my pencil box essay for class 1

Paragraph on My Pencil Box – by Rajan

My pencil box contains six pencils of various colors.

One of the most vital things that I have to perform on every night after finishing the dinner is to systematize my pencil box.

Pencil box helps me to put in all necessary accessories in one place. It has hard iron covering with a beautiful picture on the front side. The back side of my pencil box is blank and colorless. I have got this box on the occasion of my sixth birthday from my aunt. She has gifted me this box with lots of wishes for my career.

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This box is very useful for me. In fact, it deserves the 50% importance among all other study materials. Along with colorful pencils, I can put a sharpener, eraser, pens and other necessary accessories inside the box. This box means a lot to me and therefore I take good care of it when I am at school and tuition classes.

The inner portion of my pencil box is designed wisely. There are separate parts for keeping the study accessories. I can easily organize this box since I am very familiar with it.

I have got one manual from the pencil box company that explains how to use the box correctly. I have preserved that manual inside my cupboard and I frequently read that manual.

Shape and toughness:

My pencil box has a rectangular shape with rigid body. Many times I have realized its sturdy nature when it mistakenly fell on the ground. Even as it was fallen on the ground it never showed any kind of damage to the accessories placed inside it.

Thus, I am confident that my study accessories are always safe inside the box. Although my pencil box is tough I have fear that it might undergo corrosion in future because it is completely made up of iron material. Therefore, I provide necessary oiling to the box once in a month.

The front side of my pencil box is colorful. It has the picture of camel. The remaining part includes the pictures of pens, pencils, sharpener etc. The major part of the box is colored in a red color. The remaining part has light yellow shades.

My condition when it was lost!

On one occasion, I lost my pencil box because of my own carelessness. I was confused whether it was lost in the school or tuition class. At that time, my parents insured me to brought one new box for me but I was not ready to accept any other box than my original one. I searched for it a lot. I searched every corner of cupboard, every place of my school and tuition class but failed to find it. At last, my school peon came to our class. He showed the pencil box to all students and asked for its owner. I became so happy after getting my beloved pencil box.

Conclusion:

Now, I study in tenth standard and still use the same pencil box. I have been using that box since past ten years. I am very attached to my box. I have decided to gift that box to my children in future.

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My School Essay For Class 1

Key Points to Remember When Writing an Essay on My School for Class 1

10 line on my school essay in english for class 1, short essay on my school for class 1, what your first grader will learn from the essay.

While initiating creative thinking among young learners is a difficult task, encouraging them to write essays on topics closest to their hearts, such as an essay on their school, can help them express their thoughts and feelings. This is since it is the one place that has the most influence on children, after their homes. Children in first grade can generally write simple but complete sentences using capital letters and punctuation marks like commas and periods. They can use ‘story language’ in their writing while incorporating phrases such as ‘once upon a time’ and ‘happily ever after’. Hence, simple essay writing is a critical aspect of learning English for kids, and it can help develop overall creativity and express ideas effectively in words.

Creative writing is a fun activity that can stimulate the minds and offer new ways to write better sentences. Here are some key points to keep in mind when writing an essay about your school:

• Freedom of thought is important in creative essay writing.
• Write down ideas that come to your mind, as they will help you elaborate on the essay.
• A strong introduction of an essay can get the reader moving and give a sense of the topic.
• You should end the introduction by pointing out what will be covered in each structure.
• Background information gives the reader the context to understand the topic and argument.
• Organise ideas in the form of sentences.
• Write the essay in your own words.
• The essay should conclude powerfully and effectively. Ending the essay on a positive note is also a hint that it contains valid arguable points, which will make the essay overall good.
• After finishing the body and conclusion of the essay, check and revise if the introduction matches the content of the essay.
• After composing it, read the essay out loud to make corrections. It’s okay to make mistakes and learn from them.

Here is an example ‘My School’ essay in 10 lines for class 1 kids:

• My school is one of the most highly rated and popular schools in town.
• The building of my school is spacious, green, and very beautiful.
• My school has a huge playground for playing various outdoor games.
• Physical education classes are conducted once every week in my school.
• We have very kind and caring teachers in our school.
• I have a lot of friends in school with whom I play and study together.
• My school has a big library where I can read different books.
• The science and social science laboratories of my school are well equipped.
• Several national and religious festivals are celebrated in my school with great pomp and show.
• I love going to my school as I learn new things every day.

Writing an essay is one of the most enjoyable experiences for kids. It can help them express their thoughts and enhance their spoken and written English skills. Here is a short paragraph on the topic that could aid in scoring good marks:

My school is quite famous in our town, with facilities for Class 1 to Class 12. It is very spacious with lots of classrooms and a big ground. We play a lot of indoor and outdoor games in our school and have various activity classes. My school also has a huge library and a well-equipped science lab. We celebrate various national and cultural functions in school. We have very caring and kind teachers. I love going to school every day as I get to study and play with my school friends.

School education stimulates curiosity in young minds and equips them with tools that make them better and successful human beings. ‘My School Essay for Grade 1’ can be used as a reference for primary students to understand the importance of attending school. Creating a composition on ‘My School’ can help a child value education in the school curriculum, respect teachers, cultivate discipline, learn to share, care for friends, and become responsible citizens of tomorrow.

