The Swerve. How the World Became Modern

Stephen Greenblatt.

Preface

When I was a student, I used to go at the end of the school year to the Yale Coop to see what I could find to read over the summer. I had very little pocket money, but the bookstore would routinely sell its unwanted titles for ridiculously small sums. They would be jumbled together in bins through which I would rummage, with nothing much in mind, waiting for something to catch my eye. On one of my forays, I was struck by an extremely odd paperback cover, a detail from a painting by the surrealist Max Ernst. Under a crescent moon, high above the earth, two pairs of legs —the bodies were missing—were engaged in what appeared to be an act of celestial coition. The book—a prose translation of Lucretius’ twothousand-year-old poem On the Nature of Things (De rerum natura)—was marked down to ten cents, and I bought it, I confess, as much for the cover as for the classical account of the material universe.

Ancient physics is not a particularly promising subject for vacation reading, but sometime over the summer I idly picked up the book and began to read. I immediately encountered ample justification for the erotic cover. Lucretius begins with an ardent hymn to Venus, the goddess of love, whose coming in the spring has scattered the clouds, flooded the sky with light, and filled the entire world with frenzied sexual desire:

Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong

James W. Loewen.

It would be better not to know so many things than to know so many things that are not so.
Felix Okoye

American history is longer, larger, more various, more beautiful, and more terrible than anything anyone has ever said about It.
  James Baldwin

Concealment of the historical truth is a crime against the people.
  Gen. Petro G. Grigorenko, samizdat letter to a history journal, c. 1975, USSR

Those who don't remember the past are condemned to repeat the eleventh grade.
James W. Loewen

Introduction:
Something Has Gone Very Wrong

High school students hate history. When they list their favorite subjects, history invariably comes in last. Students consider history "the most irrelevant" of twenty-one subjects commonly taught in high school. Bor-r-rtng is the adjective they apply to it. When students can, they avoid it, even though most students get higher grades in history than in math, science, or English. Even when they are forced to take classes in history, they repress what they learn, so every year or two another study decries what our seventeen-year-olds don't know.