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CONTENTS ~ ' L‘ b : L Pmbliihed ‘yuan tionmt A beginners guide itibertariann cac Leire nutter'°tgb Leics., LL17 SHL . to the liberation of learning .. the Cottage, The roan. I ' tel: 0'65 -' 1°9°29 n a Co—operativethe how and whygames _ * The Commonweal Collection - a library for liberation ... ISII 0-9513997—0-5 iContacts Groups and resources ... Lib ED groubs ... C ight. Libertarian Education 1939 Schools of interest ... °PYI ' Index to Lib ED magazine from the days it was Libertarian Teacher ... Printed by: ' I f Leeds LS12 3HB Bibliography ... Agit Press, Southview House, 5° Carr cr° ts’ ’ Tel: 0532 - 799739 Subscription details ...

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..§,._ LIBERTARIAN EDUCATION IA beginners guide I ' _ . - to |;11e']_._iberatlon of Weleome to lib ED's first PBmPh1B'5v A d°"n"_7°umelf gmde ' A soar or PRETEND INTERVIEW unaaa YOU ASK nsnttr lemming. I i Q NAIVE QUESTIONS AND WE PROVIDE INTERESTING, INFORMATIVB r . - er-increasing 1‘°Pm£'°“ °f most ANSWERS.” W11? $161 B 3'-'15”? The answer has in the av’ ade on more °Pe" educauonalmsutu' - ' ' tkmsamdthelmeWY3U3dk'hm:fi'bdngIn y . ]_e,3rrfi11g. Remember the 1970'8 When the 1. WHAT'S WRONG WITH CRDINARY EDUCATION ANYHAY? and non-authontariazn 3PP1‘°a¢he5 t° nl th- uthO:33nd1;heJIfi3.EI‘ld-S- ' and _ It is anti-life, it is a systematic attempt to repress the natural BlaclcPapemwere1eu8hed°“t°f°°u¢‘ O Y ma . ' thetnne instincts of the developing person. Play, fun, spontaneity and love P3tI'O1'B' took them sen-0\1$1'Y- Now they are an 11' 3°"emment.°r canmg ' , I.earnersy0\Ifl8and°1darel are crushed and replaced ty conformity and the fear of freedom. in the Department of Education and Science - - 3-,j_p;|icationsofthene‘W suffering‘ the consequences °f their prelldmes as e m 2. BUT SOME PEOPLE LIKE IT. A T education and local 8°“-’-m"' ent legislation become dear. s P Of course... a lot of ordinary, authoritarian education is simply building on the foundations laid by traditional authoritarian child- _ f 1-, and a contimfing P 1;iberta1:1.a'n educational ideas seem to offer a lot 0 OPE f roaring. Even before entering school the child has been ‘broken’. The 0108-)-,_ 5° we have included a ew alternative to the current educational ide . -I ' elude child's personality develops as a projection of the parent's ambition -" . 1; flu nkms.-K50 ‘Bin 3;-\3'g]es which may help to introducepeople new o e = tha the rest is repressed - the child is polite, quiet, guilt-ridden and . - nilkfinfiiandzflmuwi ll contact addreses of crgems-at‘-°"5 and mnauves . awaiting further instructions. It's not suprising that many of them 1; cts of 1earmn8-' -An andexci campaign for the liberation of some B5199‘! °'7 aspe want to be told what, when and how to learn. - - back over twenty Years» and 3 wfideammfing articles from lib ED magazine» 8°m8 3. WELL, WHAT'S THE ALTERNATIVE? hi-h]j°graphy conclude the 'P3mPh:'-at‘ ' Freedom - freedom for people of all ages to learn what they want with . - ' dical ideas and Pfacfiges in teachers supporting the learning not directing it, no matter how subtlely. lib an is a termlv meeame ""1°" mmm” ta _ . ce a newsletter which- Pmvides an information g U. ISN'T THAT A BIT PIE IN THE SKY?, P 8d1JC31Il.O11. Between isues we PI-'05“ _ . - don etwofk, B01111 L118 magazme‘r and Not at all. It's not only practical but it exists. There are lots of exchange for the growing hbattanan educa n _ . £1111 onBr:ta1nbuthavean1nterna. . ' fiomfl. schools and colleges around the world where there is freedom in education. the network neg S-Letter focus m Y xchan e of ideas news and ideas In England Sumnerhill is probably the best known example. 1xmqEmdwewflfidareflamszidwfimnmuge at g , 5. ARE THEY ALL FEE PAYING PLACES? ' between Lib ED and _meI'IY_‘ Werseas. contac A Not entirely. In this country most progressive schools are outside We hope you snip? 1'-he D I Y guide and we welcome, as much feedbackh gmughas P053119- the state system and exist by charging fees, but some like ‘white Lion h mth readers 93-P The pamphlet will be updated 311115311?! 0P€fUI'-Y we also o Free School‘ in London and The Sutton Centre in Nottingham are financed by local authorities; In other countries such as Denmark the state is more 5¥$ggfiotis for additional articles, material,. contacts and resources.xiefimmfiflmfl km t other ljbertafie plan to publish a number of pemP1'11¢t9 19° 3 3 prepared to fund free schools and in those countries there is much less ideas in more dePth- need to charge fees. '

