i. a public inditement of heart radio ii. lynch addendum iii. soundtracking iv. hard truths v. after school by Harrison Atlee

https://www.youtube.com/watch?v=d0a1IIY7b1E&ab_channel=MarkCousins

iii. Soundtracking

iv. Hard Truths

v. After School by Harrison Atlee

Today, he felt especially self-conscious and overwhelmed in his attempts to shepherd his class. There were more pressing things on his mind. Primarily, the painful and messy end of a six-year relationship that was taking its administrative toll as he moved his possessions out of their flat and into his parent’s home, and all the metaphorical damage this regressive act encompassed.

After the lesson had dragged itself to its conclusion, he had not got through all the slides he had prepared and instead gave out some exercises just so he no longer had to speak, Mr. Hampton sat marking this busy work. He stayed a few hours longer than he usually did. As he was leaving he saw Clark, the school’s head janitor, and made some detached small talk regarding him being in so late, disguising his cowardice for dedication. He liked Clark, although suspected he too would not have anything interesting to say about the Brontës.

This cycle repeated itself, as it often does, as less and less time was focused on his imminent state of limbo. There were only a few personal effects; a small table, his record collection and a few clothes left to be moved, but he didn’t particularly care. He would sit for hours on end in his classroom slowly going through exams and reports, purposely dragging out the time, extending it to its maximum potential before he had to leave. When he ran out of work to do he would sometimes watch a film or read, first work that was tangentially related to his teaching and then less so. What began as passing small talk with Clark began to take on a new prosecuting tone, “a late one again Mr. Hampton?”.

His students noticed it too, a detachment that far surpassing his usual calm ambivalence. They began to discuss amongst themselves his new affectation of being utterly incoherent in his thoughts as his sentences would stumble off into obscurities that were for the most part impossible to follow. In one particularly heightened moment, he scolded a student for not reading a chapter assigned to them over the break. It was an out-of-proportioned outburst that had left everyone feeling on edge and warping their perception of Mr Hampton, who up until this point they had regarded as a mild-mannered if underwhelming educator. The outburst was so egregious that the child’s parents had been in contact with the school and Mr Hampton was reprimanded by the head of English, who too had noticed his altered state as cause for concern.

What the head of English didn’t know, however, was that Mr Hampton had been living in the school for the past 3 weeks. This living arrangement had begun during the half-term and seemed to Mr. Hampton a logical step within unfortunate circumstances. It happened by accident in fact, almost as if it were clandestine. One night while making notes he had fallen asleep, despite being seated at his desk it was a deep sleep. The kind that had failed to materialise since things began to go wrong. When he awoke the next morning the silence of the school in the bright morning light filled him with a tranquility he forgot existed. He suddenly realised the school offered everything he needed. He could wash in the boys changing rooms and cook in the school cafeteria. He often moved where he slept for the sake of variety, sometimes in the gymnasium atop a crash mat, sometimes on the sofa in the staff room or the sixth-form common area, every time he awoke feeling balanced.