“One has to be lowbrow, a bit of a murderer, to be a politician, ready and willing to see people sacrificed, slaughtered, for the sake of an idea, whether a good one or a bad one.”
Excerpted from: Winokur, Jon, ed. The Portable Curmudgeon. New York: Plume, 1992.
“To every answer you can find a new question.”
Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.
“It is not enough to teach man a specialty. Through it he may become a kind of useful machine but not a harmoniously developed personality. It is essential that the student acquire an understanding of and a lively feeling for values. He must acquire a vivid sense of the beautiful and the morally good. Otherwise he—with his specialized knowledge—more closely resembles a well-trained dog than a harmoniously developed person. He must learn to understand the motives of human beings, their illusions, and their sufferings in order to acquire a proper relationship to individual fellow-men and to the community.
These precious things are conveyed to the younger generation through personal contact with those who teach, not—or at least not in the main—through textbooks. It is this that primarily constitutes and preserves culture. This is what I have in mind when I recommend the “humanities” as important, not just dry specialized knowledge in the fields of history and philosophy.
Overemphasis on the competitive system and premature specialization on the ground of immediate usefulness kill the spirit on which all cultural life depends, specialized knowledge included.
It is also vital to a valuable education that independent critical thinking be developed in the young human being, a development that is greatly jeopardized by overburdening him with too much and with too varied subjects (point system). Overburdening necessarily leads to superficiality. Teaching should be such that what is offered is perceived as a valuable gift and not as a hard duty.”
“Education for Independent Thought,” from The New York Times, October 5, 1952, excerpted from: Einstein, Albert. Ideas and Opinions. New York: Three Rivers Press, 1982.
Because I think it’s a word high school students ought to know, here is a context clues worksheet on the adjective eclectic. There are a number of learning contexts in which this adjective would be useful, particularly in the humanities.
If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.
(The genius of publishing executives is on full display here, mainly owing to the fact that Pearl S. Buck’s novel The Good Earth would go on to win the Pulitzer Prize. Furthermore, the Nobel Committee saw fit to award Ms. Buck its prize for literature in 1938, six years after The Good Earth was published.)
“Regret the American public is not interested in anything on China.”
Excerpted from: Barnard, Andre, and Bill Henderson, eds. Pushcart’s Complete Rotten Reviews and Rejections. Wainscott, NY: Pushcart Press, 1998.
This week’s Text continues with the parts of speech, to wit a complete lesson plan introducing students to the use of conjunctions.
To begin this lesson, I use this homophone worksheet on the adjective bare, along with bear as both a noun and a verb. The mainstay of this lesson is a scaffolded worksheet on coordinating conjunctions. Your students might benefit from the use of this learning support on the use of conjunctions. Finally, here is the teacher’s copy of the worksheet.
If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.