Susan Nye Hutchison (1790-1867) was one of many teachers to venture south across the Mason-Dixon Line in the Second Great Awakening. From 1815 to 1841, she kept journals about her career, family life, and encounters with slavery. Drawing on these journals and hundreds of other documents, Kim Tolley uses Hutchison's life to explore the significance of education in transforming American society in the early national period. Tolley examines the roles of ambitious, educated women like Hutchison who became teachers for economic, spiritual, and professional reasons. During this era, working women faced significant struggles when balancing career ambitions with social conventions about female domesticity. Hutchison's eventual position as head of a respected southern academy was as close to equity as any woman could achieve in any field. By recounting Hutchison's experiences--from praying with slaves and free blacks in the streets of Raleigh and establishing an independent school in Georgia to defying North Carolina law by teaching slaves to read--Tolley offers a rich microhistory of an antebellum teacher. Hutchison's story reveals broad social and cultural shifts and opens an important window onto the world of women's work in southern education.

Freelance travel writer and Lonely Planet guidebook contributor Tim Richards decides to shake up his life by taking an epic rail journey across Australia. Jumping aboard iconic trains like the Indian Pacific, Overland, and Spirit of Queensland, he covers over 7,000 kilometres, from the tropics to the desert and from big cities to ghost towns. Tim's journey is one of classic travel highs and lows: floods, cancellations, extraordinary landscapes, and forays into personal and public histories—as well as the steady joy of random strangers encountered along the way.

Susan Nye Hutchison (1790-1867) was one of many teachers to venture south across the Mason-Dixon Line in the Second Great Awakening. From 1815 to 1841, she kept journals about her career, family life, and encounters with slavery. Drawing on these journals and hundreds of other documents, this book explores the significance of education in transforming American society in the early national period. During this era, women often struggled to balance career ambitions with social conventions about female domesticity.

Having the opportunity to teach math for over 25 years, I have found many days when you hit a brick wall. Whether it was in middle school, junior or senior high school, or at the community college, there were days when the new topic was not understood by the students. I could see it in their reaction (faces) to my explanation. Sometimes, I was the culprit. Knowing full well that the homework is a review of that day's topic, it must be delayed. As an educator teaching math, the crescendo of each day builds, as we go further into the school calendar. Someone, who missed out and could not grasp the idea, needed to be tutored. That luxury is not available. FRUSTRATIONS TEACHING MATH, gives the student an opportunity to see how basic math ideas are solved. Sometimes, I give two scenarios in solving a problem. Other times, a "cheating way" is shown, so that math can be understood and also be fun. Some of the topics covered are the various ways to factor a binomial, trinomial, or polynomial. Another favorite is grasping the concept of greatest common factor or least common multiple. Right triangle trigonometry for the middle school student is explained using boating as the source of frustration. How much to tip at a restaurant? What does a half-off sale really mean? Let us not forget the "story" or word problems that really cause concerns. Distance! Rate! Time! All these ideas plus games and many more mathematical topics are reviewed on my 45 day road trip from Delaware to Florida. Coming back, with several stops on the way home, we'll explore these "frustrations".

For Cochran, the sense of deja vu is overwhelming - and alarming."--BOOK JACKET.

Travel and Teaching in Portugal and Spain-A Photographic Journey is another in the series Stories I Told My Students. It follows the pattern of books listed above on Brazil, Guatemala, Mexico, and Colombia. The book tells the tale of travel in Portugal and travel and summer teaching in the Arizona State University summer program in Spain in 1987. The format of the book combines notes from the travel diary, vignettes on the history of the places visited, and in particular notes, on major literary figures like Luís de Camões or Miguel de Cervantes. Major universities like the University of Coimbra in Portugal and the University of Salamanca in Spain are highlighted. Emphasis is also given to places and figures of the Catholic tradition, like the Cistercian Monastery of Alcobaça in Portugal and the stories of Santa Teresa de Jesús, San Juan de la Cruz, and Ignacio de Loyola in Spain. All are represented in the 256 photos in the book. Cities and places in Portugal are Lisbon, Belém, Sintra, Nazaré, Batalha, Fátima, Leiria, Coimbra, O Porto, Viana do Castelo, and Guimarães. In Spain one sees Málaga, Córdoba, Mijas, Sevilla, Mérida, Salamanca, Santiago de Compostela, Pontevedra, León, Ávila, Madrid, Segovia, Burgos, El Escorial, and Valle de los Caídos. A side trip to the sanctuaries of Spain and France emphasizes Zaragoza, Barbastro of Opus Dei fame, Lourdes in France, and Loyola in the Basque Country. The book is written in a colloquial style, the author "conversing" with the reader, perhaps over a "Vinho Verde" from Portugal or a "Clarete" from La Rioja in Spain. One discovers adventures in travel time in Portugal, in Málaga, and Madrid for classes and social life, and travel in other parts of Spain, all accompanied by a nice overview of history and culture.