6. WELL WHAT OF THE REST? THEY WON'T CHANGE WILL THEY? Happyirealding and succfial 511"-18815113- They are already changing, they are becoming more authoritarian. As Iflre, smarts, 1-E17 53" the economy continues to decline the state is even less disposed to allow 1aTbEDCo]lective,‘IfheCot.rage,'lfheGrem, experimentation and creatiyity in schools. Cost-effectiveness and discip- line is the order of the day. The need for the education system to meet- the increasingly stringent needs of the state are more and more articulated What schools do for (or to) the individual is even less considered.

- 5 - .___M_ _ __ |,-_-‘__'_'_ .,.,t ___ .. - r i 7. IS THERE NO HOPs FOR MOST STATE EDUCATION? to - r. » - Some - there are positive developments, the emergence of Black and Women studies, the provision of girl-only spaces}-the widespread abolition of the cane, all demonstrate real gains for libertarians.

3. IS THIS LIBERTARIAN IDEA OF EDUCATION NEW, THEN? HAS IT DEVELOPED AS A CRITIQUE OF MODERN SOCIETY?‘ New Games aren't necessarily new -- what is different about th ' 1-J1 Many of us h b ymg. . em J3 Q 513713. Yes and no - No it's not new in that schools have been criticised since realising it. §‘§ew1le-§§.~]§ t1-aeygew Games for qqlte a whale’ perhapsiwjthout they were first invented but the developed libertarian philosophy of education goes back about 200 years to William Godwin who wrote of the First a bit of hist . - - - . Influencedout aggresfionby thein a%§’;ss1le‘L§.-a’§§Zsl;=‘g“Bate?1m‘safe. emdéon ran came"“° upwewithIntheweideaer-Ivof Weworking child as "an individual being with powers of reasoning, with sensations of ,, __ m ent and invented the wonderfull named pleasure and pain and with principles of morality... By the system of nature Slaughter . ‘Sofl:war' games caught on and, in con‘ ctio with Y . these New Games took in trust and non-COmpe1jfi.VQJI:m n Pat Fanmgton’ he is placed by himself; he has a claim upon his little sphere of empire first New Games Tournament ensured their ad g es. T1-me success of the N G - . . _ 1$FE BCHNB Anmmum|andthe*wmfld and discretion; and he'is entitled to his appropriate portion of indepen- ew ames UK is an Ol‘g&IllS3lILOl‘l with the aim of p1‘01DODI1g these games through- fiflbrmadflfi»amfipmentamdtrabfingwcflmhopa dence." Since then many people including Tolstoy, Ferrer, A.S. Neill and_ Pu not Sm-1'13' 10 go into' great detail about the theory behind, New Games here _ Paul Goodman have developed the idea. for that you can contact New Games UK qr work it . _ out yourselves by p]_ayj'_ng them But it is also new in the sense that it continues to develop. We see _ As I sald ab°V@» the difference between these games and traditional ones is the . SW18. Most tzafifional a based - - . _ _ _ Lib. Ed. in that tradition, updating the critique of authoritarian education New Games are about c§—<;np(::aat§.:n, a;%m,pemF1tJnieix?‘“:m:n amid division; as we also describe and encourage the libertarian alternative. " First, they are about encoura ' ' ' - -. - 9. BUT IF LIBBRTARIAN IDEAS ARE SO GOOD WHY HASN'T THE EDUCATION SYSTEM gtQ gs3 wef is ' ea by egaazaieee. . at-e.:%°:;—e;."1.°".z-..‘°..t ADOPTED THEM? Smpjdngni-'33 0 being made to feel inferior, Imsafc, merely tolerated or jist ‘p],3i'[‘| 3 P01111113 no pressure on people to participate. New Games c be Mainly because it is in the interests of some people to make sure that lflayed by Ywngs °1d, disabled, able-bodied female male and an lf that is who the group consists of. Thiséjg jncjnsl’-on so on I at °n¢e vinstitutions don't develop along libertarian lines. People who profit from

