Top 21 Quotes & Sayings by Russell Freedman

I visited the archeological site at the northern tip of Newfoundland. There is no question about it. It has been definitely determined that the Vikings were there for about 10 years - specifically, Leif Erikson and his extended family.

I didn't learn Chinese to write 'Confucius.' That would've been a monumental task. I have three friends who can translate Chinese text for me; all three helped me with my research on Confucius. They are acknowledged in my acknowledgements in the book.

The first encounter was when the Vikings came across 10 Indians taking naps under their overturned canoes - and the Vikings killed them. That did not set up a very good mutual relationship.

There is credible evidence that a Chinese fleet went as far as the coast of Africa, in present-day Kenya. It was the largest maritime fleet in the world, under the command of Zheng He, a favorite of the emperor.

You always want to know what happened before you. It's a human instinct to know where you came from and what preceded you.

I've been interested in China ever since I was a kid. When I was a kid, I grew up in San Francisco about a mile from China Beach.

I like to write about things that fascinate me because I believe that they will also fascinate my readers as well.

I sensed that Confucius is an interesting character. This is someone who lived over 2,500 years ago and is still speaking to us. That people are still reading and repeating what he said so long ago is something I find quite fascinating.

With the audience I write for, I want to make sure that the reader is eagerly turning every page. I want each of my books to be an absorbing reading experience, an authentic piece of literature. The worst thing that can happen is for a book to have a chilling effect on the reader, to have a kid pick it up and look at a bunch of footnotes and think, No, I'm not going to read this, it's too intimidating.

The Declaration of Independence, the Constitution, and the Bill of Rights were all written by affluent white males, but to discuss them in any meaningful way, you have to bring in the roles of African Americans - the enslaved blacks - and the roles of women, who were scarcely acknowledged by those documents. You have to discuss why slavery wasn't outlawed by the Constitution, why women weren't given the votes. The Bill of Rights isn't about dead white males anymore, and it's not just about live white males either; it's about every minority group that exists.

I try to ?nd clues in the documented record - from the subject's own testimony, from the testimony of other people. When you're writing a biography, you're trying to understand your subject in the same way that you try to understand one of your friends, and that effort at understanding is always very imperfect.

I'd like to ask Eleanor Roosevelt what she regrets most, because I think that might reveal something that I didn't catch on to while I was writing my book and, hopefully, that would start a conversation.

Writing history and biography for kids calls for special skills that can only be acquired through practice and that are different from those required for an adult audience.

Let's say that history is what happened. The record of what happened is how each individual happens to see those events. They've already been ?ltered. When the historian or biographer takes over, history is no longer exactly what happened, because there has been a process of selection going on; it's impossible to write about anyone, any event, in any period of time, without in some way imposing, even unconsciously, your own standards, your own values.

A children's biography doesn't have to be comprehensive, and it doesn't have to be definitive. It does have to be accurate, to the extent that's possible. And most of all, it has to be a piece of literature, a compelling read. I want the reader to discover the joy of reading.

Digging up new information and speculating on it isn't your primary purpose when you're writing a biography intended for young readers, unless you ?nd compelling evidence that departs from the accepted wisdom. A biography for young people calls for the demanding art of distillation, the art of storytelling, and your responsibility is to stick as closely as possible to the documented record.

If you're doing a good job as author, then you get the reader to engage in whatever speculation might be called for. And it's much more meaningful for the reader, if he or she comes up with the questions.

I get letters from two kinds of readers. History buffs, who love to read history and biography for fun, and then kids who want to be writers but who rarely come out and say so in their letters. You can tell by the questions they ask - How did you get your ?rst book published? How long do you spend on a book? So I guess those are the readers that I'm writing for - kids who enjoy that kind of book, because they're interested in history, in other people's lives, in what has happened in the world. I believe that they're the ones who are going to be the movers and shakers.

Thomas Jefferson once said, "Women shouldn't wrinkle their pretty little foreheads with politics." Now does that mean he was a sexist, or was he just expressing what most males, and maybe most females, felt at that time? Or are both true?

Anyone writing a picture-book biography of Lincoln has a different set of responsibilities from someone writing a biography for sixth-graders, say, or from a Lincoln scholar writing an academic book on Lincoln. Each of these writers has a different audience and different goals. That's obvious.

I think that today's books, in which every quote, every conversation, is taken from a memoir, an autobiography, an interview, or what-have-you, are much more convincing.