A school is considered to be a second home for all kids. Learning in school is a process that requires instruments facilitating growth in a child’s mental and physical ability, along with the way they deal with different situations in life. Thus, an essay on their school can be one of the best foundations for developing essay writing skills in kids.

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My School Bag Essay for Class 1

School bag is one of the most important items for a school kid. It is used for carrying different materials like exercise books, pencil box, tiffin box, water bottle to and from school. A school bag also helps keep all the things of a student safe from any damage from rain, dust, or the sun.

We are providing two essay samples for students of class 1 on the topic ‘My School Bag’ for reference.

Essay 1: Short Essay on My School Bag Of 100 Words

I have a blue coloured school bag. Blue is my favourite colour. I carry the bag to my school every day. I carry all my books, copies, pens, pencils, my lunchbox, and my water bottle. My bag has a side pocket for the water bottle. My grandparents gifted me this school bag on my birthday.

I love my school bag. It is beautiful and has the drawing of a butterfly on it. In school, I keep my bag behind the chair to keep it safe. My school bag has many small chains where I carry many things. I like my bag a lot because it is cute and easy to carry.

Engage your kid into diverse thoughts and motivate them to improve their English with our  Essay for Class 1  and avail the Simple Essays suitable for them.

Essay 2: Long Essay on My School Bag Of 150 Words

My school bag is small and easy to carry. I can fit all my books and copies in the bag. I also carry my school bag to other places. Last month I carried my board games in the bag to my cousin’s house.

Before going to school, I pack my bag with all the books, copies, and stationaries that I need. My mother has taught me how to pack my school bag. Every day my mother packs my lunch and water bottle and puts it inside my bag.

My school bag is waterproof, and it helps in saving the bag from the rain. I take care of my school bag. I keep it very safe at my home and school. Whenever I come back home from school, I keep my school bag next to my study table so that it is easier to take out the books and copies when I am studying.

10 Lines on My School Bag In English

• My school bag is blue in colourful and has a beautiful design on it.
• School bags are important because they help carry books, copies, and other belongings to school.
• My school bag has many sections, and I keep different things in each section.
• My school bag has a side pocket for carrying the water bottle.
• I pack my school bag every night before I go to sleep so that I am not in a hurry in the morning.
• My school bag is easy to carry.
• My school bag has small wheels, and I can drag it when the bag is heavy.
• I take care of my school bag and keep it clean.
• My school bag keeps my stuff safe from any damage from the rain, sun, or wind.
• My school bag is big, and a lot of things can be carried in it.

Frequently Asked Questions on My School Bag

Question: How to choose a school bag?

Answer: When you are choosing a school bag, make sure it is big enough to fit all your belongings and also stylish at the same time.

Question: Why is the school bag important?

Answer: School bags are essential as they help keep all the belongings safe so that no one loses their things. It also makes it easier to carry things for a student from home to school.

Question: What are the things that students carry in their school bag?

Answer: Students carry various things like books, a pencil box with all the stationaries, a lunch box, and a water bottle. Students also carry other things that they might need.

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My Pencil Box (Essay Sample)

My pencil box.

I received my pencil box from my elder brother as a birthday present with vast wishes for an exceptional career. It was the best present ever. It is rectangular and flat and is made up of strong wood covered by a blue fabric. Many times I have realized its sturdy nature when it fell by mistake on the ground. Even as it was fallen on the ground it never showed any kind of damage to the accessories placed inside it.

Inside my pencil box, I have 2 erasers I use them to erase my mistakes, a ruler I use it during my maths lessons, a pencil sharpener I use it to sharpen my pencils, a glue stick I use it to stick my book cover, a USB key I use it to save my soft copy documents, a compass I used it during my geography lessons, pencils of different colors which help me to write, mini stickers and pens of different colours. I love color blue, and I, therefore, find my pencil box vastly beautiful. My pencil box has a hard and rigid shell and is decorated with stickers of stationery. My pencil box is colorless and black on the backside. My pencil box is 12 cm long and 2cm wide.

The inner section of the box is designed separately, and thus there are various parts where I can place my stationery. I organize my pencil box neatly, and I access it with ease as am very familiar with it. I find my pencil box useful and thus systemize it every night after dinner to keep it neat and organized. I also take care of it every time, whether during school days or tuition session. I have a manual from the company that the box was bought, and it helps me use my pencil box correctly.

My pencil box allows me to place all my necessary accessories together in one place. The box allows me to carry my small items easily. My pencil box occupies 50% importance compared to my other study materials. I once lost my pencil box, I was confused whether I left it in the school or in tuition class and I was so devastated. I spent a lot of time searching for it. My parents promised to buy a new one for me but I was not ready to take any other apart from my original pencil box. I looked for it all over, in my class, the tuition area and even in the school bus but I could not find it. During the weekend when I was organizing my room I was lucky to find it under the bed I was thrilled.

I love my pencil box more than anything else in the world, nothing can replace the space it occupies in my heart. I have been using it for the past three years and in good condition, due to the attachment I have developed towards it, I plan to keep it safe and give it as a present to my firstborn in future in her first birthday.  lf I will be blessed with one.

