Several years and jobs later, I was hired to be the Chair of the English Department at a new high school. When the school district decided to buy new English textbooks for everyone, none of my teachers were pleased. The old books were still serviceable, and the teachers wanted to get single pieces of literature instead that would give them more freedom to teach. Besides, textbooks were getting increasingly expensive, which might mean that we would get less money for other things that we needed. As a group we rejected the new textbooks and requested funds to buy a variety of paperbacks instead. The only hardback books we needed to teach English were the poetry collections we already had.
In all those actions our purpose was not defiance, but a firm conviction that the materials we chose and the other less expensive materials we collected were better for teaching than textbooks. In all the schools where I worked over time we were able to amass large numbers and a variety of paperbacks to serve our teaching preferences and students needs. We also found that paperbacks— their covers strengthened with Scotch tape– lasted just as long—if not longer–than far more expensive textbooks.
Please understand that we were seeking the best things for our students, not lower spending. The problems that haunt all commercial textbooks are the impossibility of meeting the needs of schools all over the country, and the fact that those who are creating them are far removed from the reality of students’ needs, interests, and abilities. It is sad, but true, that you can’t effectively teach a student you don’t know personally.
The Treasure Hunter 
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