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.

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.

A teacher is not merely trained, but developed through experiences and mentored by caring friends. This book portrays the growth and development on one such teacher taking him from the life of a small Michigan town to the politics of teacher unions and big city school districts. Family, friends, and church affect the author's life and success in the classroom.

A young teacher buys a one-way ticket to Shishmaref, Alaska. Within minutes of landing, she finds herself dealing with unexpected, rustic accommodations, and the culture shock of living in a remote Iñuit community. She relies on her courage, resilience, and wit while enduring freezing temperatures, power outages, loneliness, and first-year teacher anxieties and missteps, but eventually realizes that those challenges pale in comparison to the life lessons she learns about the heart of teaching—lessons from her students, their culture, and their community, on the vast, windy landscape at the edge of the Chukchi Sea.

Only 50 percent of kids growing up in poverty will earn a high school diploma. Just one in ten will graduate college. Compelled by these troubling statistics, Heather Kirn Lanier joined Teach For America (TFA), a program that thrusts eager but inexperienced college graduates into America’s most impoverished areas to teach, asking them to do whatever is necessary to catch their disadvantaged kids up to the rest of the nation. With little more than a five-week teacher boot camp and the knowledge that David Simon referred to her future school as “The Terrordome,” the altruistic and naïve Lanier devoted herself to attaining the program’s goals but met obstacles on all fronts. The building itself was in such poor condition that tiles fell from the ceiling at random. Kids from the halls barged into classes all day, disrupting even the most carefully planned educational activities. In the middle of one lesson, a wandering student lit her classroom door on fire. Some colleagues, instantly suspicious of TFA’s intentions, withheld their help and supplies. (“They think you’re trying to ‘save’ the children,” one teacher said.) And although high school students can be by definition resistant, in west Baltimore they threw eggs, slashed tires, and threatened teachers’ lives. Within weeks, Lanier realized that the task she was charged with—achieving quantifiable gains in her students’ learning—would require something close to a miracle. Superbly written and timely, Teaching in the Terrordome casts an unflinching gaze on one of America’s “dropout factory” high schools. Though Teach For America often touts its most successful teacher stories, in this powerful memoir Lanier illuminates a more common experience of “Teaching For America” with thoughtful complexity, a poet’s eye, and an engaging voice. As hard as Lanier worked to become a competent teacher, she found that in “The Terrordome,” idealism wasn’t enough. To persevere, she had to rely on grit, humility, a little comedy, and a willingness to look failure in the face. As she adjusted to a chaotic school administration, crumbling facilities, burned-out colleagues, and students who perceived their school for the failure it was, she gained perspective on the true state of the crisis TFA sets out to solve. Ultimately, she discovered that contrary to her intentions, survival in the so-called Charm City was a high expectation.

In My Life of Ministry, Writing, Teaching, and Traveling: The Autobiography of an Old Mines Missionary, I present my life as a child growing up in a French village about sixty miles south of St. Louis in the middle of the twentieth century. After eighteen years of life in Old Mines, the oldest settlement in the state of Missouri, I moved to St. Louis for four years and then to St. Meinrad, Indiana, for four years where education opened my eyes to a world very much larger than my village of origin. Life continued for me after ordination as a priest in the Roman Catholic Church in Springfield and Joplin, Missouri. Because my life is the thread stitching together this book, I have made it manageable by dividing it into four categories: ministry, writing, teaching, and travel. These categories contain the stories of others whose life threads of seventy years are woven into my lifetime tapestry. This is my autobiography--one of a missionary from Old Mines to the thirty-nine counties forming the southern third of the state of Missouri--composed during my seventieth year of life.

"The teacher begins with young Brian Desmond teaching math at Newtown High School in Queens, New York, despite a learning disability--he cannot write legibly ... A new principal comes to Newtown High with a wife, a lovely daughter and problems which threaten Brian's teaching career"--Page 4 of cover.