We are now fighting for his rights He had… WORKED FOR FOOD HE HAD ALL BUT DIED FOR ME AND YOU NOT FORGOTTEN ANYMORE BUT STILL A SOLDIER IN TRUST