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Quote by Amit Kalantri

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Wealth of Words

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Amit Kalantri

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“I should go," I said thickly. "Let me know when you want to start practice again. And thanks for...talking." I started to turn; then I heard him say abruptly, "No." I glanced back. "What?" He held my gaze, and something warm and wonderful and powerful shot between us. "No," he repeated. "I told her no." "I..." I shut my mouth before my jaw hit the floor. "But...why? That was a once-in-a-lifetime thing. You could have had a baby. And she...she was, you know, into you..." The ghost of a smile flickered on his face. "Yes, she was. Is. And that's why I had to say no. I couldn't return that...couldn't give her what she wanted. Not when..." He took a few steps toward me. "Not when my heart is somewhere else.”

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Book:Frostbite
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“Learning can't be force fed. It needs to come in response to genuinely asked questions by genuinely curious people. Experts can't educate your kids until your kids have the desire to be educated.”

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Book:The Vanishing American Adult: Our Coming-of-Age Crisis—and How to Rebuild a Culture of Self-Reliance
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“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.”

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Book:Look for Me by Moonlight
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“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.”

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