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[Very rich people] with brains make a great effort to hold on to every penny they have while preaching to the general population that freedom and dignity and patriotism are possible only under their protection; in this way they elicit the support of the very people they hold in subjection. ↗
Any idea can be brought into the classroom if the point is to inquire into its structure, history, influence and so forth. But no idea belongs in the classroom if the point of introducing it is to recruit your students for the political agenda it may be thought to imply. ↗
I have such bad memories, sitting in the back of a classroom, being told, you know, everybody is going to read a paragraph, and skipping ahead to my paragraph and being mortified and trying to read it enough times so that I wouldn't stutter and stammer, getting called on, even in high school. ↗
There was indeed a caste system in Maycomb, but to my mind it worked this way: the older citizens, the present generation of people who had lived side by side for years and years, were utterly predictable to one another: they took for granted attitudes, character shadings, even gestures, as having been repeated in each generation and refined by time. Thus the dicta No Crawford Minds His Own Business, Every Third Merriweather Is Morbid, The Truth Is Not in the Delafields, All the Bufords Walk Like That, were simply guides to daily living: never take a check from a Delafield without a discreet call to the bank; Miss Maudie Atkinson’s shoulder stoops because she was a Buford; if Mrs. Grace Merriweather sips gin out of Lydia E. Pinkham bottles it’s nothing unusual—her mother did the same. ↗
