Textbook Best Quotes

Each others' lives are our best textbooks.

I don't know. I really don't know. Perhaps that would be best, I thought I wanted it myself. But today I'm no longer sure what I really want and desire. Before, everything was simple, as simple as letters in my textbook. Now nothing is simple any more, not even the letters. Everything has taken on many meanings and faces. I don't know what will become of me, I can't think about that now.

If the world were full of the self-seeking individuals found in economics textbooks, it would grind to a halt because we would be spending most of our time cheating, trying to catch the cheaters, and punishing the caught. The world works as it does only because people are not the totally self seeking agents that free-market economics believes them to be. We need to design an economic system that, while acknowledging that people are often selfish, exploits other human motives to the full and gets the best out of people. The likelihood is that, if we assume the worst about people, we will get the worst out of them.

Why should people in one part of the globe have developed collectivist cultures, while others went individualist? The United States is the individualism poster child for at least two reasons. First there's immigration. Currently, 12 percent of Americans are immigrants, another 12 percent are children of immigrants, and everyone else except for the 0.9 percent pure Native Americans descend from people who emigrated within the last five hundred years. And who were the immigrants? Those in the settled world who were cranks, malcontents, restless, heretical, black sheep, hyperactive, hypomanic, misanthropic, itchy, unconventional, yearning to be rich, yearning to be out of their damn boring repressive little hamlet, yearning. Couple that with the second reason - for the majority of its colonial and independent history, America has had a moving frontier luring those whose extreme prickly optimism made merely booking passage to the New World insufficiently novel - and you've got America the individualistic. Why has East Asia provided textbook examples of collectivism? The key is how culture is shaped by the way people traditionally made a living, which in turn is shaped by ecology. And in East Asia it's all about rice. Rice, which was domesticated there roughly ten thousand years ago, requires massive amounts of communal work. Not just backbreaking planting and harvesting, which are done in rotation because the entire village is needed to harvest each family's rice. The United States was not without labor-intensive agriculture historically. But rather than solving that with collectivism, it solved it withe slavery.

It was my teacher's genius, her quick sympathy, her loving tact which made the first years of my education so beautiful. It was because she seized the right moment to impart knowledge that made it so pleasant and acceptable to me. She realized that a child's mind is like a shallow brook which ripples and dances merrily over the stony course of its education and reflects here a flower, there a bush, yonder a fleecy cloud; and she attempted to guide my mind on its way, knowing that like a brook it should be fed by mountain streams and hidden springs, until it broadened out into a deep river, capable of reflecting in its placid surface, billowy hills, the luminous shadows of trees and the blue heavens, as well as the sweet face of a little flower. Any teacher can take a child to the classroom, but not every teacher can make him learn. He will not work joyously unless he feels that liberty is his, whether he is busy or at rest; he must feel the flush of victory and the heart-sinking of disappointment before he takes with a will the tasks distasteful to him and resolves to dance his way bravely through a dull routine of textbooks. My teacher is so near to me that I scarcely think of myself apart from her. How much of my delight in all beautiful things is innate, and how much is due to her influence, I can never tell. I feel that her being is inseparable from my own, and that the footsteps of my life are in hers. All the best of me belongs to her--there is not a talent, or an aspiration or a joy in me that has not been awakened by her loving touch.

Teachers who have the best managed classrooms are those who spend the first two weeks of class teaching and practicing their procedures and routines (Marzano, Marzano, & Pickering, 2003).

But love isn't a career. It isn't a degree you earn or a formula you pull out of a textbook. It's bumpy and blotched and painful and completely irreplaceable. Aren't there times when it might be better to let go? Sometimes the best part of life grows out of what you have no say over.

In almost all textbooks, even the best, this principle is presented so that it is impossible to understand.’ (K. Jacobi, Lectures on Dynamics, 1842-1843). I have not chosen to break with tradition.

The Academy of Motion Picture Arts and Sciences was so outraged at Disney for murdering all of those lemmings that they gave White Wilderness an Oscar for Best Documentary. The world is a terrible and unfair place, kids!

Let's not automatically turn to the next page in the textbook because it's the next page of the textbook, but because that page best serves the students we are teaching. And if the next page isn't as good as the one 57 pages later, let's go to the one 57 pages away without guilt.

You know the best example of sincerity? The absolute gold standard? Who? Angus pointed to the door, outside which Cyril was waiting patiently. A dog. Have you ever met an insincere dog - a dog who hides his true feelings? Domenica looked thoughtful. And cats? Dreadfully insincere, said Angus. Psychopaths- every one of them. Show me a cat, Domenica, and I'll show you a psychopath. Textbook examples.

My old professor, meanwhile, was stunned by the normalcy of the day around him. Shouldn't the world stop? Don't they know what has happened to me? But the world did not stop, it took no notice at all Morrie's doctors guessed he had two years left. Morrie knew it was less. But my old professor had made a profound decision, one he began to construct the day he came out of the doctor's office with a sword hanging over his head. Do I wither up and disappear, or do I make the best of my time left? he had asked himself. He would not wither. He would not be ashamed of dying. Instead, he would make death his final project, the center point of his days. Since everyone was going to die, he could be of great value, right? He could be research. A human textbook. Study me in my slow and patient demise. Watch what happens to me. Learn with me. Morrie would walk that final bridge between life and death, and narrate the trip.

The typical undergraduate microeconomics textbook describes cases where markets are unlikely to produce efficient outcomes. These textbooks often claim that, in principle, government intervention could solve the market failure. However, these textbooks also assume that government both (1) has full information about how to solve the problem and (2) has the good faith to use its power to solve the problem. It is as if the textbooks say omniscient angels can intervene to solve market failures. Thus, when undergraduate textbooks recommend government intervention, they mean intervention by idealized governments, not necessarily by real governments. In the real world, libertarians believe, sometimes the best response to serious market failure is just to suck it up and live with it.

Around 1900 a sales executive discovered a “scientific” principle of sales management. It received a lot of publicity and even found its way into textbooks. The principle was this: There is one best way to sell a product. Find the best way. Then never deviate from it.

At the same time, he studiously avoided becoming a textbook player. He wanted to blend the best of the received wisdom into a refined version of his crazy-seeming “harum scarum” style. He wanted to play a slightly different game than everyone else was playing, to be out of sync with the anticipated rhythms, protocols, and conventions.