the willingness of others to be exploited.and enjoy it. Most importantly The canNiw G ames breaks dovn1 ' of race, class, hierarchy,, sex and so om the owners of capital who want workers who will not only work for less Y elp us to be more relaied with one another Man our fear of touch and help us realise that touch isn't §1e¢essany~1%¢m§:ms,bra1eakThd°w°93' than their work gives the owner in profit but who will be grateful for the u”1ak*'Pfiwmkiuswmththatihdii £1)‘ d w ‘ being made. All of this is very fliiacpeugljg nee ed- urhout Stressful demands opportunity. Ultimately, though, so many of us gain a vested interest in the prevailing system that the majority are reluctant, at least initially, They also provide a necemary com ‘ 1; dd . J. games we all know and love (11ate€hmTEg:; 15-inch Z1323;%3th1:idufJu;g'ncgg‘1§epenn|.|Yen in to see changes... . . our society. Man essentiall - - . . . T _ for instance geoggaphy in compemive acuwnes are made competitive’ 10. HCW CAN WE SUPPORT THE STRUGGLE FOR LIBERTARIAN EDUCATION? Firstly by being critical - by questioning what the experts are telling I am - 1; ainst t|'1jQn - - ' _ is the °:’1:r :T%Pha-fifiutlfilalizeis harmfiJ:\nLdee'.?oS1?12vee Iigiiiectzn§%i1a;§s§°1?a?;Zuiive - ‘Put it us, whether the experts are teachers, journalists or parents. It is helpful matter how m socks the t belts . °5em no if we can work in groups with other people in the same position. We can do onT;:l (John Butlzg. New Gaiheg 1§§11w.-gist we flog; 1E:3ejJ%£rmm ¢g1n?7e§:; 11 is . _ . . ' . . this as women, kids, teachers, whatever, we don't need a political party. ..d.ri.. .0sites" seer we soe In fact the record of all the major political parties in Britain on Education f°r the Slbstanw» °1'11Y sicknes can follow." (George l.»eon::s5. 8 is mistaken I is bad. The problem is that most parties think they know test how to organise Fourthly, New Games are about hav:i'n fun Th philoso ' peoples lives. The libertarian idea is for people to control their own lives. theseexclusion,gamesandaresofun’on, andare "°'=so ifbasedyou areOE epéewg»/magi’,not having fun it is yourg::1sbr 0: 1- The struggle will mainly be local and small scale, around issues people They are about recapturing (holding on to?) the spirit of playfulness we all hgd h . - feel strongly about. Talking to friends, reading, picketing, writing, ;1ai'1ne:§°;I::§t.hds' aw“? d1'°PP1n8 W1‘ def?-11°39 and playing for no other reason organising might all be involved but in a way determined by those involved. Our role is to keep people in touch with the positive developments. To -P inform the struggle and encourage it along. Sometimes we must work in institutions and with people who seem oppressive, but we must try to keep in touch with our own feelings. I V _ 7 _ _ 3 _

h irl Q‘ < -- tr 1- -- -1-4-—-—+—' — - _..I, ----__..i....— __',__ Lib Ed looks at a small library founded by David Hoseett.

The Commonweal Collection _ "flEEJUHlbB bout peoplg, while there are Libraries as we probably all know from experience can often be totally fidltlizsecggzabemzoadlfiefl by alarm =0 MI the a goup - in fact mcd:flcac1onsa:eposirlve1Y¢fl¢O\IBsed- “=°‘-“be-‘-‘d - which arefth‘kept intimidating in their structure and organisation and completely impersonal to the bare minimum anyway - and so put people fimzdae Cheafinnflsléfl °(\:1;€ain1y°I as a result of underpaid and overworked staff. However, tucked away in a question as divemlons finom the rules tend to become new - have yet to hem: someone compldn of cheating small but sufficiently spacious room in a corner of Bradford University's J.B. Priestley Library is the Commonweal Coflection, a truly libertarian Lastly, it's about equflig Evsrwenefiigfficgfi 1:o_Phy°‘I““1~egfiadamym ,;‘§c‘;;, :|.mpO1‘tBIlCeTi:eaotgydleddifference 1,-gfia]1y is the expezrlence, confidence, and the library. ' As I walked into the Commonweal Collection, quite by chance whilst look- refwflfiereeangies to take the nsk. Once the game is going referees become virtually rminflam; ing for the periodical section of the larger library, I found the subject classification really refreshing. It begins with non-violent action, moves If you am mm;-e51;ed thy not contact New Games UK, P0 Box 542: T-°nd°n= NW2 3PQ Or me, Clive, V13 the lib ED collective. through the peace movement and freedom struggle, to children and education and social decentralisation, and finishes with the sections on the good C society, ecological crisis, world crisis and spiritual literature. Further _ wlflqgutsh andonewithoutshoesor the layout of the room with an abundance of comfortable chairs, good light e..*“,.°“%.e. .35:tang s.:";.r:;e.:r:hand, Th id Theis toasscore byas3811111118be ontheasbanasmt° and a-range of alternative magazines and papers is very enticing. I t‘:>\1fivpponentelntgegoal. °Z1".fii= mrrhmseaoeza If Y°“ are f°1'°°d °“‘ °f ‘"9 Phymg grea thenY0ueitherdroP°“t <>rYwJ=finfl1¢ °*=h@I-'='~"5e- The '5"°P‘“]” The Colleotion's services applies. Game stops when everyone as exhausted The Commonweal Collection is described by Paul Kellett, the part time ' e to see her/him at coomrzs — Your dearest mend is going away and Y°‘1 vs ¢°m co-crdinator of the collection, as a small library designed for any indiv- Eff The farewell can be affectionate as 7°11 "ant Hug’ tears and ‘asses are aflincxdmr idual or group concerned with social change and non-violence. It actually consists of over 3000 carefully selected books and files of over 100C mag- azines in the fields listed in the subject classification. Llthcugh small z and tucked away it is very accessible if discovered. In the first place its scale makes it so, simply because it is easy to feel comfortable in there. Further the co-crdingtor himself and other volunteers, mostly peace studies students from the university, are helpful and patient. But most important of all the services the Collection provides are considerable Getting an external reader's card takes a matter of minutes. Furthermore any book, pamphlet or photocopy of a journal may be borrowed through the internal-library loan service of any public library. The Collection also has extensive and wide-ranging holdings lists in all its fields available by post. For example, I asked for the holdings list on free schools in the magazines held by the Collection between 1966 and.1975 (it has yet to be updated). Did you know, for example, that there is an article on the first London free school in the March 1967 edition of Anarchy or that there is an article on the Scotland Road free school in Peace News, 25th Dece-'

