Word: teachers
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Dates: during 1960-1969
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...college teacher here, after having taught elsewhere, I am impressed by two qualities in New Yorkers. They are no more gifted-or less ignorant-than their peers elsewhere; yet they are certain that they must be. And they lead lives of exposure to abnormal and unremitting stimuli, against which their defense is a shell of aggressive, blase behavior. What catches their attention and wins their approval must be more aggressive, more shocking, more violent, but by no means necessarily more worthy, than this constant hyper-level of stimuli...
...girls come aware of their own goals and the social opportunities, then the shock comes. A Lesley girls meets a Harvard man, tells him where she goes to school and he says, in the words of one of the girls, "Oh my God, a school teacher -- Ding Dong School." Soon Lesley upperclassmen clue the new girls in to the fact that Harvard men have pretty strange notions about Lesley girls...
...near by and if we moved anything, it would have collapsed on them. We could not rescue that little girl, who said her name was Katherine." Another rescuer, choking with sobs, had to break the leg of one small boy to free him. One miner found the bodies of Teacher David Beynon and five students. "David was clutching the five little children in his arms," he said, "as if to protect them...
...grade school, as one suburban Cincinnati teacher puts it, "kids at this age are still just kids to each other." Friendships are quickly and easily formed, and some white children eagerly wait outside school each morning until the bus from the city arrives. In high school, white children tend to be more reserved in their welcome, and some shrug off the presence of newcomers with such noncommittal phrases as "they don't bother anybody." On all levels, there is occasional tension. A Negro girl in a Cincinnati suburb complained that white girls pulled her hair and asked: "Is that...
...kids who were against it at first changed their minds very quickly," says Karen Bulgar, a white Wellesley High senior. Brookline Teacher Robert McCarthy concedes that "the big misconception we had was that the Negro students would all be alike-yet it is impossible to make generalizations about them." That is precisely the gain seen by a Negro mother in Rochester, who says: "Now Irondequoit people can see that some of us are good learners, some not so good, some shy, some full of confidence-just as is true for other people...