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"If I'd known!" groaned Winifred Cranston, otherwise Wendy, with a note of utter tragedy in her usually cheerful voice. "If I'd only known! D'you think I'd have come trotting back here with my baggage? Not a bit of it! Nothing in this wide world should have dragged me. I'd have turned up my hair-yes, it's quite long enough to turn up, Jess Paget, so you needn't look at it so scornfully; it's as nice as yours, and nicer! Well, I tell you I'd have turned up my hair, and run away and joined the 'Waacs' or the 'Wrens', or have driven a motor wagon or conducted a tramcar, or scrubbed floors at a hospital, or done anything-anything, I say!-rather than stay at the Abbey without Mrs. Gifford." "It's pretty stiff, certainly, for the Head to go whisking away like this," agreed Magsie Wingfield, sitting on the other shaft of the wheelbarrow. "And without any notice either! It leaves one gasping!" "Stiff? It's the limit! Why didn't she give us decent warning, instead of springing it on to us in this sudden fashion? I feel weak!" "There wasn't time," explained Sadie Sanderson, who, with Violet Gorton and Tattie Clegg, occupied, in a tight fit, the interior of the wheelbarrow. "It was all done at a day's notice. Geraldine's been telling me the whole history." "Well?" "Mr. Gifford got suddenly exempted, and was made Governor of some outlandish place with an unpronounceable name in Burma. He telegraphed to Mrs. Gifford to join him at Marseilles, and go out with him. So she went-that's the long and the short of it!" "Went and left her school behind her," echoed Vi.
Life was better in the old days. Or was it?
The lack of serious study on how dangerous schools as institutions can be is a little surprising given that the matter was put squarely on the research agenda in persuasive fashion by Waller back in 1932. The lack of response to the possibilities opened up means that a vibrant research agenda still awaits construction. This book will stimulate debate on the matter from the historical perspective. It consists of fifteen chapters drawing on historical case studies from the United States, Canada, England, Ireland, Scotland, and Australia written by international scholars in the field. These chapters are helpfully grouped into three sections. The first section focuses on certain dangers to which pupils were exposed in the past and on certain dangerous practices which they promoted. The second section examines dangers to which teachers were exposed in the past along with dangerous practices which they themselves promoted. In the final and third section, the chapters explore the dangers to which teachers and students were exposed in the past at the university level. Throughout the book, the emphases range from dangers emanating from the institutions themselves and the patterns of relationships that developed in them, to what occurred due to particular ideologies and practices connected with sport, sex, religion, and science. Schools as Dangerous Places delivers a historical perspective of schools in a manner that is most unusual. This unique study helps us examine education through a very different lens.
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Clabough's rough-and-tumble road to academia reminds me in places of my own. Wrought in a stately prose and devoid of sentiment, this wise book coaches us on how to keep on going even when we're at our lowest ebb. -Harry Crews Schooled is one of those rare books that tumbles out of a genreless or cross-genre void. Read closely, it reveals a being filled with pain and haunted by a nightmare, yet infused with a heaping portion of courage which never allows him to succumb. Hell, I wish Casey Clabough had been one of my professors. -Barry Hannah What makes the teachers and professors we've encountered hated, loved, or simply forgotten? How are the most memorable ones formed into those creatures who have challenged and shaped our minds and beliefs, building up or demolishing our dearest notions? What are the things inside such beings which drive them to cultivate their minds, relentlessly contemplate the world, and care enough to impart what they have learned? English professor Casey Clabough offers unique perspective on these questions and others in recounting a powerful series of unlikely people and incidents from his own formative school years which conspired, against all odds, to shape him into a college professor. Clabough is not your father's or mother's professor; perhaps he is not even the kind of teacher to which you would elect to subject your child or yourself; but his passion for life his infectious, his experiences indelible. Whether lamenting the haunting demises of two brilliant schoolmates; emulating or struggling against the values of his groundbreaking academic feminist mother ("The Skeleton Woman"); interacting with coaches good, bad, and related; savoring the sweet pleasures and hard pains of teenage delinquency; or courageously confronting his own mortality; Clabough offers an account consistently surprising, moving, and transformative, ultimately offering the moral that how a professor, or anyone, gets "schooled"-indeed, how we all truly learn and are shaped by our experiences-has almost nothing to do with book-learning and everything to do with living.
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