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A new teacher, a new school for wealthy girls, the start of a whole new career for Claire. But everything is not as it seems, the school has a policy of corporal punishment, even probationary teachers have to accept their whacks. With no other job offer and a pile of debts, she submits to the spanking, only to find to her horror that she even enjoys it. Guy, the music teacher, encourages her passion and uses his knowledge of punishment to expand her sexual horizons, but everything goes badly wrong when kidnappers seize a rich girl and Claire is taken too.
When parents have a young woman who is out of control, traditional colleges cannot offer the discipline they need to correct their behaviour. They send them to The Spanking Academy, based on remote Scottish island where the girls experience harsh spanking discipline and more. They must endure punishment beyond belief in the headmaster's crazed attempts to discipline them. For there is no escape from The Spanking Academy. A story that has every ingredient to entertain and astonish, explicit sexuality, bondage, discipline and even a thrilling attempt to escape.
St Philipa's Convent School has a reputation for maintaining strict discipline, but two of the girls find that spanking is not always a punishment. The harder the nuns cane and spank them, the more they enjoy it, in exotic ways the nuns would never have realized. Or would they? Tricked into dressing as nuns and re-enacting the harsh punishments at a local nightclub, the schoolgirls find that corporal punishment has changed their lives forever.
A fun and sexy collection of schoolgirls getting spanked, paddled, whipped with belts and having sexy fun. Naughty escapades lead to bare bottoms getting warmed up by teachers and friends.
This third illustrated spanking erotica novel of the Bexhill School series follows the F/F and M/F schoolgirl corporal punishment adventures of a collection of spoiled and otherwise misbehaving (18+ year old of course!) women at the school. "Six Across" contains 31 illustrations (please note that 7 of them are fogged out in the Amazon version). The cover is a scene from Chapter 2: Flo's Assizes. Per Flo: "We don't expect girls at Bexhill to run wild when they think no-one's looking. You'll get six for your foolish behavior. Go to a chair and bend over."
School corporal punishment is currently legal in 19 states, and over 160,000 children in these states are subject to corporal punishment in schools each year. (Corporal Punishment in U.S. Public Schools: Prevalence, Disparities in Use, and Status in State and Federal Policy by Elizabeth T. Gershoff and Sarah A. Font)Our survey was begun in 2009 and continues through today. It is not a scientific survey, but is intended to give people an opportunity to respond to questions about their experiences. These are the questions that were asked in the survey:1.How old are you now?2.Are you male or female?3.What country did you grow up in?4.If you grew up in the United States, what states did you live in when you were going to school?5.Did you wear a uniform to school?6.Did you go to a public or private school?7.What grades were you spanked at school and what were you spanked with?8.Who spanked you at school?9.What was the gender of the person that spanked you?10.How were you positioned for the spanking?11.How soon after the offense were you spanked?12.Where were you spanked?13.How many swats were you given? If you received more than one spanking at school, please tell how many swats you received each time and what you were spanked with.14.If there was a witness present, who was it?15.If your parents were informed, how was that done?16.How was your spanking administered?17.If it was done on your bare bottom did you know it would be done that way?18.If it was done on your bare bottom, how were you told that it would be done that way?19.If you were spanked on your bare bottom, how were you prepared for that?20.Please take a moment and tell us about your most memorable school spanking and why you were punished.At the time of this writing, there were 585 responses. We have included charts documenting the answers provided. While many respondents didn't provide much information on Question 20, those responses that were interesting are included in this book, including their responses to all questions. Much of the data is not surprising. Most of the students receiving corporal punishment were males. Most of the students were from the southern United States. While public schools in the south still use corporal punishment, many states have outlawed it in public schools. Private religious schools seem to use it with more consistency and severity.Students in elementary school were usually spanked over the knee with the hand by the teacher, right after the offense. Older students were spanked in a more traditional manner with a paddle or cane, bending over. These were usually done by a principal or headmaster, often after school.Witnesses were often present, but not always, and to our surprise, parents weren't always informed. We were very surprised that a number of respondents claimed that corporal punishment was administered to their bare bottoms.
"Provides a history of spanking, including the transition from instruments to the hand; Reviews relevant research over the last 100 years on spanking outcomes; Identifies the social and cultural supports of spanking including legal standing; Includes thought provoking prompts on what it means to be a parent"
In this vital transnational study, Kimberly D. Hill critically analyzes the colonial history of central Africa through the perspective of two African American missionaries: Alonzo Edmiston and Althea Brown Edmiston. The pair met and fell in love while working as a part of the American Presbyterian Congo Mission—an operation which aimed to support the people of the Congo Free State suffering forced labor and brutal abuses under Belgian colonial governance. They discovered a unique kinship amid the country's growing human rights movement and used their familiarity with industrial education, popularized by Booker T. Washington's Tuskegee Institute, as a way to promote Christianity and offer valuable services to local people. From 1902 through 1941, the Edmistons designed their mission projects to promote community building, to value local resources, and to incorporate the perspectives of the African participants. They focused on childcare, teaching, translation, construction, and farming—ministries that required constant communication with their Kuba neighbors. Hill concludes with an analysis of how the Edmistons' pedagogy influenced government-sponsored industrial schools in the Belgian Congo through the 1950s. A Higher Mission illuminates not only the work of African American missionaries—who are often overlooked and under-studied—but also the transnational implications of black education in the South. Significantly, Hill also addresses the role of black foreign missionaries in the early civil rights movement, an argument that suggests an underexamined connection between earlier nineteenth-century Pan-Africanisms and activism in the interwar era.
