The only justifiable way to accomplish this is to teach people from a young age how to handle an ignorant people. This type of lesson used to be a part of growing up, but has fallen out of fashion in recent decades.
There are many ways to do so, and depending on the level of the threat exhibited by the xenophobe, one would have to decide for himself/herself what level of resistance he/she could/should use to always stay within the law.
ie. Never physically assault someone, except in self-defence.
Both of them thought they were doing the right thing for their country, France. Napoleon was a general and he thought that he was doing his best fighting for his country but without realizing it he was hurting the country at one point. His main focus was in warfare that he could not care any less for the rest of the ruling (reason behind the selling of Louisiana is 1803). Robespierre thought he could be a good leader for France and in a way challenge the French but he ended up hurting and murdering many people by not being judged in the correct way. They hurt the French thinking they were doing more well than harm. <span />
I believe it is difficult for jem and scout.
Boo Radley had been labeled with bad repuations by jem and scout's peers (they made up stories that boo is a ghost or even a lonely murdered).
But jem and scout later realize Boo's effort in protecting them from Bob Ewell, which eventually change their misconceptions about boo
In addition to being religious centres, monasteries also provided educational instruction.
Answer: Option B
<u>Explanation:
</u>
Monasteries were mainly established to conserve and run religious practices. They served as centres of religious as well as social education. Monasteries were mainly funded by religious kings and wealthy merchants who followed the same religion.
Many monasteries are still functioning in the premise of the great Himalayas. Monasteries have not been known for providing refuge to heretics. They neither provided military training nor did they serve as money-lending institutions.