It is not that the historian can avoid emphasis of some facts and not of others. This is as natural to him as to the mapmaker, who, in order to produce a usable drawing for practical purposes, must first flatten and distort the shape of the earth, then choose out of the bewildering mass of geographic information those things needed for the purpose of this or that particular map. My argument cannot be against selection, simplification, emphasis, which are inevitable for both cartographers and historians. But the map-maker's distortion is a technical necessity for a common purpose shared by all people who need maps. The historian's distortion is more than technical, it is ideological; it is released into a world of contending interests, where any chosen emphasis supports (whether the historian means to or not) some kind of interest, whether economic or political or racial or national or sexual. Furthermore, this ideological interest is not openly expressed in the way a mapmaker's technical interest is obvious ("This is a Mercator projection for long-range navigation-for short-range, you'd better use a different projection"). No, it is presented as if all readers of history had a common interest which historians serve to the best of their ability. This is not intentional deception; the historian has been trained in a society in which education and knowledge are put forward as technical problems of excellence and not as tools for contending social classes, races, nations. To emphasize the heroism of Columbus and his successors as navigators and discoverers, and to de-emphasize their genocide, is not a technical necessity but an ideological choice. It serves- unwittingly-to justify what was done. My point is not that we must, in telling history, accuse, judge, condemn Columbus in absentia. It is too late for that; it would be a useless scholarly exercise in morality. But the easy acceptance of atrocities as a deplorable but necessary price to pay for progress (Hiroshima and Vietnam, to save Western civilization; Kronstadt and Hungary, to save socialism; nuclear proliferation, to save us all)-that is still with us. One reason these atrocities are still with us is that we have learned to bury them in a mass of other facts, as radioactive wastes are buried in containers in the earth. We have learned to give them exactly the same proportion of attention that teachers and writers often give them in the most respectable of classrooms and textbooks. This learned sense of moral proportion, coming from the apparent objectivity of the scholar, is accepted more easily than when it comes from politicians at press conferences. It is therefore more deadly. The treatment of heroes (Columbus) and their victims (the Arawaks)-the quiet acceptance of conquest and murder in the name of progress-is only one aspect of a certain approach to history, in which the past is told from the point of view of governments, conquerors, diplomats, leaders. It is as if they, like Columbus, deserve universal acceptance, as if they-the Founding Fathers, Jackson, Lincoln, Wilson, Roosevelt, Kennedy, the leading members of Congress, the famous Justices of the Supreme Court-represent the nation as a whole. The pretense is that there really is such a thing as "the United States," subject to occasional conflicts and quarrels, but fundamentally a community of people with common interests. It is as if there really is a "national interest" represented in the Constitution, in territorial expansion, in the laws passed by Congress, the decisions of the courts, the development of capitalism, the culture of education and the mass media.

A few weeks ago I had a dream. I dreamed I was back at the house, in the red room, reading my microeconomics textbook. Maddy outside playing with Hope, and Agnes was preparing dinner. It was just like old times. I was elated. I knew all along that they weren't really dead. It was all just a terrible mistake. Maddy joined me in the library. Strangely, she didn't smell like anything. Not her usual crème brulee or green apples or candy. That's when I realized she was dead, though I didn't know I was dreaming. She apologized for everything and then proceeded to explain why things had turned out the way they had. Her story made complete sense. It was what I needed to hear. Finally I had an answer. Finally I could let go. And then she vanished When I woke up, in a pool of sweat, I couldn't remember a thing Maddy had said.

Why has East Asia provided textbook examples of collectivism?21 The key is how culture is shaped by the way people traditionally made a living, which in turn is shaped by ecology. And in East Asia it’s all about rice. Rice, which was domesticated there roughly ten thousand years ago, requires massive amounts of communal work. Not just backbreaking planting and harvesting, which are done in rotation because the entire village is needed to harvest each family’s rice.

For instance, the education system, instead of going by textbook teaching, will promote creative and interactive self-learning—both formal and informal—with a focus on values, merit and quality. Workers, instead of being skilled or semi-skilled, will be knowledgeable, self-empowered and flexibly skilled. Types of work, instead of being structured and hardware driven, will be more flexible and software driven. Management styles will be delegative rather than directive.

Ella?” Cinder asked when things got quiet. “Are you there?” He sounded hesitant. “Welcome to my life,” I said with a sigh of defeat. “Sorry about that.” “It’s okay.” It was definitely not okay. I was so humiliated. It was a miracle I wasn’t crying. I think that was only because I was still in so much shock. “Look, thanks for giving me your phone number, but maybe this is a bad time.” My dad scrambled to his feet, waving his hands at me. “No! You don’t have to end your call. We’ll give you some privacy.” He glanced at both Jennifer and Juliette. “Won’t we, ladies?” His blatant desperation for me to talk to someone—even a stranger from the Internet—was as embarrassing as Anastasia’s outburst. Even worse, Jennifer was just as bad. “Of course! You go ahead and talk to your boyfriend, Ella,” she squealed. “We can keep an eye on you from the kitchen. I have to get dinner started anyway.” While I was busy dying from her use of the word boyfriend, she hopped off the elliptical. She hurried to catch up to my dad, seeming more than happy to finish her workout early. As they started up the steps, they both turned back to Juliette, who had sprawled out on the couch instead of getting up. “I was here first,” Juliette said in response to their expectant looks. “There’s no way I’m going anywhere near the upstairs with Ana in the mood she’s in, and I really don’t care about Ella’s love life. Besides, she’s not supposed to be alone, anyway. What if she tries to throw herself off the balcony or something?” Was there anyone in the world that didn’t feel the need to humiliate me? I glared at Juliette, and she just waved a pair of earbuds at me and shoved them in her ears. “I’ll turn the volume up.” My dad and Jennifer both gave me such hopeful looks that I couldn’t argue anymore. I rolled my eyes and made my way over to the armchair my father had been lounging in. Once Dad and Jennifer were gone, I glanced over at the couch. Juliette was already doing what she did best—ignoring me. She was bobbing her head along with her music as she read out of a textbook. I doubted she could hear me, but I spoke softly anyway, just in case. “Cinder? Are you still there?” “I didn’t realize upping our relationship to phone buddies would come with a boyfriend title. Does that mean if we ever meet in person, we’ll have to get married?” Surprised, I burst into laughter. Juliette glanced at me with one raised eyebrow, but went back to her textbook without saying anything.

