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history

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But however minimal, however threadbare, it (collective memory) is ballast of a kind. We all need that seven-eighths of the iceberg, the ballast of the past, a general past, the place from which we came.That is why history should be taught in school. to all children, as much of it as possible. If you have no sense of the past, no access to historical narrative, you are afloat, untethered; you cannot see yourself as a part of the narrative, you cannot place yourself within a context. You will not have an understanding of time, and a respect for memory and its subtle victory over the remorselessness of time.

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This is the story I am working on. But it isn't complete as I don't have the right way to begin. I sit on the crosshouse floor and look at the objects. I see different ways they could be put together and the way the story changes over time. The objects fall into their groupings and they talk to each other in different fashions depending on where they're put and at first it makes me panic. I put the memories together again and again in their different patterns and try to understand which is the correct way. Then at last I see that there isn't one. I see that if I am lucky and do it right, the story will not ever come together in one final meaning. Because there is not yet any end.

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...and V_ra said that every time we reached the page which described the snow falling through the branches of the trees, soon to shroud the entire forest floor, I would look up at her and ask: But if it's all white, how do the squirrels know where they've buried their hoard?... Those were your very words, the question which constantly troubled you. How indeed do the squirrels know, what do we know ourselves, how do we remember, and what it is we find in the end?