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In Chapter 15 of Ticket to Ride, Morgan finds himself in the town of Lagos, Portugal; frustrated in his search for beauty and truth:

“Once, I wandered around the entire diameter of the town trying to picture it when all that existed was the part of it contained within the old walls; very insular and very much counter to modern sprawl. The new architecture outside of the center was some bastardized, watered down, low-budget version of true workmanship.”

“You just shouldn’t f___ with perfection,” I said to a couple of tourists, snapping away with their camera, she, in a flowery summer dress and a floppy hat and he, in loose trousers, a sport shirt and loafers.

They looked startled, as if I’d woken them up.

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Illiteracy: An Incurable Disease or Education Malpractice?
by Robert W. Sweet, Jr.
President and Co-Founder
The National Right to Read Foundation

Illiteracy in America is still growing at an alarming rate and that fact has not changed much since Rudolf Flesch wrote his best-selling expose of reading instruction in 1955. Illiteracy continues to be a critical problem, demanding enormous resources from local, state, and federal taxes, while arguments about how to teach children to read continue to rage within the education research community, on Capitol Hill, in business, and in the classroom.

The International Reading Association estimates that more than one thousand research papers are prepared each year on the subject of literacy, and that is very likely a low figure. For the past 50 years, America’s classrooms have been used by psychologists, sociologists, educationists, and politicians as a giant laboratory for unproven, untried theories of learning, resulting in a near collapse of public education. It is time we begin to move away from “what’s new” and move toward “what works.”

The grim statistics

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