[...] After this compromising confession of "forgery" I should be obliged to consider myself condemned and annihilated if I had not the consolation of seeing side by side with me in the prisoner's dock hundreds of fellow-culprits, among them many of the most trusted observers and most esteemed biologists. The great majority of all the diagrams in the best biological textbooks, treatises and journals would incur in the same degree the charge of "forgery," for all of them are inexact, and are more or less doctored, schematised and constructed. [Berliner Volks-Zeitung - Haeckel's Frauds and Forgeries - Assmuth and Hull:1915]

Morrie's doctors guessed he had two years left. Morrie knew it was less. But my old professor had made a profound decision, one he began to construct the day he came out of the doctor's office with a sword hanging over his head. Do I wither up and disappear, or do I make the best of my time left? he had asked himself. He would not wither. He would not be ashamed of dying. Instead, he would make death his final project, the center point of his days. Since everyone was going to die, he could be of great value, right? He could be research. A human textbook. Study me in my slow and patient demise. Watch what happens to me. Learn with me. Morrie would walk that final bridge between life and death, and narrate the trip.

half-century before, at Stalin’s direct order, NKVD executioners slaughtered fifteen thousand Polish military officers and threw the bodies into rows of mass graves. The month-long operation in Kalinin, Katyn, and Starobelsk was part of Stalin’s attempt to begin the domination of Poland. The young officers had been among the best-educated men in Poland, and Stalin saw them as a potential danger, as enemies-in-advance. For decades after, Moscow put the blame for the killings on the Nazis, saying the Germans had carried out the massacres in 1941, not the NKVD in 1940. The Kremlin propaganda machine sustained the fiction in speeches, diplomatic negotiations, and textbooks, weaving it into the vast fabric of ideology and official history that sustained the regime and its empire.

What is a novel, anyway? Only a very foolish person would attempt to give a definitive answer to that, beyond stating the more or less obvious facts that it is a literary narrative of some length which purports, on the reverse of the title page, not to be true, but seeks nevertheless to convince its readers that it is. It's typical of the cynicism of our age that, if you write a novel, everyone assumes it's about real people, thinly disguised; but if you write an autobiography everyone assumes you're lying your head off. Part of this is right, because every artist is, among other things, a con-artist. We con-artists do tell the truth, in a way; but, as Emily Dickenson said, we tell it slant. By indirection we find direction out -- so here, for easy reference, is an elimination-dance list of what novels are not. -- Novels are not sociological textbooks, although they may contain social comment and criticism. -- Novels are not political tracts, although "politics" -- in the sense of human power structures -- is inevitably one of their subjects. But if the author's main design on us is to convert us to something -- - whether that something be Christianity, capitalism, a belief in marriage as the only answer to a maiden's prayer, or feminism, we are likely to sniff it out, and to rebel. As Andre Gide once remarked, "It is with noble sentiments that bad literature gets written." -- Novels are not how-to books; they will not show you how to conduct a successful life, although some of them may be read this way. Is Pride and Prejudice about how a sensible middle-class nineteenth-century woman can snare an appropriate man with a good income, which is the best she can hope for out of life, given the limitations of her situation? Partly. But not completely. -- Novels are not, primarily, moral tracts. Their characters are not all models of good behaviour -- or, if they are, we probably won't read them. But they are linked with notions of morality, because they are about human beings and human beings divide behaviour into good and bad. The characters judge each other, and the reader judges the characters. However, the success of a novel does not depend on a Not Guilty verdict from the reader. As Keats said, Shakespeare took as much delight in creating Iago -- that arch-villain -- as he did in creating the virtuous Imogen. I would say probably more, and the proof of it is that I'd bet you're more likely to know which play Iago is in. -- But although a novel is not a political tract, a how-to-book, a sociology textbook or a pattern of correct morality, it is also not merely a piece of Art for Art's Sake, divorced from real life. It cannot do without a conception of form and a structure, true, but its roots are in the mud; its flowers, if any, come out of the rawness of its raw materials. -- In short, novels are ambiguous and multi-faceted, not because they're perverse, but because they attempt to grapple with what was once referred to as the human condition, and they do so using a medium which is notoriously slippery -- namely, language itself.

As I approach a new project, my process always begins with the question: what is it about? Here’s one answer that might apply to a Star Trek movie... I want it to be about the most horrible, treacherous aliens ever known to man who are about to destroy life as we know it, leading to the most spectacular thrill ride of an adventure with fantastic space battles and huge explosions and great special effects -- a white knuckle ride for the movie audience. Yeah, but what’s it about? I can write space battles with the best of them, but what makes that space battle interesting to me is: why are they fighting? What are the stakes? What does the hero lose if he loses? And what does he win if he wins? Why should we care? I'm talking about the second level of story-telling. The level that examines what's going on inside the characters — their moral and ethical dilemmas, their doubts, fears, inner conflicts, how they change as the story progresses. These are the things that make us, as members of an audience, get emotionally involved.

Erroneous plurals of nouns, as vallies or echos. Barbarous compound nouns, as viewpoint or upkeep. Want of correspondence in number between noun and verb where the two are widely separated or the construction involved. Ambiguous use of pronouns. Erroneous case of pronouns, as whom for who, and vice versa, or phrases like “between you and I,” or “Let we who are loyal, act promptly.” Erroneous use of shall and will, and of other auxiliary verbs. Use of intransitive for transitive verbs, as “he was graduated from college,” or vice versa, as “he ingratiated with the tyrant.” Use of nouns for verbs, as “he motored to Boston,” or “he voiced a protest.” Errors in moods and tenses of verbs, as “If I was he, I should do otherwise,” or “He said the earth was round.” The split infinitive, as “to calmly glide.” The erroneous perfect infinitive, as “Last week I expected to have met you.” False verb-forms, as “I pled with him.” Use of like for as, as “I strive to write like Pope wrote.” Misuse of prepositions, as “The gift was bestowed to an unworthy object,” or “The gold was divided between the five men.” The superfluous conjunction, as “I wish for you to do this.” Use of words in wrong senses, as “The book greatly intrigued me,” “Leave me take this,” “He was obsessed with the idea,” or “He is a meticulous writer.” Erroneous use of non-Anglicised foreign forms, as “a strange phenomena,” or “two stratas of clouds.” Use of false or unauthorized words, as burglarize or supremest. Errors of taste, including vulgarisms, pompousness, repetition, vagueness, ambiguousness, colloquialism, bathos, bombast, pleonasm, tautology, harshness, mixed metaphor, and every sort of rhetorical awkwardness. Errors of spelling and punctuation, and confusion of forms such as that which leads many to place an apostrophe in the possessive pronoun its. Of all blunders, there is hardly one which might not be avoided through diligent study of simple textbooks on grammar and rhetoric, intelligent perusal of the best authors, and care and forethought in composition. Almost no excuse exists for their persistent occurrence, since the sources of correction are so numerous and so available.