Lisa, a 35 year-old American woman, has quit her job to travel the world. She finds herself in Central America, and decides improve her woeful Spanish. A month spent at a Spanish language school fails to help, as she ignores class assignments and fails to study. The frustrated teacher suggests she try a more rigorous school run by a good friend of his. Laura agrees, but fails to make any effort to find out what makes this school so different. "Introductions followed. Ash was 24 and from Perth. Gwen was 23 and from Swansea and taking a gap year before starting work as a veterinarian. Dana was 32 and from Tulsa and, like Lisa, had no long-term plans. Lisa was 35 and from Chicago, but she’d known that already. Gwen was coming into her second month at the school, and Dana her third. Lisa was surprised they were spending so much time there. “Doesn’t it get dull?” she asked. Dana laughed. “Oh, it’s never dull. The curriculum is really good, and it builds over time. I learned so much more in the second month than I did the first. And that pool is so hard to leave.” “She’s going to be a prefect this month as well,” Gwen said. “All that power is going right to her head.” “I might be a prefect, but they haven’t announced who got picked yet,” Dana said. She sounded confident though. “And Gwennie might be a big sister. If so, she’ll move into her own hut.” “What does a big sister do?” Lisa asked. “Oh, you just help people get settled in, make sure everyone follows the rules, that kind of thing,” Dana said. “There was a whole section about it in the handbook.” Lisa had received the handbook, but it had been in a word document, and hadn’t loaded well on her phone. “PDFs, what a concept,” she’d thought at the time. “Maybe I skipped that part,” she admitted. Dana and Gwen exchanged looks, meaningful ones. “Not a great idea,” Dana said. “They test you on it from time to time. I’d give it a good read over the weekend, just to catch up.” Lisa promised she would, not meaning a word of it. She’d figure it out as she went along. She noticed Ash looking at her pensively. Maybe a quick skim would be a good idea after all. She decided to change the subject. “Not to pry, but what kind of problems are you having, Gwen? Anything we could help with?” Lisa was expecting boy problems, or homesickness. “Poor Gwennie had a little trouble paying attention in class this week,” Dana explained. “A lot of trouble,” Gwen said. She looked nervous. Dana’s look was harder to read. It contained some sympathy but also something else. Lisa looked over at Ash, who looked enthralled, and who had crossed her legs at her ankles. “How bad was it?” Ash asked. “She has to go to see Senora Palacios after dinner,” Dana explained. “I’m going to get the stick, I know it,” Gwen said, sounding miserable. Lisa wasn’t sure about that one word. It might have been stick. But maybe sack? Would they kick her out for a little inattentiveness? Dana seemed to know what she meant though. She took a seat next to the younger woman on her bunk bed and put her arm around her. Dana was short, barely over five feet, and Gwen was Lisa’s height or taller, so five eight or five nine. Dana pulled the taller woman over, until Gwen’s head was resting on her shoulder. “I hope you don’t,” she said. “You might not. But you’ll survive if you do.” Lisa looked over at Ash, to see if things were clearer for her. For Lisa, they were clear as mud. Ash seemed to understand though. She looked… well, less horny, for want of a better word. More anxious. “Does the stick mean the cane?” she asked. “Bent over the desk, six strokes on your bare booty,” Dana said with a shudder. “It is really, really painful. But it’s also pretty rare. And the paddle isn’t that much better.” Lisa’s immediate priority was to keep anyone from noticing how shocked she was. Dana and Gwen seemed busy, but Ash shot her a little smirk."
Spanking Aunts, a novel, and BDSM Pupil and BDSM Friends, two novellas, published together in one spanking trilogy. Previously published as Flagellation Trilogy by Catherine de Bourg. A schoolgirl arrives at the home of a professor for private lessons in English literature to help her get into university. But she discovers that he has a cabinet full of ‘spanking’ literature and that he wears female underwear.She humiliates and spanks him, and is spanked by him. And then her mother arrives. Angela is worried that her son, Jack, is not interested in girls, so she asks her best friend, Julia, to seduce him. But Jack is a sadist and spanks Julia. As a punishment, Julia take Jack to a strict governess (‘dominatrix’ was not in the dictionary in 1950), to be taught how to respect women. Bertha and Judith, two college students, are caught shoplifting in a shop owned by Doris, a dominant BBW and George, her submissive son. Instead of calling the police, Doris decides that she and George will punish the girls.