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My Pen - Short Essay for Kids Primary level

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My Favourite Bag Essay in English for Class 1 Students

Essay on my favourite bag.

My bag is pink in colour and on the top of it, the picture of my favourite cartoon Cinderella is there. It is a two-compartment bag in which I keep my notes in the first compartment whereas books in the second compartment. It has a separate pouch for a water bottle.

The bag is made up of pure leather and it is waterproof as well, it can be carried to any place during any season. I take care of my bag very carefully as I love my bag very much. Every Sunday I clean the bag myself and arrange the books for the next day in the bag. Cinderella is my favourite character so my father got me the same bag. Every year my father buys a new bag for me. My favourite colour is pink, so all my bags are the same colour. 

My bag is pink in colour and it has a picture of my favourite cartoon, Cinderella. I love my bag very much. My bag has two compartments in it. I take my bag to school. I keep my tiffin box in the first compartment and my books and my pencil box in the second compartment. It has a separate pouch for keeping my water bottle at the side of my bag.

My bag is secured by good quality zips and straps. It is made up of pure leather and is completely waterproof. It also has a waterproof cover which I can put on the bag for additional protection. I can carry my bag anywhere, in every season.

I love my bag very much so I take care of it too. I clean my bag every Sunday and pack my books for school every day on my own. My mother packs my tiffin and I put it into my bag myself. Whenever my father buys a new bag for me, he buys the same kind of pink bag with the picture of Cinderella on it because my favourite colour is pink and my favourite cartoon is Cinderella.

FAQs on My Favourite Bag Essay in English for Class 1 Students

1. Why is a School Bag Important? 

Only in the school bag you can carry all the required essentials. A new school bag is an important thing to be purchased and one that should involve more thought than picking one featuring your child's favourite character. 

2. How to Choose a School Bag?

School bags have evolved to form a student’s identity in school. The school bag is considered important as it provides students with the impression that they form. Below are the things which you have to keep in mind when you are purchasing a school bag. 

Make sure you’re not carrying a heavy bag which doesn't fit as it could cause increased muscle tension and may lead to back pain and the long term development of bad postural habits.

3. What is the use of a bag?

A bag is an essential part of everyday life to carry all the important stuff anywhere in a compact, confined space. A lot of things can be carried with ease and comfort in a bag.

4. How to take care of a bag?

The first step towards taking care of the bag is to wash and clean it every week. Remember to remove all pencil shavings, food wrappers or used papers that might have accumulated in the bag.

5. What should I look for in a bag?

Before investing in a backpack for school, you should look for a few things so that carrying the bag is easy and comfortable for anyone.

Check for Quality: When buying a bag, always look for good quality straps and chains so one may not have to worry about snapped straps or jammed chains or sometimes the case may be broken zips.

Choose the Right Size: Choosing the right size of the bag is very important as too big or too small may be an ill fit for someone. Carrying a big bag may be troublesome for your child. Even a small bag may hinder them from carrying bigger size of books.

Compartments: Always look for pockets and slots which helps distribute the weight of the bag equally.

Straps: Look for broad, padded straps of bags so that there is less pressure on the shoulders. The straps should be adjustable for proper positioning of the bag.

6. What can be carried in a bag?

Numerous stuff can be carried in a bag such as books, notebooks, pencils, pens, pencil boxes, water bottles, tiffin boxes, scientific calculators, first aid kits, etc. 

7. How to maintain a bag?

To keep a neat and clean bag that is very much essential to make accessibility to useful stuff at school easier. Always keep the bag clean by washing and removing clutter. Avoid unnecessary clutter by carrying only the things you need for your school day, arrange books, pencil box and other things in your bag neatly so that you can have access to anything you need without having to search through a lot of things. 

Kids-learning • Class 1

Essay on Pencil Box Within 10 Lines for Class 1,2,3,4,5 Kids

10 lines on pencil box.

• I have a pencil box of red and white color. 
• It is made up of stainless steel. 
• It is very small in size and I can easily carry it with me. 
• I always keep this box with me during my school time. 
• This box has pencils, scale, eraser and sharpener. 
• This pencil box is very useful for me while doing my homework. 
• Sometimes my sister also uses my pencil box. In return, she gives me candys and chocolates. 
• My parents gifted me this pencil box on my birthday. 
• I always take care of my pencil box. 
• My pencil box is very beautiful and I love this box. 

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Get FEE’s “I, Pencil” lesson plan!

“Eloquent. Extraordinary. Timeless. Paradigm-shifting. Classic. Half a century after it first appeared, Leonard Read’s ‘I, Pencil’ still evokes such adjectives of praise. Rightfully so, for this little essay opens eyes and minds among people of all ages. Many first-time readers never see the world quite the same again.” ~ Lawrence W. Reed

Hundreds of thousands of Americans of all ages continue to enjoy this simple and beautiful explanation of the miracle of the “invisible hand” by following the production of an ordinary pencil. Read shows that none of us knows enough to plan the creative actions and decisions of others.

Leonard E. Read (1898–1983) established the Foundation for Economic Education in 1946. For the next 37 years he served as FEE’s president and labored tirelessly to promote and advance liberty. He was a natural leader who, at a crucial moment in American history, roused the forces defending individual freedom and private property.