Missy and her crew left, I was alone. Like really alone, like pre-Shay alone. It felt glorious. Well, maybe not. I didn’t feel right about Shay, but I’d see him in a day. We could sort out whatever happened on his street. Till then, I studied to my heart’s content. I made trips to my dorm’s computer lab, and I even got naughty. I stole some of the computer’s printing papers, stuffing them down the front of my shirt. My inner dork was coming out full-force. It was like I’d been around “cool” people too much for my system. It was rebelling. It needed an outlet, and I indulged. All of the colored highlighters came out. Not just the primary colors, all of them. I used pink for one textbook, and added purple on the next. All caution was thrown to the wind. It was only eight, but I went to the library. I really let my freak out. An energy drink. Coffee from the cart. My own Twizzlers this time. Even a bag of chocolate candies. I was going nuts on the caffeine and sugar, and then I found an empty study room on the top and most isolated floor in the library. I stayed until midnight. It was some of the best studying I’ve had. Ever. Mind-blowing.

Limitation of scope, however, could represent a profound advantage from an ecological point of view. The sun, the wind and the earth are experiential realities to which men have responded sensuously and reverently from time immemorial. Out of these primal elements man developed his sense of dependence on—and respect for—the natural environment, a dependence that kept his destructive activities in check. The Industrial Revolution and the urbanized world that followed obscured nature's role in human experience—hiding the sun with a pall of smoke, blocking the winds with massive buildings, desecrating the earth with sprawling cities. Man's dependence on the natural world became invisible; it became theoretical and intellectual in character, the subject matter of textbooks, monographs and lectures. True, this theoretical dependence supplied us with insights (partial ones at best) into the natural world, but its onesidedness robbed us of all sensuous dependence on and all visible contact and unity with nature. In losing these, we lost a part of ourselves as feeling beings. We became alienated from nature. Our technology and environment became totally inanimate, totally synthetic—a purely inorganic physical milieu that promoted the deanimization of man and his thought.

I could have been someone from the book if you’d told me in advance.” “Yes, well, today you’d make a really great Moaning Myrtle.” Peter gives me a blank look, and disbelieving, I say, “Wait a minute…have you never read Harry Potter?” “I’ve read the first two.” “Then you should know who Moaning Myrtle is!” “It was a really long time ago,” Peter says. “Was she one of those people in the paintings?” “No! And how could you stop after Chamber of Secrets? The third one’s the best out of the whole series. I mean, that’s literally crazy to me.” I peer at his face. “Do you not have a soul?” “Sorry if I haven’t read every single Harry Potter book! Sorry I have a life and I’m not in the Final Fantasy club or whatever that geek club is called--” I snatch my wand back from him and wave it in his face. “Silencio!” Peter crosses his arms. Smirking, he says, “Whatever spell you just tried to cast on me, it didn’t work, so I think you need to go back to Hogwarts.” He’s so proud of himself for the Hogwarts reference, it’s kind of endearing. Quick like a cat I pull down his mask, and then I put one hand over his mouth. With my other hand I wave my wand again. “Silencio!” Peter tries to say something, but I press my hand harder. “What? What was that? I can’t hear you, Peter Parker.” Peter reaches out and tickles me, and I laugh so hard I almost drop my wand. I dart away from him but he pounces after me, pretend shooting webs at my feet. Giggling, I run away from him, further down the hall, dodging groups of people. He gives chase all the way to chem class. A teacher screams at us to slow down, and we do, but as soon as we’re around the corner, I’m running again and so is he. I’m breathless by the time I’m in my seat. He turns around and shoots a web in my direction, and I explode into giggles again and Mr. Meyers glares at me. “Settle down,” he says, and I nod obediently. As soon as his back is turned, I giggle into my robe. I want to still be mad at Peter, but it’s just no use. Halfway through class he sends me a note. He’s drawn spiderwebs around the edges. It says, I’ll be on time tomorrow. I smile as I read it. Then I put it in my backpack, in my French textbook so the page won’t crease or crumble. I want to keep it so when this is over, I can have something to look at and remember what it was like to be Peter Kavinsky’s girlfriend. Even if it was all just pretend.

1. Divine Writing: The Bible, down to the details of its words, consists of and is identical with God’s very own words written inerrantly in human language. 2. Total Representation: The Bible represents the totality of God’s communication to and will for humanity, both in containing all that God has to say to humans and in being the exclusive mode of God’s true communication.[11] 3. Complete Coverage: The divine will about all of the issues relevant to Christian belief and life are contained in the Bible.[12] 4. Democratic Perspicuity: Any reasonably intelligent person can read the Bible in his or her own language and correctly understand the plain meaning of the text.[13] 5. Commonsense Hermeneutics: The best way to understand biblical texts is by reading them in their explicit, plain, most obvious, literal sense, as the author intended them at face value, which may or may not involve taking into account their literary, cultural, and historical contexts. 6. Solo Scriptura:[14] The significance of any given biblical text can be understood without reliance on creeds, confessions, historical church traditions, or other forms of larger theological hermeneutical frameworks, such that theological formulations can be built up directly out of the Bible from scratch. 7. Internal Harmony: All related passages of the Bible on any given subject fit together almost like puzzle pieces into single, unified, internally consistent bodies of instruction about right and wrong beliefs and behaviors. 8. Universal Applicability: What the biblical authors taught God’s people at any point in history remains universally valid for all Christians at every other time, unless explicitly revoked by subsequent scriptural teaching. 9. Inductive Method: All matters of Christian belief and practice can be learned by sitting down with the Bible and piecing together through careful study the clear “biblical” truths that it teaches. The prior nine assumptions and beliefs generate a tenth viewpoint that—although often not stated in explications of biblicist principles and beliefs by its advocates—also commonly characterizes the general biblicist outlook, particularly as it is received and practiced in popular circles: 10. Handbook Model: The Bible teaches doctrine and morals with every affirmation that it makes, so that together those affirmations comprise something like a handbook or textbook for Christian belief and living, a compendium of divine and therefore inerrant teachings on a full array of subjects—including science, economics, health, politics, and romance.[15]

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.

