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Quote by Mary Downing Hahn

“By the time we got to Ferrington, I was laughing at Will’s stories about Rockpoint High. It seemed the kids gave the teachers a hard time; they were always cutting up and saying funny things. Will was good at imitating their Down-East accents, but I had a feeling Susan was right about his not having any friends. It was as though Will spent most of his school day watching and listening.”

Book:Look for Me by Moonlight

Work

Look for Me by Moonlight

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Author

Mary Downing Hahn

Mary Downing Hahn, born on December 9, 1937, is an American author of children's literature. Known for her works that focus on horror and mystery, she has gained popularity among readers. more

“Read? why read. if you read the news, you're probably reading fiction masquerading as fact. Same with history. Read books... novels, I guess isn't horrible if you just want to kill some time. read how-to books, you're probably reading bad advice. read emails, you're probably reading broken promises. why read? It’s 2020. We have television.”

School Literature Depression Educational Philosophy Donald Trump Fake News Waste Of Time

Author:Dmitry Dyatlov

“You can literally smell the shit coming out of these philistines. No humor, no meanness, no fun, on insight, just banality.”

Art Philosophy School Psychology

Author:Gian Luigi Zaninelli

“The cold reality is that much of the valuable information relevant to our intellectual, personal, and academic development is locked within the covers of books in the code of written language.”

School Reading

Author:Jonathan Mooney

“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.”

School History Learning Racism African Americans Blacks Teachers Distortions Educators

Book:Down the Line: The Collected Writings of Bayard Rustin