The challenge for a nonfiction writer is to achieve a poetic precision using the documents of truth but somehow to make people and places spring to life as if the reader was in their presence.
Simon SchamaRead
History is admirably dangerous. It is not the soft option. Teachers need to be grown up and brave. Sensitivity is fine, but it stops at the door of honest narrative.
Interpretation
Teaching history requires courage and integrity, as sensitive topics must be approached with honesty.
Simon Schama emphasizes the importance of bravery in teaching history, suggesting that educators must confront challenging narratives without shying away from the truth. Sensitivity to emotions is valuable, but it should not compromise the integrity of historical narratives, which demand a candid and forthright approach to understanding the past.
In practice
A history teacher might use this quote to highlight the importance of honesty in their curriculum.
The challenge for a nonfiction writer is to achieve a poetic precision using the documents of truth but somehow to make people and places spring to life as if the reader was in their presence.
In its Greek origins, historia meant inquiry, and from Thucydides onwards, the past has been studied to understand its connections with the present.
Jewish history turns out not to be an either/or story - as in, either pure Judaism detached from its surroundings or else assimilation - but rather, for the vast majority, the adventure of living in between.
I understood when I was quite small that there were two special things about the Jews. That we'd endured for over 3,000 years despite everything that had been thrown at us, and that we had an extraordinarily dramatic story to tell.
History gives you insight of the same quality of truth as poetry or philosophy or a novel.
From the very beginning, history wasn't content simply to be nostalgic fairytales; it wanted to make you think.
I hope children will be happy with the books I've written, and go on to be readers all of their lives.
The appeal of reading, she thought, lay in its indifference: there was something undeferring about literature. Books did not care who was reading them or whether one read them or not. All readers were equal, herself included. Literature, she thought, is a commonwealth; letters a republic.
Above all, a book is a riverbank for the river of language. Language without the riverbank is only television talk - a free fall, a loose splash, a spill.
You don't need to have kids to write a good book for kids. I don't want my kids to see themselves in my books. Their lives should be their lives.
It scares me to think that one day I'm not going to be in school anymore.
I have a big problem with people who glamorize dumbness and demonize education and intellect. And I'm giving a pretty good description of Sarah Palin right now.
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