My name is Charlie Chucky, I am in the sixth grade, I love playing Minecraft, and I am learning to become a Super Spy. My Dad is the world’s best Super Spy, and he is starting to teach me all his tricks. Lately, I’ve been battling invisible giants, crazy zombie teachers, and super ninjas! Life has been pretty crazy, and I’ve enjoyed every second of it. My best friend Harley is different to me. He doesn’t want to become a Super Spy. He doesn’t want to battle bad guys and save the world each week. Nope. He wants to sit indoors and stare at numbers all day. Harley’s dream is to become the world’s greatest math professor. He loves school, he loves studying, and he absolutely loves math tests.  He goes mad for them. It is the one thing he is really good at. He just loves numbers.  Numbers are like candy for him – he can’t get enough of it. He even asked Mrs. Jackson for extra math homework last night. Mrs. Jackson then decided to give the whole class extra math homework. Let’s just say Harley wasn’t that popular after school.  This is Harley. Mrs. Jackson always says that someday math will save our lives, but I can’t see how it will. Maybe one day, four giant numbers will attack our school, and I will defeat them using an algebra equation… or maybe the numbers in my textbook will go bad, and start attacking all the words on the pages, and I will stop them using a calculator!

You help your children learn as human beings have done throughout history: By paying attention to their interests and growth, their words and actions, they show you how to best help them learn. You may use a class, textbook, or mentor, but you are doing so on an as-needed basis, not as a compulsory obligation.

Status derives from the tendency of people to accord positive and negative values to human attributes and to distribute respect accordingly. In feudal society, a superior status was accorded to the landowning aristocracy and gentry. They were deemed to have breeding and to be the best people to govern the land. They were deferred to as a socially superior body. It was a status that was passed on by inheritance, not one that could be acquired by merit or work.

HT-1 This point is difficult to access, as it is well protected by the structure of the human body. HT-1is a bilateral Vital Point that is located in the armpit at the junction of the inner arm with the torso. It is associated with the Heart Meridian and is the point that the internal aspects of that meridian leaves the inner torso and emerges close to the surface of the skin. It does not have a direct connection to any Extraordinary Vessels, but is highly sensitive to attack. Traditional Chinese Medicine state that this is a no-needle point in many related textbooks. On the surface, this point would appear to be a difficult one to access during an altercation, but it is accessible. HT-1 becomes easily accessible if the opponent’s arm is raised, which occurs in the short instances that they are throwing a punch. A quick finger thrust or one-knuckle fist strike can easily activate it, but it requires a fair amount of precision to land. Combat science teaches us that precision generally diminishes during an altercation, but I add the above variant for those that would be willing to put in the training time for achieve such a strike. Just remember that the likelihood of landing such a technique during an actual altercation is remote, even with copious amounts of practice. A more realistic attack to HT-1 is when you have used your opponent’s arm to take them to the ground. Once established, as a generally rule of thumb, it is advised that if you have established control over an opponent’s arm that you should maintain that control until you deliver a blow that ends the fight. So, with that in mind, one of my favorite attacks to HT-1 after driving an opponent to ground while having established and maintained arm control, that you jerk the arm towards yourself as you throw a kick into this Vital Point. The type of kick will be dependent on the positioning of your opponent. If he is bladed on the ground (laying on one side with the arm you control in the air) a hard side kick or stomp works well. If the opponent starts turning, or squaring his shoulders towards you as he hits the ground in an attempt to regain his feet, then a forceful forward, or straight kick, can work. I would suggest working with a training partner to determine the various configurations that a downed opponent would react when you maintain control of one of their arms. Notice that I did not advise that you kick your training partner in HT-1, which is ill advised since it theoretically can cause disruptions to the heart and according to Traditional Chinese Medicine theory even death. Again, this technique is not for demonstration or sport-oriented martial arts, but mature and thoughtful training practice can provide a wealth of knowledge on how best to attack a Vital Point, even if it is not actually struck.

The best investment is education and family. The rest will follow.

Work out example problems yourself, without looking at the solutions. (If you have to peek partway through, after you finish the problem, go back and do the whole problem again.) Try to recall the key points from a book, article, or paper. Look away and see if you can recall the key idea or ideas. If what you’re reading is difficult, it’s best to pause and try to recall after each page of what you’re reading. Formulate your own questions about the material. Take practice tests, preferably under time pressure that simulates the actual time constraints of the test. Find ways to re-explain key ideas from your notes or textbook in simpler terms, as if you’re explaining them to a child. Work with others, either another person or a small group—meet and discuss the concepts, give mini-lectures, and compare approaches.

The best of science doesn't consist of mathematical models and experiments, as textbooks make it seem. Those come later. It springs fresh from a more primitive mode of thought, wherein the hunter's mind weaves ideas from old facts and fresh metaphors and the scrambled crazy images of things recently seen. To move forward is to concoct new patterns of thought, which in turn dictate the design of the models and experiments. Easy to say, difficult to achieve.

Miss Breckenridge: We want the child to build relationships with the things in nature, which would include the earth itself, plant and animal life, oceanography, and astronomy. So, all things that eventually fall under science, and the more physical parts of geography. Miss Mason: And, as educators, what do we generally do with that? We consider the matter carefully; we say the boy will make a jumble of it if he is taught more than one or two sciences. We ask our friends “what sciences will tell best in examinations?” and “which are most easily learned?” We discover which are the best text-books in the smallest compass. The most economical, so to speak. The student learns up the text, listens to lectures, makes diagrams, watches demonstrations. Behold! he has “learned a science,” and is able to produce facts and figures, for a time anyway, in connection with some one class of natural phenomena; but of tender intimacy with Nature herself he has acquired none. I will now sketch what seems to me a better way.