His life is a testament to the power of ideas. As President Ronald Reagan wrote: “Our nation and her people have been vastly enriched by his devotion to the cause of freedom, and generations to come will look to Leonard Read for inspiration.”

Read was the author of 29 books and hundreds of essays. “I, Pencil,” his most famous essay, was first published in 1958. Although a few of the manufacturing details and place names have changed, the principles endure.

Introduction by Lawrence W. Reed

Eloquent. Extraordinary. Timeless. Paradigm-shifting. Classic. Six decades after it first appeared, Leonard Read’s “I, Pencil” evokes such adjectives of praise. Rightfully so, for this little essay opens eyes and minds among people of all ages. Many first-time readers never see the world quite the same again.

Ideas are most powerful when they’re wrapped in a compelling story. Leonard’s main point—economies can hardly be “planned” when not one soul possesses all the know-how and skills to produce a simple pencil—unfolds in the enchanting words of a pencil itself. Leonard could have written “I, Car” or “I, Airplane,” but choosing those more complex items would have muted the message. No one person—repeat, no one, no matter how smart or how many degrees follow his name—could create from scratch a small, everyday pencil, let alone a car or an airplane.

This is a message that humbles the high and mighty. It pricks the inflated egos of those who think they know how to mind everybody else’s business. It explains in plain language why central planning is an exercise in arrogance and futility, or what Nobel laureate and Austrian economist F. A. Hayek aptly termed “the pretence of knowledge.”

Indeed, a major influence on Read’s thinking in this regard was Hayek’s famous 1945 article, “The Use of Knowledge in Society.” In demolishing the spurious claims of the socialists of the day, Hayek wrote,“This is not a dispute about whether planning is to be done or not. It is a dispute as to whether planning is to be done centrally, by one authority for the whole economic system, or is to be divided among many individuals.”

Maximilien Robespierre is said to have blessed the horrific French Revolution with this chilling declaration: “On ne saurait pas faire une omelette sans casser des oeufs.” Translation: “One can’t expect to make an omelet without breaking eggs.” A consummate statist who worked tirelessly to plan the lives of others, he would become the architect of the Revolution’s bloodiest phase—the Reign of Terror of 1793–94.

Robespierre and his guillotine broke eggs by the thousands in a vain effort to impose a utopian society with government planners at the top and everybody else at the bottom. That French experience is but one example in a disturbingly familiar pattern. Call them what you will—socialists, interventionists, collectivists, statists—history is littered with their presumptuous plans for rearranging society to fit their vision of the common good, plans that always fail as they kill or impoverish other people in the process. If socialism ever earns a final epitaph, it will be this: Here lies a contrivance engineered by know-it-alls who broke eggs with abandon but never, ever created an omelet.

None of the Robespierres of the world knew how to make a pencil, yet they wanted to remake entire societies. How utterly preposterous, and mournfully tragic! But we will miss a large implication of Leonard Read’s message if we assume it aims only at the tyrants whose names we all know. The lesson of “I, Pencil” is not that error begins when the planners plan big. It begins the moment one tosses humility aside, assumes he knows the unknowable, and employs the force of the State against peaceful individuals. That’s not just a national disease. It can be very local indeed.

In our midst are people who think that if only they had government power on their side, they could pick tomorrow’s winners and losers in the marketplace, set prices or rents where they ought to be, decide which forms of energy should power our homes and cars, and choose which industries should survive and which should die. They should stop for a few moments and learn a little humility from a lowly writing implement.

While “I, Pencil” shoots down the baseless expectations for central planning, it provides a supremely uplifting perspective of the individual. Guided by Adam Smith’s “invisible hand” of prices, property, profits, and incentives, free people accomplish economic miracles of which socialist theoreticians can only dream. As the interests of countless individuals from around the world converge to produce pencils without a single “master mind,” so do they also come together in free markets to feed, clothe, house, educate, and entertain hundreds of millions of people at ever higher levels. With great pride, FEE publishes this new edition of “I, Pencil.” Someday there will be a centennial edition, maybe even a millennial one. This essay is truly one for the ages.

—Lawrence W. Reed, President Foundation for Economic Education

By Leonard E. Read

I am a lead pencil—the ordinary wooden pencil familiar to all boys and girls and adults who can read and write.

Writing is both my vocation and my avocation; that’s all I do.

You may wonder why I should write a genealogy. Well, to begin with, my story is interesting. And, next, I am a mystery —more so than a tree or a sunset or even a flash of lightning. But, sadly, I am taken for granted by those who use me, as if I were a mere incident and without background. This supercilious attitude relegates me to the level of the commonplace. This is a species of the grievous error in which mankind cannot too long persist without peril. For, the wise G. K. Chesterton observed, “We are perishing for want of wonder, not for want of wonders.”

I, Pencil, simple though I appear to be, merit your wonder and awe, a claim I shall attempt to prove. In fact, if you can understand me—no, that’s too much to ask of anyone—if you can become aware of the miraculousness which I symbolize, you can help save the freedom mankind is so unhappily losing. I have a profound lesson to teach. And I can teach this lesson better than can an automobile or an airplane or a mechanical dishwasher because—well, because I am seemingly so simple.

