External Topics

For those parents from lower-class and minority communities ... [who] have had minimal experience in negotiating dominant, external institutions or have had negative and hostile contact with social service agencies, their initial approaches to the school are often overwhelming and difficult. Not only does the school feel like an alien environment with incomprehensible norms and structures, but the families often do not feel entitled to make demands or force disagreements.
—Sara Lawrence Lightfoot (20th century)

For this invention of yours will produce forgetfulness in the minds of those who learn it, by causing them to neglect their memory, inasmuch as, from their confidence in writing, they will recollect by the external aid of foreign symbols, and not by the internal use of their own faculties. Your discovery, therefore, is a medicine not for memory, but for recollection,—for recalling to, not for keeping in mind.
—Plato (c. 427–347 B.C.)

There is no necessary connection between the important events of a life and the records of it that have been preserved in memory, in documents, in memorials, or in living testimony. The biographer must compose his life of what he has, just as the archeologist must restore his temple or his statue with such fragments as thieving time and careless men have left him; but fate often ironically leaves him a well-preserved leg and a dismembered torso, while the head, which would supply the main clue to the body, is missing. Hence, in addition to the purposive selection exercised by the subject himself and by the biographer in making use of such materials as are left, there exists a purely external selection dominated by chance, which cuts across the evidence in an arbitrary fashion. To correct for such distortions the biographer must be an anatomist of character: he must be able to restore the missing nose in plaster, even if he does not find the original marble.
—Lewis Mumford (1895–1990)