_‘ . mber 1970? So if you are locking for information about any field in the Ccllection's subject classification why not get in touch with them.

- - -10- Contact List. History of the Collection p S

The Collection is run by a voluntary working group on behalf of the Th is contact list.is organised into three sections: GROUPS AND RESOURCES Commcnweal Trust. The Trust is independent of the university and not concerned at least in part with the promotion of the liberation of affiliated to any other body. Cocncnweal itself actually began, for the learning and from which a wide variety of libertarian educational material good of all as its name suggests, in the library of the Carthnewydd Comm- is often available;_LlB ED GROUPS with contact addresses of members of the unity House in Merthyr Tydfil, an experiment in community living based on Lib Ed collective and some direct international links; SCHOOLS OF INTEREST; the social philosophy of Mohandas Gandhi. The Commcnweal Trust was founded schools, both in Britain and abroad, with a libertarian focus. ' in 1963 and from the outset the Collection has depended on donations to the Trust. In the late 1960': the Collection operated from Cheltenham as The list is by no means oonprehensive.and will be regularly updated. a free-loan library, mainly postal, with links with individuals and groups Lib Ed welcomes any additional contacts that readers may wish to send in. A active in the peace movement and other movements for social change throug-

hout Britain and overseas. In 1975, with the death of its librarian and IIII I Q I Q IIIIII I I I I I I l I QQIIIIIIII-IIIIIQIQQ Qggg founder, David Hoggett, the trustees negotiated an agreement with the University of Bradford for the Collection to be brought to its present location where it is informally linked with the School of Peace Studies. Groups And Resources. The postal loan service has had to be suspended but that should not really Britain. hamper the Collection's accessibility too much because of all its other Advisory Centre for Education Anarchist Student services. B 18 Victoria Park Square, c/o E. Grigg The Future London.E2' Christchurch College, Paul Kellett speaks optimistically about the Collection's future despite 01-9805595 North Holmes Road U its reliance on donations. New books have been donated by publishers and - Canterbury CT1 1QU the Quaker Peace Studies Trust and Lansbury House Trust Fund are among Advisory Servioe.forfSquatters (British student publication) other financial benefactors. Further the Collection is trying to build 2 St. Pauls Road, stronger links with the wider peace and alternative society movements. We London N1 ” Animal Aid can but hope the initiative continues to thrive. It probably houses the (info on how to squat and where T Castle Street, largest single collection of libertarian literature in Britain. It has a to contact the nearest squatters Tonbridge, strong ideology and is undoubtedly a haven for anyone especially interested group. They publish THE SQUATTEHS Kent TN9 1BH in peace studies. Further its size, friendliness and accessibility offer HANDBOOK) - ' (publishes OUTRAGE and a series t a lesson to most other libraries and librarians. - of useful leaflets highlighting_ Afro-Carribean Education Resource aspects of animal abuse) Project y Any correspondence, enquiries or donations wyvil Road School, Animal Liberation Front- should be addressed to: 1.-I-IIIII{il—-‘Ii-I-rs----- Wyvil Road, BCM 1160, Commonweal Collection London SW8 London WC1N 3XX L c/o J.B. Priestley Library, O1-627 2662 (Determined to end all explotation University of Bradford, - against animals. Uses direct aotio Bradford, 1 All London Teachers-Against Racism and against individuals who abuse Host Yorkshire Fascism .animals - join by taking part) BD7 1DP Panther House, Room 216, . 38 Mount Pleasant, London HC1