The prime minister can also determine the date of the general election (another prerogative power, where the sovereign takes the advice of her prime minister) and, if he leads his party to victory, has the added authority that derives from that victory. Credit tends to accrue to the person at the head of the winning campaign. Edward Heath was often seen as having won the 1970 general election for the Conservatives almost single-handedly, having led his party to an unexpected victory. A similar view was taken of Margaret Thatcher in her three consecutive election victories. By leading his party to its best-ever election victory in 1997, Tony Blair was claimed by commentators to be in an almost invincible position, many Labour members of parliament crediting their victory to his leadership

How to Pass 10th & 12th Class from Nios Open school in gurugram, sohna, manesar To pass 10th and 12th class from an open school, you can follow these general steps: Choose a recognized open school: Research and identify a recognized open school or board in your country or region that offers the 10th and 12th class examinations. Some well-known open school boards include the National Institute of Open Schooling (NIOS) in India and the Open Schooling System in many countries. Enroll in the open school: Contact the open school or board and inquire about the enrollment process. They will provide you with the necessary information and forms to complete the registration. Typically, you will need to submit personal details, educational history, and any required documentation. Understand the curriculum: Obtain the curriculum and syllabus provided by the open school for the 10th and 12th classes. Familiarize yourself with the subjects and topics that you will be studying. It’s important to understand the course requirements to plan your studies effectively. Self-study and prepare: Since open schools provide flexibility, you will primarily be responsible for self-studying. Create a study schedule and allocate sufficient time to each subject. Utilize textbooks, online resources, and study materials provided by the open school. Take advantage of any tutoring or coaching options available to you. Attend contact classes (if available): Some open schools offer optional contact classes or tutorials to provide additional support to students. These classes are conducted by experienced teachers who can clarify doubts and provide guidance. If such classes are available, consider attending them to enhance your understanding of the subjects. Complete assignments and practicals: Open schools often require students to complete assignments, projects, and practical examinations alongside the theoretical exams. Pay attention to the guidelines provided by the open school and complete these tasks within the given deadlines. Take the examinations: Open schools have their own examination schedules. Register for the exams as per the instructions provided by the open school. Adhere to the examination timetable and make sure to reach the examination center on time. Prepare well and give your best during the exams. Results and certification: After the completion of exams, the open school will announce the results within a specific timeframe. Once you pass the exams, you will receive a passing certificate or mark sheet from the open school board. This certificate is recognized and holds the same value as certificates obtained from traditional schools. Remember, the specific process may vary depending on the open school or board you choose. It is important to closely follow the guidelines and instructions provided by the open school throughout the process. Contact for Admission: For more information for admission & and guidance please contact us on +91 9716451127, 9560957631

Graham had a very academic personality. I knew him. He was a lot like Adam Smith-very preoccupied, very brilliant. He even looked like an academic. And he was a good one. And Graham, without ever really trying to maximize the gaining of wealth, died rich-even though he was always generous and spent thirty years teaching at Columbia and authored or coauthored the best textbooks in his field.So I would argue that academia has a lot to teach about worldly wisdom and that the best academic values really work.

Excellence in Statistics: Rigor Statisticians are specialists in coming to conclusions beyond your data safely—they are your best protection against fooling yourself in an uncertain world. To them, inferring something sloppily is a greater sin than leaving your mind a blank slate, so expect a good statistician to put the brakes on your exuberance. They care deeply about whether the methods applied are right for the problem and they agonize over which inferences are valid from the information at hand. The result? A perspective that helps leaders make important decisions in a risk-controlled manner. In other words, they use data to minimize the chance that you’ll come to an unwise conclusion. Excellence in Machine Learning: Performance You might be an applied machine-learning/AI engineer if your response to “I bet you couldn’t build a model that passes testing at 99.99999% accuracy” is “Watch me.” With the coding chops to build both prototypes and production systems that work and the stubborn resilience to fail every hour for several years if that’s what it takes, machine-learning specialists know that they won’t find the perfect solution in a textbook. Instead, they’ll be engaged in a marathon of trial and error. Having great intuition for how long it’ll take them to try each new option is a huge plus and is more valuable than an intimate knowledge of how the algorithms work (though it’s nice to have both). Performance means more than clearing a metric—it also means reliable, scalable, and easy-to-maintain models that perform well in production. Engineering excellence is a must. The result? A system that automates a tricky task well enough to pass your statistician’s strict testing bar and deliver the audacious performance a business leader demands. Wide Versus Deep What the previous two roles have in common is that they both provide high-effort solutions to specific problems. If the problems they tackle aren’t worth solving, you end up wasting their time and your money. A frequent lament among business leaders is, “Our data science group is useless.” And the problem usually lies in an absence of analytics expertise. Statisticians and machine-learning engineers are narrow-and-deep workers—the shape of a rabbit hole, incidentally—so it’s really important to point them at problems that deserve the effort. If your experts are carefully solving the wrong problems, your investment in data science will suffer low returns. To ensure that you can make good use of narrow-and-deep experts, you either need to be sure you already have the right problem or you need a wide-and-shallow approach to finding one.

What became known as ‘the salad oil scandal’ was a textbook case of management incompetence and stupidity, and investors abandoned the company in droves. The 33-year-old Buffett had kept his eye on the scandal since it broke, but he waited months to start buying. And he started building his investment—the best of the Partnership—during a particularly trying time for him and his family, as his father Howard lay hospital-ridden in the final weeks of his life in April 1964. To the extent he was known at all at the time, Buffett was known for his ability to find quantitative bargains among the semi-anonymous flotsam and jetsam of American capitalism, but American Express was an extremely well-known company. Moreover, Buffett proceeded to write a remarkable letter to Clark in which he rather breezily absolved Amex management of any responsibility for the scandal, encouraged it to use shareholder money (which included Buffett’s) to pay creditors harmed by the scandal, and more or less encouraged Clark to forget the whole thing. Finally, and most importantly, Buffett continued adding to his American Express position long after the scandal had diminished in importance. By the time he sold his position years later, American Express had become the most important individual contributor to the results of the Buffett Partnership and arguably the biggest turning point in Buffett’s career.