Simple? Yet, not a single person on the face of this earth knows how to make me. This sounds fantastic, doesn’t it? Especially when it is realized that there are about one and one-half billion of my kind produced in the U.S.A. each year.

Pick me up and look me over. What do you see? Not much meets the eye—there’s some wood, lacquer, the printed labeling, graphite lead, a bit of metal, and an eraser.

Innumerable Antecedents

Just as you cannot trace your family tree back very far, so is it impossible for me to name and explain all my antecedents. But I would like to suggest enough of them to impress upon you the richness and complexity of my background.

My family tree begins with what in fact is a tree, a cedar of straight grain that grows in Northern California and Oregon. Now contemplate all the saws and trucks and rope and the countless other gear used in harvesting and carting the cedar logs to the railroad siding. Think of all the persons and the numberless skills that went into their fabrication: the mining of ore, the making of steel and its refinement into saws, axes, motors; the growing of hemp and bringing it through all the stages to heavy and strong rope; the logging camps with their beds and mess halls, the cookery and the raising of all the foods. Why, untold thousands of persons had a hand in every cup of coffee the loggers drink!

The logs are shipped to a mill in San Leandro, California. Can you imagine the individuals who make flat cars and rails and railroad engines and who construct and install the communication systems incidental thereto? These legions are among my antecedents.

Consider the millwork in San Leandro. The cedar logs are cut into small, pencil-length slats less than one-fourth of an inch in thickness. These are kiln dried and then tinted for the same reason women put rouge on their faces. People prefer that I look pretty, not a pallid white. The slats are waxed and kiln dried again. How many skills went into the making of the tint and the kilns, into supplying the heat, the light and power, the belts, motors, and all the other things a mill requires? Sweepers in the mill among my ancestors? Yes, and included are the men who poured the concrete for the dam of a Pacific Gas & Electric Company hydroplant which supplies the mill’s power!

Don’t overlook the ancestors present and distant who have a hand in transporting sixty carloads of slats across the nation.

Once in the pencil factory—$4,000,000 in machinery and building, all capital accumulated by thrifty and saving parents of mine—each slat is given eight grooves by a complex machine, after which another machine lays leads in every other slat, applies glue, and places another slat atop—a lead sandwich, so to speak. Seven brothers and I are mechanically carved from this “wood-clinched” sandwich.

My “lead” itself—it contains no lead at all—is complex. The graphite is mined in Ceylon [Sri Lanka]. Consider these miners and those who make their many tools and the makers of the paper sacks in which the graphite is shipped and those who make the string that ties the sacks and those who put them aboard ships and those who make the ships. Even the lighthouse keepers along the way assisted in my birth—and the harbor pilots.

The graphite is mixed with clay from Mississippi in which ammonium hydroxide is used in the refining process. Then wetting agents are added such as sulfonated tallow—animal fats chemically reacted with sulfuric acid. After passing through numerous machines, the mixture finally appears as endless extrusions—as from a sausage grinder—cut to size, dried, and baked for several hours at 1,850 degrees Fahrenheit. To increase their strength and smoothness the leads are then treated with a hot mixture which includes candelilla wax from Mexico, paraffin wax, and hydrogenated natural fats.

My cedar receives six coats of lacquer. Do you know all the ingredients of lacquer? Who would think that the growers of castor beans and the refiners of castor oil are a part of it? They are. Why, even the processes by which the lacquer is made a beautiful yellow involve the skills of more persons than one can enumerate!

Observe the labeling. That’s a film formed by applying heat to carbon black mixed with resins. How do you make resins and what, pray, is carbon black?

My bit of metal—the ferrule—is brass. Think of all the persons who mine zinc and copper and those who have the skills to make shiny sheet brass from these products of nature. Those black rings on my ferrule are black nickel. What is black nickel and how is it applied? The complete story of why the center of my ferrule has no black nickel on it would take pages to explain.

Then there’s my crowning glory, inelegantly referred to in the trade as “the plug,” the part man uses to erase the errors he makes with me. An ingredient called “factice” is what does the erasing. It is a rubber-like product made by reacting rapeseed oil from the Dutch East Indies [Indonesia] with sulfur chloride. Rubber, contrary to the common notion, is only for binding purposes. Then, too, there are numerous vulcanizing and accelerating agents. The pumice comes from Italy; and the pigment which gives “the plug” its color is cadmium sulfide.

No One Knows

Does anyone wish to challenge my earlier assertion that no single person on the face of this earth knows how to make me?

Actually, millions of human beings have had a hand in my creation, no one of whom even knows more than a very few of the others. Now, you may say that I go too far in relating the picker of a coffee berry in far-off Brazil and food growers elsewhere to my creation; that this is an extreme position. I shall stand by my claim. There isn’t a single person in all these millions, including the president of the pencil company, who contributes more than a tiny, infinitesimal bit of know-how. From the standpoint of know-how the only difference between the miner of graphite in Ceylon and the logger in Oregon is in the type of know-how. Neither the miner nor the logger can be dispensed with, any more than can the chemist at the factory or the worker in the oil field—paraffin being a by-product of petroleum.