, _ 11 _ _ 12 _ 77 L ‘ L ,. M, _ l A i Freedom International Assoc. for the Child‘: Association for Curriculum Development C0mm°fl"¢*1 C°11°°t1°"S s A 1 Alle . R1 at t Pl - I c/d J.B. Priestley Library, 8EE°whLL i 1 H1 h L t F 51 S ° ay L P.0d I - A ec a e g " rec ' a- U.K E S ' University of Bradford, P ° ’ f . a“ ~ ° ”°”' ’a"°h e°’°t§'Y 1?? London, ~ Bradford; s London, L Contact-a-Family, -s N16 BXD-L L i E1 TQK 15 Strutton Ground, (An independent teachers network S B97 19? " 01-237 9239 London, involved in innovative curriculum L (A small library designed_ for (Founded one hundred years ago it SW1 PZHP development, working to combat anyone interested, in libertarian, ‘ ccrtinues to provide a livel foru racism and sexism challerigg pf'°pq ai'1BI"Chi$‘)Z and p3¢i.fi5‘lZ ideas.) . Y m s . ' 1 . t L for all A sortsL of libertarian and L eaveners Experimental Arts Project agenda and produce learn ng ma er- Education Otherwise‘ ‘ a“ar°h1st ideas‘) W Legard w°rk”' ials which promote equality.) Legard Road, 25 Common Lane, A Gay Youth Help Service Highbury, Hemingford Abbots, Association of Teachers of L 37 Rosenthal House, , ' London, Cambs. ” Mathematics (ATM) a L . H5 Rushey Green, . N5 195 ‘ » (For everyone who practices or Kings Chambers, th i ht f hildren London, 01-226 8025 supports e r g o c Queen Street, I h 11 ) SE6 UAR L I to learn without sc oo ng. L Derby, " 01-593 2357 Lesbian and Gay Workers in Education DB1 3DA BM Gayteacher, Feminist Library ' —1~—--__|"v— (Generally progressive, their . Human Scale Education Movement London, magazine Mathematics Teaching Hungerford House, S Harton Manor Cottage, WC1N 3XX I Victoria Embankment, has useful articles.) - A _ Hartland, . S - » * I E London, 5 DeV°flr Lesbian and Gay Youth Pcvement* WC2 N6PA Black and in Care ~ E139 6EL A BM G.Y.M f 01-930 0715 20 Compton Terrace, (Draws on the Danish experience London I London, A and has considerable info about HCIN-3X1 I N1 2UN " Forest School Camps the small schools.)' - 01-317 9690 01-226 7102 110 Burbage Road, London‘ _ Housmans Mail Order Letterbox Library , ,Campaign Against Military SE2“ QHD 5 Caledonian Road, 5 Bradbury Street,y (A radical organisation that Land Research on Campus (CANROC) one LOndQfl, arranges camps for children - »w 190 Burdett Road, I fll- N16 BJN London, itis very decentralised‘) (Suppliers of a wide range of 01-25H 16N0 - E3 BAA libertarian literature by post - (Specialise in non-sexist and 01- 930 2355 Free The Airwaves Campaign send for their catalogue of titles.)' multicultural books for children. BCM Box 1502, - For details cf their free catalogue Children's Legal'Centre - London ' _ In From The Cold write or phone.) 20 Compton Terrace, W51“ 3xx A A clo H9 Cabrera Avenue, " London, (Committed to small scale open- Virsinie Wafer. S Lib§rtAri&n.R3tyOrk of People N1 access revolutionary radio.) S“Prey: . with Disabilities 01-359 6251 ' GU25 QR! , L L ' c/o Townsend House i (A libertarian magazine for people - Green Lanes, with dtnbilities. Pressing alternative Marshfield, - iaages of disability from those curr- Chi enham, { ent in the mediar) ' l A w11e;, -14- —,13 J ' h f A i 1 R1 ht Minority Rights Group New Grapevine - Riff Raff Poets Teac ers or India 5 B 29 Craven Street, n16 st. John's Street, °'° sub "“1t°°h'p°1 H13“ street‘ CIO a: E :3 0 S S Li 4 London, - EC‘ 31 S London, HCZN SNG

o1-930 ease e o1-21a 9111 - S The Science Exploratory 5"‘? ‘ (Sex educationL andSadvice forS youngA Victoria Rooms, A Woodcraft Polk Mukti S S people.) S S S L S ' QuecnsLBoad, 13 Rithcrton Road, 213 Eversholt Street, ' S 1- ) Clifton, fended, London, NC" Un1VGr31tY Br1st°‘.' SW17 L NW1 S 1 an seats Boad,L I S _ 01-672 S 6031 01-367 277?, e S Hocklly ' A Scottish Civil Liberty Trust L(Kind of non-sexist, non-militarist (A twice-yearly magazine by and . Birmingham, 146 HollandS Street, scouts and brownies.) for Asian women. As the Hukti colli“ B18 Glasgow, L ective says, it is concerned with C21-551 1679 oz ago ' S ‘ World Studies Journal our struggles, our experiences,‘ (Provides legal information andLhas World Studies Teacher Training Centr sharingLour ideas and creating our outsiders club published a series of leaflets aimed University of York, 1 oun images. Published in Bengali, B°x H23’ at young people in Scotland.) L Heslington, Gujarati, Hindi, Punjabi, Urdu and London, ' S York’ L English.) ’ “'* "zB Shocking Pink S 1 Y01 son 1 “ 01-A99 0900 » Young Women‘: Magazine Collective, (Published quarterly, has some ideas National Secular1 Society L (Aseries of clubs around Britain 55 Acre Lane. for maths topics.) y 702 H o 1 louay' Road,A Lwhich aim to help people with _ Brixton, London, disabilities.) London, 3 Workers Educational Association N19 swz 9 Upper Berkeley Street, 01-272 1266 ‘ Peace Education Project S Lon d on, Peace Pledge U?1°"*i Society of Teachers Opposed to w1a New Education Directory - 6 Endsleigh Street ~ Physical Punishuent 01-H02 5608 15 Belle Vue, L°nd°n' ‘S 16 Victoria Park Square, Clifton, WC1 London, ' Youth Y0? Animal Rights Bristol, S 01-387 5501 E2 S S '112-126 Camden High Street, BS6 1DB 1 01-950 3523 London, '2 L 0272-735091 Play For Life S Nw1 QLU