Learning a second language entails learning numerous aspects of that language, including vocabulary, grammar, pronunciation, composition, reading, culture, and even body language. Unfortunately, traditionally vocabulary has received less attention in second language (L2) pedagogy than any of these other aspects, particularly grammar. Arguably, vocabulary is perhaps the most important component in L2 ability. For more than 2,000 years, the study of a foreign language primarily entailed grammatical analysis, which was practiced through translation of written work (Hinkel & Fotos, 2002). As a result, vocabulary has been academically excluded from or at best limited within L2 curricula and classroom teaching. A perusal of ESL textbooks quickly reveals a lack of focus on vocabulary. Unlike books in French, Spanish, or other foreign languages, there are no vocabulary lists in the lessons/units or vocabulary index at the back of the book. Exercises practicing vocabulary may be found in reading books, but such exercises are rarely found in grammar books, speaking books, listening books, or writing books in spite of the importance of vocabulary in these areas.

When schools fail the political solution is to blame the teachers. When in reality the biggest hurdle to improving educational results lies with the students and their families. The best teachers in the world can't teach students who aren't in the classroom and supplied with the proper textbooks and other material. Blaming the teachers for broken educational systems is like blaming a ship's crew for not being able to keep a rust bucket from sinking.

The Four Global Options Now that you grasp the BIG picture, which includes your life values, your career values, your T-Bar, and current market conditions, it’s time to consider the four global options. I call these global options because, in reality, these are the only four job or career options you have. Option #1: Same job–same industry. Choosing Option #1 means you enjoy both and, most likely, need only conduct a job transition campaign to seek out a new company or organization. For example, a fifth grade teacher who is teaching in a public school may seek the same job (teacher) in the same industry (public school system); this teacher only needs to look at a new school in the same school district or to apply for a teacher’s position in a new school district. Option #2: New job–same industry. Option #2 means you enjoy the industry but need to identify a new job within that industry. Using the fifth grade teacher as an example again, she might seek a new job as an assistant principal or librarian. Or maybe she wants to earn more money than she would make as a teacher, so she becomes a sales professional and sells textbooks to educational institutions. The job transition campaign will take place within education, but she will identify and pursue a new, more inspiring, and more rewarding job within that industry. Option #3: Same job–new industry. If you select Option #3, it means you enjoy your job or vocation, but you need to identify a new industry or environment to perform that job in. The fifth grade teacher might get a job teaching for a private school (new industry or venue) or a private learning center, or she might even start her own tutoring business. In this case, the job transition campaign will focus on teaching but in a new, more appealing industry or venue. Option #4: New job–new industry. This option means you are ready for a wholesale change. Oftentimes this option is the option of choice if there’s a career or job you’ve always dreamt about. Or possibly you have a nice severance package or the financial means to return to school and prepare for an entirely new career. Possibly the fifth grade teacher always had a passion for antiques. In this case, she might pursue a job as a manager or even an owner of an antique store. Perhaps she’ll make the decision to stay home and be a full-time mom. The job transition campaign will focus on an entirely new job or activity in an entirely new industry or venue.

It would probably be best if they were separated, anyway," Margo continued. "They're feeling very close now, but it's an abnormal situation. They might be developing a dependency which would interfere with their resocialization later." She sounded like a textbook on child psychology that Maddy had once read. Reasonable, and yet somehow wrong. Maddy's own intuition was that if you found someone you liked and trusted, you held on for dear life.

But love isn’t a career. It isn’t a degree you earn or a formula you pull out of a textbook. It’s bumpy and blotched and painful and completely irreplaceable. Aren’t there times when it might be better to let go? Sometimes the best part of life grows out of what you have no say over.

In 1974 Freedman and Kaplan’s Comprehensive Textbook of Psychiatry stated that “incest is extremely rare, and does not occur in more than 1 out of 1.1 million people.”16 As we have seen in chapter 2 this authoritative textbook then went on to extol the possible benefits of incest: “Such incestuous activity diminishes the subject’s chance of psychosis and allows for a better adjustment to the external world. . . . The vast majority of them were none the worse for the experience.” How misguided those statements were became obvious when the ascendant feminist movement, combined with awareness of trauma in returning combat veterans, emboldened tens of thousands of survivors of childhood sexual abuse, domestic abuse, and rape to come forward. Consciousness-raising groups and survivor groups were formed, and numerous popular books, including The Courage to Heal (1988), a best-selling self-help book for survivors of incest, and Judith Herman’s book Trauma and Recovery (1992), discussed the stages of treatment and recovery in great detail.

necessity of character as the chief factor in any man's success—a teaching in which I now believe as sincerely as ever, for all the laws that the wit of man can devise will never make a man a worthy citizen unless he has within himself the right stuff, unless he has self-reliance, energy, courage, the power of insisting on his own rights and the sympathy that makes him regardful of the rights of others. All this individual morality I was taught by the books I read at home and the books I studied at Harvard. But there was almost no teaching of the need for collective action, and of the fact that in addition to, not as a substitute for, individual responsibility, there is a collective responsibility. Books such as Herbert Croly's "Promise of American Life" and Walter E. Weyl's "New Democracy" would generally at that time have been treated either as unintelligible or else as pure heresy. The teaching which I received was genuinely democratic in one way. It was not so democratic in another. I grew into manhood thoroughly imbued with the feeling that a man must be respected for what he made of himself. But I had also, consciously or unconsciously, been taught that socially and industrially pretty much the whole duty of the man lay in thus making the best of himself; that he should be honest in his dealings with others and charitable in the old-fashioned way to the unfortunate; but that it was no part of his business to join with others in trying to make things better for the many by curbing the abnormal and excessive development of individualism in a few. Now I do not mean that this training was by any means all bad. On the contrary, the insistence upon individual responsibility was, and is, and always will be, a prime necessity. Teaching of the kind I absorbed from both my text-books and my surroundings is a healthy anti-scorbutic to the sentimentality which by complacently excusing the individual for all his shortcomings would finally hopelessly weaken the spring of moral purpose. It also keeps alive that virile vigor for the lack of which in the average individual no possible perfection of law or of community action can ever atone. But such teaching, if not corrected by other teaching, means acquiescence in a riot of lawless business individualism which would be quite as destructive to real civilization as the lawless military individualism of the Dark Ages.

The truth here is that for schools, getting out of the way may be the best thing they can do. Students, left alone, will build things. They will create unique, surprising ways to meet specific needs that often only they understand (even if the need is to enable an elaborate prank). Building can be done with computer code or lumber or ingredients or fabric. And building is the opposite of consuming, which is done with movies, textbooks, restaurant meals, most video games, or lectures.

