Category Archives: Quotes

As every second post on this site is a quote. You’ll find a deep and broad variety of quotes under this category, which overlap with several other tags and categories. Many of the quotes are larded with links for deeper reading on the subject of the quote, or connections between the subject of the quotes and other people, things, or ideas. See the Taxonomies page for more about this category.

Term of Art: Relevant

“relevant: An adjective usually attached to an activity or reading assignment to show that it has some relationship to students own lives. Relevance has become very important in modern education, on the assumption that students want to learn mostly about ideas, events, and processes that they can connect to their personal experiences. The belief that whatever is studied must relate directly to students’ own lives ignores the fact that students need extensive background knowledge on which to build new understandings. If students learn only what is directly connected to their own lives, their universe of learning will be severely limited and dependent on their family and community resources.”

Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.

Latin Cross

“Latin Cross: Cross with transverse arms and upper shaft of equal length, and shorter than the lower shaft. Used as the basis for Western European church plans.”

Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.

15 Ranks of the Knights Templar

 “Grand Master * Seneschal * Commander of the Kingdom of Jerusalem * Commander of the City of Jerusalem * Commander of Tripoli and Antioch * Drapier * Commander of Houses * Commander of Knights * Knight Brothers * Turcopolier * Under Marshal * Standard Bearer * Sergeant Brothers * Turcopoles * Elderly Brothers

The Knights Templar were a crack force of armed monks, established in 1129 to protect pilgrims journeying to Jerusalem, and then employed to defend the Crusader kingdoms of Outremer. After the fall of Outremer to Turkic and Egyptian forces, the Templars no longer had a function for a medieval Europe without any appetite for crusading, and in 1312 they were suppressed by the Pope, under pressure from the French King Philip IV. His reason was straightforward: the throne was bankrupt and he wanted the Order’s considerable wealth—lands bequeathed to them, priories in all the nations of Christendom and a banking business. Because of the violence and suddenness of their suppression (and the accusations of heresy levied against them) a conspiratorial glamor continued to attach to the name of the Order, in contrast to its rival Hospitaller Knights of Saint John (who had the good sense to take over the island bases of Malta and Rhodes and still to an extent survive as a charitable institution). Indeed, the traditions of the Templars—or, to give them their full name, ‘The Poor Fellow-Soldiers of Christ and the Temple of Solomon’—would be enthusiastically mined some 400 years later by the quasi-Templar Freemasonry Lodges established in Europe and North America.

During their heyday, the Templars Grand Master was the absolute ruler over the Order and answered only to the Papacy. The Seneschal acted as both deputy and advisor to the Grand Master. The Commander of the Kingdom of Jerusalem, the Commander of the City of Jerusalem, and the Commander of Tripoli and Antioch had the same powers as Grand Master within their own jurisdictions. The Drapier was in charge of the Templar garments. The Commander of Houses and the Commander of Knights acted as lieutenants to higher authorities within the Order. The Knight Brothers were the warrior-monks who wore the white tunic and red cross. Each was equipped with three horses and apprentice-like squires. The Turcopolier commanded the brother sergeants in battle. The Under Marshal was in charge of the footmen and the equipment. The Standard Bearer was one of the sergeants and charged with carrying the order’s banner. The Sergeant Brothers were warriors who did not have proof of eight quarterlings of noble blood and thus had but one horse and no squires to assist them. The Turcopoles were local troops who would fight alongside the Templars. Sick and Elderly Brothers were no longer fit for active service but still members of the order.”

Excerpted from: Rogerson, Barnaby. Rogerson’s Book of Numbers: The Culture of Numbers–from 1,001 Nights to the Seven Wonders of the World. New York: Picador, 2013.

Write It Right: Citizen for Civilian

“Citizen for Civilian. A soldier may be a citizen, but is not a civilian.”

Excerpted from: Bierce, Ambrose. Write it Right: A Little Blacklist of Literary Faults. Mineola, NY: Dover, 2010.

Lingua Franca

“Lingua Franca: Frankish language: a hybrid language that serves as a common mode of discourse between groups or peoples speaking different languages, especially as a commercial or trade jargon; a useful makeshift lingo (formerly a language used in Mediterranean commerce).

‘The thought came to Holliwell that he had spent much of his life depending on a few local people, speaking some lingua franca, hovering insect-like about the edge of some complex ancient society which he could never hope to really penetrate.’ Robert Stone, A Flag for Sunrise.”

Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.

Term of Art: Substitution

“substitution: A reading error made when an individual replaces the written word with a different word based on structural or semantic cues.

A structural substitution is when the reader guesses a word based on its visual structure. For example, a reader reads the word stipulate as stimulate because they look similar.

A semantic substitution occurs when a reader replaces a word that means the same thing. For example, a reader might add ‘Then they went to her house’ as ‘Then they went to her place,’ replacing house with place.

Substitution is common in the oral reading of all students and by itself should not be considered as evidence of a reading disability. Tracking reading errors through error analysis can help determine reading patterns and problems.”

Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.

Aldous Huxley on Ends and Means

“The end cannot justify the means, for the simple and obvious reason that the means employed determine the nature of the ends produced.”

Aldous Huxley, Ends and Means ch. 1 (1937)

Excerpted from: Schapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.

Cultural Literacy: Grand Unified Theory

Here is a Cultural Literacy worksheet on the Grand Unified Theory of the origins of the universe, specifically the first fraction of a second after the Big Bang. This is a half-page worksheet with a three-sentence reading and three comprehension questions.

This isn’t really my bailiwick, but I do understand that, as the reading concludes, that the Grand Unified theory “…explains the lack of antimatter in the universe.”

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.

S.J. Perelman on Freelance Writers

“The dubious privilege of a freelance writer is he’s given the freedom to starve anywhere.”

S.J. Perelman

Excerpted from: Winokur, Jon, ed. The Portable Curmudgeon. New York: Plume, 1992.

Elvis Presley

Here is a reading on Elvis Presley along with its attendant vocabulary-building and comprehension worksheet. This has tended to be high-interest material for some students, so I have tagged it as such.

For other students, Elvis may be of no interest whatsoever. I’d just like to mention that he presents an interesting case study on cultural appropriation. Did you know “Hound Dog” (which has been recorded, according to the song’s Wikipedia page, “more than 250 times”) was originally a hit for Big Mama Thornton (which was answered, humorously, by Rufus Thomas in his song “Bear Cat“) and was a number one hit for her on the R&B charts? Of that the first song (and his first hit single) he ever recorded, at Sun Studio’s Memphis Recording Service, was “That’s All Right,” composed by Arthur “Big Boy” Crudup

In other words, this is a good reading to open a discussion about how white artists, especially in the 1950s, helped themselves to the work of black artists and got rich doing it. This is so well documented at this point that if you search “white artists not paying royalties to black artists” you will find a trove of information about this practice. Even gigantic media company BMG admits Black artists were cheated out of fair contracts and royalty payments. I salute Wilco frontman Jeff Tweedy for calling for reparations to Black recording artists.

There is a lot to chew on here. The essential question here is something like “What is cultural appropriation and what is outright theft? What is the difference?”

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.