Here is an astounding fact: Neither the worker in the oil field nor the chemist nor the digger of graphite or clay nor any who mans or makes the ships or trains or trucks nor the one who runs the machine that does the knurling on my bit of metal nor the president of the company performs his singular task because he wants me. Each one wants me less, perhaps, than does a child in the first grade. Indeed, there are some among this vast multitude who never saw a pencil nor would they know how to use one. Their motivation is other than me. Perhaps it is something like this: Each of these millions sees that he can thus exchange his tiny know-how for the goods and services he needs or wants. I may or may not be among these items.

No Master Mind

There is a fact still more astounding: The absence of a master mind, of anyone dictating or forcibly directing these countless actions which bring me into being. No trace of such a person can be found. Instead, we find the Invisible Hand at work. This is the mystery to which I earlier referred.

It has been said that “only God can make a tree.” Why do we agree with this? Isn’t it because we realize that we ourselves could not make one? Indeed, can we even describe a tree? We cannot, except in superficial terms. We can say, for instance, that a certain molecular configuration manifests itself as a tree. But what mind is there among men that could even record, let alone direct, the constant changes in molecules that transpire in the life span of a tree? Such a feat is utterly unthinkable!

I, Pencil, am a complex combination of miracles: a tree, zinc, copper, graphite, and so on. But to these miracles which manifest themselves in Nature an even more extraordinary miracle has been added: the configuration of creative human energies—millions of tiny know-hows configurating naturally and spontaneously in response to human necessity and desire and in the absence of any human masterminding! Since only God can make a tree, I insist that only God could make me. Man can no more direct these millions of know-hows to bring me into being than he can put molecules together to create a tree.

The above is what I meant when writing, “If you can become aware of the miraculousness which I symbolize, you can help save the freedom mankind is so unhappily losing.” For, if one is aware that these know-hows will naturally, yes, automatically, arrange themselves into creative and productive patterns in response to human necessity and demand— that is, in the absence of governmental or any other coercive master-minding—then one will possess an absolutely essential ingredient for freedom: a faith in free people. Freedom is impossible without this faith.

Once government has had a monopoly of a creative activity such, for instance, as the delivery of the mails, most individuals will believe that the mails could not be efficiently delivered by men acting freely. And here is the reason: Each one acknowledges that he himself doesn’t know how to do all the things incident to mail delivery. He also recognizes that no other individual could do it. These assumptions are correct. No individual possesses enough know-how to perform a nation’s mail delivery any more than any individual possesses enough know-how to make a pencil. Now, in the absence of faith in free people—in the unawareness that millions of tiny know-hows would naturally and miraculously form and cooperate to satisfy this necessity—the individual cannot help but reach the erroneous conclusion that mail can be delivered only by governmental “masterminding.”

Testimony Galore

If I, Pencil, were the only item that could offer testimony on what men and women can accomplish when free to try, then those with little faith would have a fair case. However, there is testimony galore; it’s all about us and on every hand. Mail delivery is exceedingly simple when compared, for instance, to the making of an automobile or a calculating machine or a grain combine or a milling machine or to tens of thousands of other things. Delivery? Why, in this area where men have been left free to try, they deliver the human voice around the world in less than one second; they deliver an event visually and in motion to any person’s home when it is happening; they deliver 150 passengers from Seattle to Baltimore in less than four hours; they deliver gas from Texas to one’s range or furnace in New York at unbelievably low rates and without subsidy; they deliver each four pounds of oil from the Persian Gulf to our Eastern Seaboard—halfway around the world—for less money than the government charges for delivering a one-ounce letter across the street!

The lesson I have to teach is this: Leave all creative energies uninhibited. Merely organize society to act in harmony with this lesson. Let society’s legal apparatus remove all obstacles the best it can. Permit these creative know-hows freely to flow. Have faith that free men and women will respond to the Invisible Hand. This faith will be confirmed. I, Pencil, seemingly simple though I am, offer the miracle of my creation as testimony that this is a practical faith, as practical as the sun, the rain, a cedar tree, the good earth.

By Milton Friedman, Nobel Laureate, 1976

Leonard Read’s delightful story, “I, Pencil,” has become a classic, and deservedly so. I know of no other piece of literature that so succinctly, persuasively, and effectively illustrates the meaning of both Adam Smith’s invisible hand—the possibility of cooperation without coercion—and Friedrich Hayek’s emphasis on the importance of dispersed knowledge and the role of the price system in communicating information that “will make the individuals do the desirable things without anyone having to tell them what to do.”

We used Leonard’s story in our television show, “Free to Choose,” and in the accompanying book of the same title to illustrate “the power of the market” (the title of both the first segment of the TV show and of chapter one of the book). We summarized the story and then went on to say:

“None of the thousands of persons involved in producing the pencil performed his task because he wanted a pencil. Some among them never saw a pencil and would not know what it is for. Each saw his work as a way to get the goods and services he wanted—goods and services we produced in order to get the pencil we wanted. Every time we go to the store and buy a pencil, we are exchanging a little bit of our services for the infinitesimal amount of services that each of the thousands contributed toward producing the pencil.