The Linux story is a textbook case of how open-source software development can tap the widest possible talent pool to build the best, most robust, and most universally applicable technology.

By providing the best teaching resources, educators are able to provide the kind of teaching experience upon which children thrive. Our years of experience enable us to produce the best textbooks, using industry-standard formats and images, making the books easy to read and understand.

When I asked Big Bruno to describe the characteristics of his job supporting football coaches he chose the words ‘visionary, pioneering, challenging, curious, resilient’. These all sound like textbook qualities of a leader, ‘That’s because I am a leader. A leader of thought and ideas,

judged by the Harvard Law Review in 1904 to be “probably the best modern text-book on the law of patents, and . . . the only treatment of the modern American law of patents.” Speaking before the same House Committee on Patents, Walker argued that protection of plants as intellectual property should be limited to those who actually create new plants, as opposed to those who merely discover a previously unknown organism.

How can slavery be described? Perhaps not at all by those who have not experienced it. The 1932 edition of a best-selling textbook by two northern liberal historians saw slavery as perhaps the Negro’s “necessary transition to civilization.” Economists or cliometridans (statistical historians) have tried to assess slavery by estimating how much money was spent on slaves for food and medical care. But can this describe the reality of slavery as it was to a human being who lived inside it? Are the conditions of slavery as important as the existence of slavery?

It’s crazy to think that ten years ago I was on a desperate search for happiness. The hunt took me to another state, around the city, and through four years of college. I searched for bliss in textbooks, lectures, and lovers. I tracked joy in experiences, best friends, failed relationships, and lost jobs, only to learn the lesson that Granny Crackers tried to teach me so long ago: “Happiness lives inside of you.

As if this weren’t bad enough, Zinn then refers to “two northern liberal historians” who he says authored the “1932 edition of a best-selling textbook.” That unnamed book by unnamed authors allegedly excuses slavery “as perhaps the Negro’s ‘necessary transition to civilization.’ ”57 Who are the straw men who are supposed to have made this appalling observation? We have no way of knowing, so we can’t check Zinn’s accusations. Zinn switches back and forth from presenting untraceable isolated incidents, to discounting rigorous statistics,

In the end, Francie goes off to college, and I do not know if I must make of this a triumph. Is it a given, then, that all her dreams will come true? I can never go to college, I know. They censor the word out of our textbooks. Education, they say, leads to nothing good. This is because education—and college—is the first step out of Williamsburg, the first on the path to promiscuity that Zeidy always promised me was an endless loop of missteps that distanced a Jew so far from God as to put the soul into a spiritual coma. Yes, education could kill my soul, I know that, but where did Francie go, I wonder, after college, and did she ever come back? Can you ever really leave the place you come from? Isn’t it best to stay where you belong, rather than risk trying to insert yourself somewhere else and failing?

The teaching which I received was genuinely democratic in one way. It was not so democratic in another. I grew into manhood thoroughly imbued with the feeling that a man must be respected for what he made of himself. But I had also, consciously or unconsciously, been taught that socially and industrially pretty much the whole duty of the man lay in thus making the best of himself; that he should be honest in his dealings with others and charitable in the old-fashioned way to the unfortunate; but that it was no part of his business to join with others in trying to make things better for the many by curbing the abnormal and excessive development of individualism in a few. Now I do not mean that this training was by any means all bad. On the contrary, the insistence upon individual responsibility was, and is, and always will be, a prime necessity. Teaching of the kind I absorbed from both my text-books and my surroundings is a healthy anti-scorbutic to the sentimentality which by complacently excusing the individual for all his shortcomings would finally hopelessly weaken the spring of moral purpose. It also keeps alive that virile vigor for the lack of which in the average individual no possible perfection of law or of community action can ever atone. But such teaching, if not corrected by other teaching, means acquiescence in a riot of lawless business individualism which would be quite as destructive to real civilization as the lawless military individualism of the Dark Ages. I left college and entered the big world owing more than I can express to the training I had received, especially in my own home; but with much else also to learn if I were to become really fitted to do my part in the work that lay ahead for the generation of Americans to which I belonged.

There are now a number of demands being made on teachers which challenge both your courage to be flexible and your courage to remain faithful to ideals which are good. I will try to deal with just two of these demands. The first one demands flexibility. It asks you to recognize that Negro children in this society—and white children also—are being taught biased, edited, and ultimately racist versions of American history and culture. It is not enough to pay lip service to the idea of racial harmony and equality. We must refuse any longer to accept the distorted view of our roots and our past in this country. As taught in our textbooks, this history reinforces in white children the notion that they are superior and the only creators of this country, and it reinforces in black children the notion that they are inferior and made no contributions. It may be true that most blacks came here as slaves, but the first of them were here as free men, and gave their lives in the struggle to win independence for this nation. They fought as well as any one else during the civil war; they played their part in the opening of the American West; they helped plan and lay out some of our major American cities; they developed the only indigenous form of American music; they made notable contributions to scientific research; they are to be found in the growth and development of the American musical and dramatic stage; and the best of their writing ranks with the best that has been done in America. This is by no means all, but then I am by no means an historian. In any case, the question is not whether they should have done more. The miracle is that in the circumstances of their history here they could have done so much. It is because of racism, it is because the dominant value judgments in this society are white, and it is because a consistently poor estimate has been placed on the quality and extent of Negro effort—it is for all these reasons that the true story of the Negro in America is not told in our history books. And it is for all these reasons that historians continue to tell lies, continue to avert their eyes, and continue to retard the progress of civility, decency, and human dignity in our society. It is time, then, to give up that old rigid stance. For, however comforting it may be to some, it is a delusion, and it is a violation of the right of all young minds to know the truth and to be free. Organized teachers can play a major role in the effort to liberate American history books. They can join those who are making an effort to bring truth into the schools through a total revision of the textbooks. Where good texts are not in existence, teachers must bring in supplementary material to the classes. And they themselves can make studies of Negro history and culture.

In my career, I have always believed that education goes beyond textbooks and classrooms. It's about kindling minds and hearts with a thirst for knowledge and a passion to make a difference in the world. It's about empowering individuals to become the best versions of themselves, to achieve their full potential, and to have the courage and tenacity to pursue their dreams.