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After graduating from high school, Chip is invited to join the Parkville Bears as a summer intern and he manages to save the Bears' season--and his own baseball future--from being spoiled by the schemes of an unscrupulous man.
When an injury prevents him from joining the college basketball team, Chip keeps busy serving as an emergency replacement coach for the high school and participating in an important basket shooting tournament.
Trouble starts at State’s training camp when two obnoxious sophomores, nicknamed the Touchdown Twins, become more interested in personal glory than in team play. This leads to a showdown with Chip. The antagonism grows and eventually engulfs the entire squad to such an extent that an important game is lost. It appears that State’s defense of the conference title is hopeless. But Chip, playing in every game despite an injured shoulder, inspires the team to keep fighting. Through it all, Chip finds time to help a confused high school football star, Skip Miller, make the biggest decision of his life and struggles to convince the Touchdown Twins that you can’t win without team play and a tough, hard-hitting spirit.
The final season of team captain Chip's football career at Valley Falls High finds him fighting a new coach, who threatens to destroy the fair play, sportsmanship, and good citizenship that have made his team great.
After a hard-luck season and a stunning upset victory over Northern State, the State University basketball team finds out a selection committee has arbitrarily excluded State from National Tournament competition. Chip and Soapy, his best pal, don’t give up as they battle to sustain the morale of their teammates and to change the committee’s ruling.
Clair Bee (1896-1983) was a hugely successful basketball coach at Rider College and Long Island University with a 412 and 87 record before his career was derailed in 1951 by a point-shaving scandal. In the trial that sent his star player, Sherman White, to prison, the judge excoriated Bee for creating a morally lax culture that contributed to his players' involvement with gambling. To a certain extent, Bee agreed with the judge's scolding, concluding that coaches, himself included, had become so driven to succeed on the court that they had lost sight of the educational role sports should play. His coaching career effectively over, Bee launched an effort to reform the ills he saw in college sports, and he did so in the pages of the Chip Hilton novels for young readers. He began the series in 1948, but it was the post-scandal books that he used as teaching tools. The books mirrored some of the events of the gambling scandal and were Bee's attempt to reform the problems plaguing college sports. He used his fiction to posit a better sports world that he hoped his young readers would construct and inhabit. The Chip Hilton books were extremely popular and have become a classic series, with over two million copies sold to date. Hoop Crazy is the fascinating story of Clair Bee and his star character Chip Hilton and the ways in which their lives, real and fictional, were intertwined.
When I refer to schools in the five essays on education that comprise While Theres Time, I have elementary and secondary schools in mind. I approached this writing from the perspective of an insider, so to speak, as I have worked extensively in the field of education, first as a high school teacher and now as a professor of education in a university. These essays were prompted by dissatisfaction and a desire. Increasingly over the last few years, I have felt uncomfortable with the conventional wisdom in my field about how students ought to be educated. It just didn't set right with me. Labels vary for the mainstream thinking in the profession, but let's call it a progressive or neo-Deweyian (after the philosopher John Dewey) approach. Some might refer to it simply as modern education. Even though its advocates marshal compelling arguments in support of this set of ideas and practices (what they are will be spelled out in the essays), I was finding in my work in schools that it wasn't getting good enough results with students in the classroom, and that in any case it simply didn't fit me as a person or as a professional: my values, my hopes for schools and students and this society. So I felt an inner push to find an educational orientation that I could believe in more than the one that currently dominates in the field of education to the point that it could be called an orthodoxy, or at least find something that complements it, adds to it. These essays represent the results of my quest. I have concluded that the philosophical orientations that we most need to affirm and employ as bases for constructing school programs in our time are the very ones which are most often dismissed by professional educators, namely, conservatism and individualism. In these essays, I go into the specifics of conservative and libertarian orientations to education, explore what all the talk about teaching democracy in the schools is about, contrast sports and schools as settings, and use the concept of personal authenticity in a discussion of the work of teaching. What holds these five essays together is that they all are grounded in a conservative rather than liberal and individual-centered rather than collectivist frame of reference. These essays are self-contained enough to be read out of order, although I did line them up in the way that I think best presents my argument. I hope what I offer here informs the debate in this country over the best route to take in educating our children. I wrote this book with both general readers and professional educators in mind. For general readers, I hope what is here will provide them with a better understanding of how professional educators come at their work, and thereby enable them to deal with school people more effectively and give them some things they can take into account when determining what ought to go on in their children's education, or in schools generally. For people in the profession who read this book--teachers and administrators, those in training to become teachers, and so on--I believe these writings will provide them with a clearer understanding of the predominant thinking in their field; a good way to understand anything is to compare it with something that contrasts with it. I would presume, and hope, that for some educators and educators-to-be this book will provide them with ideas they can use to guide their work. Much of what follows is expressed in the first person. I thought that if I brought myself into this book it would encourage readers to bring themselves into it. I would like readers to see these writings as my half of a conversation. I want them to respond critically to what I have written and extend it, take it farther than I have been able to--and I don't think they have to be active in the field of education to be able to do that. I want readers to decide how, if at all, what I write changes the way they look at things, and what they a
This final installment finds Chip, now a senior at State, hoping to quarterback the football team all the way to the Rose Bowl-and using his wholesome values to enlist the full support of a troublesome new player.
This history of American sports fiction traces depictions of baseball, basketball and football in works for all age levels from early dime novels through the 1960s. Chapters cover dime novel heroes Frank and Dick Merriwell; the explosion of sports novels before World War II and its influence on the authors who later wrote for baby boom readers; how sports novels persisted during the Great Depression; the rise and decline of sports pulps; why sports comics failed; postwar heroes Chip Hilton and Bronc Burnett; the lack of sports fiction for females; Duane Decker's Blue Sox books; and the classic John R. Tunis novels. Appendices list sports pulp titles and comic books featuring sports fiction.
Chip sees the morale of his baseball team threatened by the arrogant behavior of first baseman and heavy hitter Ben Green.