“It is even more astounding that the pencil was ever produced. No one sitting in a central office gave orders to these thousands of people. No military police enforced the orders that were not given. These people live in many lands, speak different languages, practice different religions, may even hate one another—yet none of these differences prevented them from cooperating to produce a pencil. How did it happen? Adam Smith gave us the answer two hundred years ago.”

“I, Pencil” is a typical Leonard Read product: imaginative, simple yet subtle, breathing the love of freedom that imbued everything Leonard wrote or did. As in the rest of his work, he was not trying to tell people what to do or how to conduct themselves. He was simply trying to enhance individuals’ understanding of themselves and of the system they live in.

That was his basic credo and one that he stuck to consistently during his long period of service to the public—not public service in the sense of government service. Whatever the pressure, he stuck to his guns, refusing to compromise his principles. That was why he was so effective in keeping alive, in the early days, and then spreading the basic idea that human freedom required private property, free competition, and severely limited government.

Leonard E. Read (1898-1983) was the founder of FEE, and the author of 29 works, including the classic parable “I, Pencil.”

More By Leonard E. Read

On Keeping the Peace

How to De-Control: Divest Your Mind of Attachments to Power

#25 – “If Government Doesn’t Relieve Distress, Who Will?”

#12 – “I Prefer Security to Freedom”

I, Pencil: A Brilliant Vintage Allegory of How Everything Is Connected

By maria popova.

In 1958, libertarian writer and Foundation for Economic Education founder Leonard Read (September 26, 1898–May 14, 1983) set out to remedy this civilizational injustice in a marvelous essay titled “I, Pencil,” published in Essays on Liberty ( public library ). In a clever allegory, Read delivers his enduring point about the power of free market economy. Casting the pencil as a first-person narrator, he illustrates its astounding complexity to reveal the web of dependencies and vital interconnectedness upon which humanity’s needs and knowledge are based, concluding with a clarion call for protecting the creative freedom making this possible.

Read begins:

I am a lead pencil — the ordinary wooden pencil familiar to all boys and girls and adults who can read and write. Writing is both my vocation and my avocation; that’s all I do. You may wonder why I should write a genealogy. Well, to begin with, my story is interesting. And, next, I am a mystery—more so than a tree or a sunset or even a flash of lightning. But, sadly, I am taken for granted by those who use me, as if I were a mere incident and without background. This supercilious attitude relegates me to the level of the commonplace. This is a species of the grievous error in which mankind cannot too long persist without peril. For, as a wise man observed, “We are perishing for want of wonder, not for want of wonders.”

Half a century before Thomas Thwaites set out to illustrate the complex interdependencies of what we call civilization by making a toaster from scratch , Read writes:

I, Pencil, simple though I appear to be, merit your wonder and awe, a claim I shall attempt to prove. In fact, if you can understand me — no, that’s too much to ask of anyone — if you can become aware of the miraculousness which I symbolize, you can help save the freedom mankind is so unhappily losing. I have a profound lesson to teach. And I can teach this lesson better than can an automobile or an airplane or a mechanical dishwasher because — well, because I am seemingly so simple. Simple? Yet, not a single person on the face of this earth knows how to make me .

Tracing the pencil’s journey from raw material — “a cedar of straight grain that grows in Northern California and Oregon” — to the hands of “all the persons and the numberless skills” involved in its fabrication, Read considers the rich cultural and practical substrata of all these skills and production mechanisms:

Consider the millwork in San Leandro. The cedar logs are cut into small, pencil-length slats less than one-fourth of an inch in thickness. These are kiln dried and then tinted for the same reason women put rouge on their faces. People prefer that I look pretty, not a pallid white. The slats are waxed and kiln dried again. How many skills went into the making of the tint and the kilns, into supplying the heat, the light and power, the belts, motors, and all the other things a mill requires? Sweepers in the mill among my ancestors? Yes, and included are the men who poured the concrete for the dam of a Pacific Gas & Electric Company hydroplant which supplies the mill’s power! Don’t overlook the ancestors present and distant who have a hand in transporting sixty carloads of slats across the nation from California to Wilkes-Barre!

He goes on to delineate the global reaches of the production process — from the pencil’s lead derived from graphite mined in Ceylon to Mexican candelilla wax used used to increase its strength and smoothness to the rapeseed oil Dutch East Indies involved in the creation of its “crowning glory,” the eraser — ultimately pointing to the pencil as a supreme example of Adam Smith’s “Invisible Hand” at work:

Actually, millions of human beings have had a hand in my creation, no one of whom even knows more than a very few of the others… There isn’t a single person in all these millions, including the president of the pencil company, who contributes more than a tiny, infinitesimal bit of know-how. From the standpoint of know-how the only difference between the miner of graphite in Ceylon and the logger in Oregon is in the type of know-how. Neither the miner nor the logger can be dispensed with, any more than can the chemist at the factory or the worker in the oil field — paraffin being a by-product of petroleum. Here is an astounding fact: Neither the worker in the oil field nor the chemist nor the digger of graphite or clay nor any who mans or makes the ships or trains or trucks nor the one who runs the machine that does the knurling on my bit of metal nor the president of the company performs his singular task because he wants me. Each one wants me less, perhaps, than does a child in the first grade. Indeed, there are some among this vast multitude who never saw a pencil nor would they know how to use one. Their motivation is other than me. Perhaps it is something like this: Each of these millions sees that he can thus exchange his tiny know-how for the goods and services he needs or wants. I may or may not be among these items.