3 1b Ipswich Road‘ Steiner Schools Fellowship . 01-"35 5357 New Games UK Norwich, Qplgngbury House, (More welfare than animal rights; 11 Plato Road, _NR2 2LHL L Lewes Road, helpful contact for kids.) L or.d on, (Promotes and supplies life affirmi-' Forest Row‘ . SW2 5UP ng toys and gases. Write for catalo- Sussex’ ZOO ¢he¢k ' . (A registered charity and contact guo enclosing £1.) L - R313 5gp Cherry Tree Cottage, network, they will supply lists, i 01-2H2 BZHQ Coldharbour, books and equipment for co-oporat- Flay Movement Surrey, ive games.) S . c/o 97 DaleS Street, A P A RH5 681 q Lancaster, LL (Campaigns against zoos and support LA1 3AP S conservation projectsS which enable: 952"-3"439 wildlife to survive in the wild.) , - is _ S_ 15 _ if

In

1ibED Groups. Ilhtamtimnl Britain i t ‘ Hongkxmg

Azgmina ml! Lib ED magaz:Ine'edito1:ial add}.-ess: c/o Lee Yuen Sen, a The Cottage, - 711 Park Yeung Len, émpo I pulso Iihertado, Centrp Studi Ijbertmrl, ~ The Green, 9 Healthy Village, C0984, m via Rovetta 27, Lejre, North Point, 2000 Rosario, 20121 Hilano, 1 hm’-eT"°IT1'1, I-long Kong. Republic of Argent:ina- 1181?- 1 Leicestershire, LE17 SHL. New Zezilard 1 Edzlzlmi. Anachismo ' Tel: 0455 209029. c/o Richard Bolstad Aumm Casello Postale 61, ' - 26 Southampton Street, omect 1 95100* Catania, Lib ED address‘. ¢hns1;¢hm-ch,' $2, street, 11-gly. 3H Chapel Lane, New Zealand. Northcote 3070, 1 ose, Victoria, J ‘ 1 Melton Mowbray S 1.1114 4.10, Ausralia. CH‘!-_-Federacio d'Ensenvam9fl= 99- °9'=919"Y== Tel: 0949 60306,. Bolzwma C °’R°3et de much’ 3 ' ~ 123 P1-a1, Azaralia Foundation of Education with Produclifln, 28037 Batcelona c/o Roger Holdsworth 5 Pat 'I'hu:r:good, E’;-2-' 3°’; 2°9°6' 1 1 9 121: 215-13-an 01:21-5-19-83. 1 2 Brooke Street, V Botswana. * C Northcote 3070, (Educatlonforsocia1chmg¢-) A _ cu:-An-Ensenvament.CaI|BUmD16, Victofia, Australia. Fm“, t 1-1 Barcelona 08001. Tel: (03) 489 9052.

