All the kids from Wayside School had to spend 243 days in horrible schools while Wayside was closed to get rid of the infestation of cows! Now the kids are back and the fun begins again on every floor. Miss Mush has prepared a special lunch of baked liver in purple sauce and it is pet day on the 30th floor. There are dogs and cats and frogs and skunks and an orange named Fido, causing a terrible commotion. But the biggest surprise of all is that Mrs Jewls is expecting a baby and a substitute teacher is coming, and everyone knows what that means . . . Wayside School is going to get a little stranger.

If you are hanging from a trapeze And up sneaks a camel with bony knees, Remember this rule, if you please— Never talk to strangers. This book brilliantly highlights situations that children will find themselves in—whether they’re at home and the doorbell rings, or playing in the park, or mailing a letter on their street—and tells them what to do if a stranger (always portrayed as a large animal, such as a rhino) approaches. Colorful, ’60s-style “psychedelic” artwork and witty, lively rhyme clearly spell out a message about safety that empowers kids, and that has never been more relevant. Irma Joyce wrote many Golden Books during the 1960s. George Buckett was a popular children’s book illustrator during the 1960s.

Special 2018 Edition From the new Introduction by Michelle Fine, Graduate Center, CUNY : "Why now, you may ask, should I return to a book written in 1988? Because, in Maxine's words: 'When freedom is the question, it is always time to begin.'" In The Dialectic of Freedom, Maxine Greene argues that freedom must be achieved through continuing resistance to the forces that limit, condition, determine, and—too frequently—oppress. Examining the interrelationship between freedom, possibility, and imagination in American education, Greene taps the fields of philosophy, history, educational theory, and literature in order to discuss the many struggles that have characterized Americans’ quests for freedom in the midst of what is conceived to be a free society. Accounts of the lives of women, immigrants, and minority groups highlight the ways in which Americans have gone in search of openings in their lived situations, learned to look at things as if they could be otherwise, and taken action on what they found. Greene presents a unique overview of American concepts and images of freedom from Jefferson’s time to the present. She examines the ways in which the disenfranchised have historically understood and acted on their freedom—or lack of it—in dealing with perceived and real obstacles to expression and empowerment. Strong emphasis is placed on the focal role of the arts and art experience in releasing human imagination and enabling the young to reach toward their vision of the possible. The author concludes with suggestions for approaches to teaching and learning that can provoke both educators and students to take initiatives, to transcend limits, and to pursue freedom—not in solitude, but in reciprocity with others, not in privacy, but in a public space.

Maxine Greene, one of the leading educational philosophers of the past fifty years, remains an idol to thousands of educators, according to the New York Times. In The Public School and the Private Vision, first published in 1965 but out of print for many years, Greene traces the complex interplay of literature and public education from the 1830s to the 1960s--and now, in a new preface, to the present. With rare eloquence she affirms the values that lie at the root of public education and makes an impassioned call for decency in difficult times, once again a key theme in education circles. A new foreword by Herbert Kohl shows how the work resonates for contemporary teachers, students, and parents.

This collection of work is an analysis and investigation into Maxine Greene, the most important philosopher of education in the United States today. The book opens and concludes with Greene's own autobiographical statements.