Above all, Read suggests, the pencil attests to the godliness of the human capacity for connected imagination. In a sardonic dual jab at religious creationism and excessive government control, Read summons the last line from Joyce Kilmer’s 1918 poem “Trees” and writes:

It has been said that “only God can make a tree.” Why do we agree with this? Isn’t it because we realize that we ourselves could not make one? Indeed, can we even describe a tree? We cannot, except in superficial terms. We can say, for instance, that a certain molecular configuration manifests itself as a tree. But what mind is there among men that could even record, let alone direct, the constant changes in molecules that transpire in the life span of a tree? Such a feat is utterly unthinkable! I, Pencil, am a complex combination of miracles: a tree, zinc, copper, graphite, and so on. But to these miracles which manifest themselves in Nature an even more extraordinary miracle has been added: the configuration of creative human energies — millions of tiny know-hows configurating naturally and spontaneously in response to human necessity and desire and in the absence of any human master-minding! Since only God can make a tree, I insist that only God could make me. Man can no more direct these millions of know-hows to bring me into being than he can put molecules together to create a tree. The above is what I meant when writing, “If you can become aware of the miraculousness which I symbolize, you can help save the freedom mankind is so unhappily losing.” For, if one is aware that these know-hows will naturally, yes, automatically, arrange themselves into creative and productive patterns in response to human necessity and demand — that is, in the absence of governmental or any other coercive master-minding — then one will possess an absolutely essential ingredient for freedom: a faith in free men . Freedom is impossible without this faith.

Just a few years earlier, pencil-lover Steinbeck had written in East of Eden : “The free, exploring mind of the individual human is the most valuable thing in the world.” Whether Read read Steinbeck and succumbed to cryptomnesia or arrived at this strikingly similar sentiment independently is only cause for speculation, but his larger point — one as pertinent to public policy as it is to the private creative endeavor — is what endures with its own timeless miraculousness:

If I, Pencil, were the only item that could offer testimony on what men can accomplish when free to try, then those with little faith would have a fair case. However, there is testimony galore; it’s all about us and on every hand. Mail delivery is exceedingly simple when compared, for instance, to the making of an automobile or a calculating machine or a grain combine or a milling machine or to tens of thousands of other things. Delivery? Why, in this area where men have been left free to try, they deliver the human voice around the world in less than one second; they deliver an event visually and in motion to any person’s home when it is happening; they deliver 150 passengers from Seattle to Baltimore in less than four hours; they deliver gas from Texas to one’s range or furnace in New York at unbelievably low rates and without subsidy; they deliver each four pounds of oil from the Persian Gulf to our Eastern Seaboard — half-way around the world — for less money than the government charges for delivering a one-ounce letter across the street! The lesson I have to teach is this: Leave all creative energies uninhibited . Merely organize society to act in harmony with this lesson. Let society’s legal apparatus remove all obstacles the best it can. Permit these creative know-hows freely to flow. Have faith that free men will respond to the Invisible Hand. This faith will be confirmed. I, Pencil, seemingly simple though I am, offer the miracle of my creation as testimony that this is a practical faith, as practical as the sun, the rain, a cedar tree, the good earth.

Half a century after Read penned his brilliant essay, it was adapted into an animated film illustrating how the same “complex combination of miracles” plays out on various scales in our modern lives:

For an equally pause-giving contemporary counterpart, see The Toaster Project .

Perhaps Ada Lovelace, the world’s first computer programmer — and what, if not computing, is the height of Read’s miraculous web of know-hows? — put it best when she wrote that “everything is naturally related and interconnected.”

— Published June 3, 2015 — https://www.themarginalian.org/2015/06/03/i-pencil-leonard-read/ —

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Write 10 Lines on My School Bag

A school bag is a special bag that students use to carry their books, notebooks, and other school supplies.

10 sentences on My School Bag for kids (set #1)

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My School Bag Essay For Class 1

School bag is one of the most essential items for school kids. It is used as a medium to transport different materials like exercise books, pencil box, water bottle and a lunchbox to and from school. Apart from this, a school bag helps a child to keep his belongings safe from external damage like sun, dust or rain. It comes in various shapes and sizes like a school backpack, sling bags, book bag, school rucksack, etc.

Here we bring you “Five Lines On My School Bag For Class 1” kids so that they can read this and write an essay on this topic, based on this reference.

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Five Lines On My School Bag For Class 1

• I have a cute little red school bag.
• It is very useful and helps me to keep my belongings safe.
• I carry my exercise books, a pencil case, lunch box and a water bottle in it.
• It is very spacious and has small pockets inside to carry essential things.
• My school bag keeps my books and other belongings safe from external damage like sun, dust or rain.

Children have innocent minds and when given an opportunity to write 5 or 10 lines on my school bag for class 1, they make the best effort to express the utility of their respective school bags in simple sentences. By inculcating the habit of writing essays, you help them improve their English writing skills too.

The above sample “Five Lines On My School Bag For Class 1” is a simple attempt from our end to help young learners to express their thoughts about an essential item of their daily routine.

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