A Quote by Adele Logan Alexander

I have to throw in on a personal note that I didn't like history when I was in high school. I didn't study history when I was in college, none at all, and only started to do graduate study when my children were going to graduate school. What first intrigued me was this desire to understand my family and put it in the context of American history. That makes history so appealing and so central to what I am trying to do.
I'd studied English literature and American history, but the English literature, which I thought was going to be helpful to me in an immediate way, was the opposite. So I had to un-think a lot of things and move out of my own head, and I learned a lot. It was like graduate school, but an un-graduate school or an un-school.
I always wanted to read. I always thought I was going to be a historian. I would go to school and study history and then end up in law school, once, I ran out of loot trying to be a history high school teacher. But my dream was always to place myself in a situation where I was always surrounded by books.
After school, I went to Damascus to study law and history, which I didn't really like. I didn't like history, in particular. In Syria, the regime was trying to present to us a distorted version of the past. Assad was shown as the father of history. So I decided to shift to film, which was something I had always loved as a teenager.
When I went to high school - that's about as far as I got - reading my U.S. history textbook, well, I got the history of the ruling class. I got the history of the generals and the industrialists and the presidents that didn't get caught. How 'bout you? I got all of the history of the people who owned the wealth of the country, but none of the history of the people that created it.
Very few college professors want high school graduates in their history class who are simply "gung ho" and "rah-rah" with regard to everything the United States has ever done, have never thought critically in their life, don't know the meaning of the word "historiography" and have never heard of it. They think that history is something you're supposed to memorize and that's about it. That's not what high school, or what college history teachers want.
When I was in school, all our history books were American, so we learned American history, not Canadian history.
The most important steps that I followed were studying math and science in school. I was always interested in physics and astronomy and chemistry and I continued to study those subjects through high school and college on into graduate school. That's what prepared me for being an astronaut; it actually gave me the qualifications to be selected to be an astronaut.
Putting together philosophy and children would have been difficult for most of history. But very fortunately for me, when I started graduate school there was a real scientific revolution taking place in developmental psychology.
I knew nothing of American History because I didn't pay attention to American History in school. Because I did not see myself in American History in school.
It is imperative that young white men and women study the black American history. It is imperative that blacks and whites study the Asian American history.
Americans don't learn about the world; they don't study world history, other than American history in a very one-sided fashion, and they don't study geography.
My mom was a history teacher, so I couldn't really avoid history when I was growing up. But we're very light on American history. We don't really have great opportunities to study both the Civil War and the Revolution.
We need to teach our children history, right from the primary school level, for them to better understand the issues. In my son's school they don't teach history.
The discussion of the game of marbles seems to have led us into rather deep waters. But in the eyes of children the history of the game of marbles has quite as much importance as the history of religion or of forms of government. It Is a history, moreover, that is magnificently spontaneous; and it was therefore perhaps not entirely useless to seek to throw light on the child's judgment of moral value by a preliminary study of the social behaviour of children amongst themselves.
Military history is essential to understanding any history and, moreover, is a terrifying and sobering study in the realities of human nature - for yes, to me, such a thing exists, and history indeed proves it.
All other forms of history - economic history, social history, psychological history, above all sociology - seem to me history with the history left out.
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