Asodatlm Nationale Pour L‘ Education 1 Tel: 301--06-12. 3 t NOUVEDB, ' ‘ l Rue des Nefliers, Sweden 31400 Toulouse, Schools of Intera. KRUT Frame’ Torpedverkstaden, B1:I1:ain. E Skeppsholmen, - "9 17.7 Haies, S11; 49 Stockholm, . Bath Place School, Kzirkdale Free School, 75020el-’flIi8, __ Sw(cfiflcalen. Journal of Education)1 _ 2:3‘: Egg’ Com mumry- Venture, c/o 11 Veronica Road, = Upper Toofing, L . Leamington. 9 London, Circu1e-A:i1',- nf SAC , (: ana)v (A ‘school foe the unschoolableht Set up 1 SW17 8QL.3 (A private flee school set up in 1960.) 29“merue 98??»I“f°""“a'i°“s1 E am’ 11350Swedenswam»,- 1 , forthe fifteenlate 1920andS sixteen-am localyearauthorityold youngamong7 9 75017 P355» 1 Te]: 08_34_35_39 1 people. Run on labectafian lines the school Lewisham Free School, France." L ' is part of a broad, community i1fi.t:Iati.ve.) 120 Algeron Road, _ 1 Lewisham, Blaclccurent Free School, 3 London, u.s.A. 3 54 Craven Street, SE13 7AW. - ANKUR, 9 1 National. Coalitlonlof Alternative Community Northampton. Stfll bsryonic in 1988 but looking to OPE" J-21, Hauz 111135 Enclave, 5619918» (A 1988 irfitiafive begun as a Sunday School is a gag. time state funded free school.) New mom 110016, 11111 Box 378, but looking to develop into a day school.) Imam Glennore, ,1 S Rowen House School, Tel: 6611173. ' P.A. 193113, ldlquharziry House School, Holhrook Road, (Society for altanaclves in education.) 1 U-5:5-L 1 7 Castle Douglas, 9 1 Belper, - Tel. 215 11585138. In H i 3 5 I , Derbyshire, 1 ,, 9 Scofland. DES IPB. (Afeepayingboa1'dingschoo1setupin (Catas for 10 young adolescent women. State 1940. Inspired by Summe1:i'n'll.) t funded and rea'den1:!.a1 w:ir.h a Hbertafifln j ,_ to ethos.)

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Sands School, 43 3359 Sweet: C537 as 5°h°°]+ Freie Schule Marburg A_§1bu[1;On,D l 16NewClarksonYorkloouStreet, Grod_Seelheimerstrade- ' l2, 1. Marburg, (1-zocemished in 1987 by ea:-De1'I=ifl8'1°n H911 ~ u.s.11." ' 1 Wm G,_,ma,,,,_ teaches. Fee paying day school but run on libertarian lines.) I _ The Free School.‘ Fmie Sc]-M13 Bochum, 8 El.m StreB11, Kassenbergstrad 3 9 Summerhill. School, A-1-ban?» Bochum e ’ S [Q51-_qn, New York 12202, west (;é_rmany_ guflqllg, 1 U.S.A (The eldest free eeheelin the "°°=199 w' . ' Freie Schule Untertaunus, Wlfite Lion Free School, - est Germ”? gmhbtraa,-horde 11' 57 White ‘Lion Street, KJ'nde1:sch'ul.e HamburS, 1 we-_=_;1; G83; any.~ London N1. 1 Altonaer Poststra 7 e eldeet dry flee s°h°°1- State Hemburs. ' 1=‘reie_ Schule Frankfurt, west Ge-1'ma1'1Y- Vogelweidstrade 3, Frankfurt,

ma1 Liindenhofe 18, Heflevere wolf Eckhard Failling Comeni11s—Schule Axnzmlia 1 we-5'3 G@-'maI1Y- l2atl1auss1:1'ade 7, , 1 ' Darmstadt 12 P.O. Box 1101, 511- _N@-‘alter Stettmmde 5, Wodonga 3690, 1 P8135. Braunshweig, _qu5-L»;-3153, Fr31'l¢B- West Germ any. (A school based around the 1 "I-‘lying Fnrit Fly Circus".) Jr-1m J e,,,,,,,-gtg11- em-qr‘ 11 s 11 Global Free School, S ‘ §93 Macaulgnllalad, mg C 001’ 515-3 I.me=’~1'"a°1'¢ TakaSa3°'Ch°' Ke,E-fington 3031, Iakasazo City, Australia. 1 3319311- Dmmark -1 .fi.yu No Mord. Gukuen, Hanno, - Det Frie Gymnasium, 35851181113» 1 1 bakk - 11 Jeeem . gfég Birkegl-:1, ' (Biggest firee school 1n Japan-) Denm ark. Nepal 1

Dk. - 6:990 Ulfboré, Familial Day Nursery School, Denm'ark.- P.0. BOX Katmandu, Flmce ' "N91231- La Source, Boole Nouvelle, New Z931-‘ind ll Rue Ernest Renan, 2 ______92190 Meudon Belle Oue, ' Tamariki FY-‘Be $61001, 1 Fm“°°- 1 ch°°1smn’mmm.ch EIPLORIIG1 SCIEICB " 1 1 9 9 New Zealand. 9 - e u 3 Index To LIB ED Magazine

References are in the form volume number page

Adult Education, W.E.A. , 5 6 Alternatives to schooling 2 Deschooling 2 Education Dtherwise Woodcraft Folk R|\) a0 -IL‘-‘U3 "-l\I3UJ Anarchism - 1 Animal Rights 3 Chi1dren,Adol&Eents,Students , 7

, 2

Children's rights Drugs Smoking Solvents History , 2 Peckham Health Centre Exams Initiatives and Activities

