I lived in a world where social arrangements were taken for granted and assumed to be timeless. A child's obligation was to learn these usages, not to question them. The complexities of racial deportment were of a piece with learning manners and etiquette more generally.
Interpretation
This quote highlights the social norms and expectations placed on individuals, particularly children, to learn and adhere to societal values without questioning them.
Drew Gilpin Faust's quote reflects on the ingrained social structures that are often accepted uncritically, particularly by children who are taught to navigate these complexities as part of their upbringing. It suggests that learning societal manners and racial conduct is equated with understanding one's role in a broader social context, reinforcing the idea that such norms are both intricate and deeply rooted in culture.
In practice
In a discussion about the importance of understanding social structures, this quote could be used to illustrate how children are taught to conform.
When I was growing up in Virginia, the Civil War was presented to me as glorious with dramatic courage and military honor. Later, I realized how death was central to the reality. It was at the core of women's lives. It's what they talked about most.
High school students ought to seek out campus communities where they feel not only empowered to engage their talents, but also challenged to leave their comfort zones. The ability to embrace new opportunities emerges, in part, from a willingness to take risks and to fail.
As a kid, I was growing up in an era of celebration of the Civil War centennial, with a lot of 'Lost Cause' emphasis on the Confederacy. I used to play Civil War soldiers with my brothers as a child, and my older brother always insisted that he got to be Lee, and I got be Grant. I never knew that Grant won until quite some time had passed.
We have been telling and hearing and reading war stories for millennia. Their endurance may lie in their impossibility; they can never be complete, for the tensions and the contradictions within them will never be eliminated or resolved. That challenge is essential to their power and their attraction. War stories matter.
I've always done more than I ever thought I would. Becoming a professor - I never would have imagined that. Writing books - I never would have imagined that. Getting a Ph.D. - I'm not sure I would even have imagined that. I've lived my life a step at a time. Things sort of happened.
As we have sought through the centuries to define ourselves as human beings and as nations through the prisms of history and literature, no small part of that effort has drawn us to the subject of war. We might even say that the humanities began with war and from war, and have remained entwined with it ever since.
Unprovided with original learning, unformed in the habits of thinking, unskilled in the arts of composition, I resolved to write a book.
There exists one book, which, to my taste, furnishes the happiest treatise of natural education. What then is this marvelous book? Is it Aristotle? Is it Pliny, is it Buffon? No-it is Robinson Crusoe.
Good writers define reality; bad ones merely restate it.
The most influential of all educational factors is the conversation in a child's home.
How do you explain to somebody who doesn't understand that you don't build a library to read. A library is a resource. Something you go to, for reference, as and when. But also something you simply look at, because it gives you succour, answers to some idea of who you are or, more to the point, who you would like to be, who you will be once you own every book you need to own.
Reading or written language is a cultural invention that necessitated totally new connections among structures in the human brain underlying language, perception, cognition, and, over time, our emotions.
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