 And I really believe that if I had not done TAHs that I've done with kindergarteners and with elementary school folks, as well as with challenging high school environments, I never would have been able to take the material out of the country and use it in different environments with people with limited English skills or who understood concepts but didn't understand the vocabulary. And you can see, if you pay attention, how people interpret the material. Sometimes they're way off the mark, but the vast majority of the time they're right on target and they use different language to talk about it that helps me as an editor, as an annotator, as a pundit, and as a public historian go out and say, you know, as a scholar I do yada, yada, yada. But TAH makes it real. And I think it is more important to reach the teachers and the students in a way that sets them on fire to write a book that may be 450 copies or printed of that sits on a library shelf and one person checks out every eight months, if you're lucky.