Games and Toys ql -C’ -l|_JJ-In Dartington 1 are l'\)CJ\ l"0-IU0IIIea Feckham Health Centre 101 Hinkley Rd International Africa Denmarkl Namibia LAJU'le Nicaragua Spain 1 -I-I-I Media 1.20, 1.22:3, 0 » Graffiti Linary "INnamru M14tnu:m- chuizwusrw-quvq People Nellie Dick Francisco Ferrer Paulo Freire , 2 e Paul Goodman 2 Ivan Illich A.S.Nei1l John 0rd 0 Herbert Read 3 Rudolf Steiner Leo Tolstoy Philosophy of Education 1 - 1.13:3, 1.9 1H, 1 9 16, 1- 1 1.12117, 1.13 6, 1.13 11, 1.1n-1n fl 1.15=1o, 1 0 Policci 2 5 § Funisfinent 1.2-12, 1.21.16, 2.2=3

A student at Albany Free School 1_____L______i______III I 26:3 Si Is1lI3££I21F£LIZ]I£kiW 1£?3IJC3iiiFI[CDI§ Race and Racism 1.12:5. 1.12:1, 1.11:3,fi:.11:6, ~13 I IFN Ilw {flu A Hulti-racial Education 1 nus, A B‘I 1¢:m BIBLIOGRAPHY A Adoption I . 2-6=5 Resisting the System 1.17:11, 1.20:10, 1.21:6, 1.23:8 e , Francisco Ferrer, His Life,Work and nartyrdcm. g¢h°911n3 1.3:20, 1.6:l, 1.6:8, 1.7:17, 1.8:3 ABBCTT,Leonard D,( d? ~ 1.8:8 , 1.8:221 , 1.9.3,- 1.10.7,' 1.10.8' Francisco Ferrer Association,New YorR.1910. 1 - - 1.10:15, 1.10:20, 1.11:3, 1.11:10 ADAM,o J Modern Development in Educatioral Practice. I 1

1 n 18:16:31_I_ Q I 1§3fi6h'111;?;”'1119€;3Q ' 0 I ' 0 0 , U'L'P' L°“d°“'1928' H

_ ‘I 2 . 6.3. ARMlTAGE,hT ...H 6g‘ , Heavens. . Below .1 UtopianA Ex p eriments_ i1n E-ngland Education Reform Bill 2-8'_ 9 1 156071960. Routledge and Kegan Pau1,London.1961 ,_.,__,._.,_____.i._-.-—---a-_ F 5 HE 1.925, 1.1323, 2.7215 ‘l 1 ASH, M, who Are The Progressives Now? An Account of an ||- Fore1SE S A 1 6.13 1 6'1" 1 3,5’ 1.8,,‘ Educational Confrontation. Routledge and Kegan - . o Q ' I 0 | c Q Q 0 Paul,London.1969. Schools and Colleges ASHTON-WARNER, S, Teacher. Penguin,London.1970. ' UOK ' AVRICH,Paul, The Modern School Movement. Anarchism and . -ml I 3 :1 3. 1. 3 :1 5. 1 - A-1- 7 lStatc, 1-2:7 . Education in the United States Princ t 1.fl:2fl, I-I I ‘E:26, 1.11:19, 1.23:3 2 _ . e own countesthorpe 1 2.1:9 University Press,New Jersey.1980. |' whiteRowen LionHouse 2 2_9 2 6_T 23-5:9T_15 BAKUNIN,M, Integral Education. Cambridge Free Press, I: _ _ I I , O O , U I Cambridge.1986. ' 1 Private » 102:9] 103213_ BEACOCK,D.A, Play Way,Eng1ish For Today. The Methods and DeltaK1 kd le 1 9.15 1021-121 2u_6 Influence of Caldwell Cook. Nelson.19H3. r a 0 I ' n 1 . 5 , e a, Risinghill: Death of a Comprehensive School. Rachel McMillan1 1-32‘1 7 BERG L 11 , Summerhill 1.N.11,' 1.13.N,‘ 2.3.9' Penguin,London.1968. Waldorf 7 2.U'9 BLEWITT,T,(ed). The Modern Schools Handbook. Go1lancz,London. 1.5:23 1933-ll. "Schools of Interest" 1-313. 1-3=3. 1-317. 1 -Ii or O\H Nab m@ 1.7:6 I _ 6 BONHAM-CARTER,Victor, Dartington Hall: The Formative Years 1925-1956. 1 1 Free Schools -1 Phoenix House,London.19S8. | Free Schools Campaign N--I I Ulk .-I .-I _ BOYD,Carolyn P, ' The Anarchists and Education in Spain 1868-1909 Foreign The Journal of Modern History,XLVIII.1976. I Australia 1.25:18, 1.28:6, BOYD,W, Towards A New Education. A.A.Knopf,London.1930 \'. 1 France \ i. #1“0 NI' noQ1X ll.no-cl \ - | Germany BOYD W.'and ROYSON W The Story of The New Education. Heinemann,e 1.8.17 1.11: ~lECDU1 ’ ’ ’ 7 IrelandNetherlands- ’1_27:‘u London.1965.

1_}.‘fl_".l.I";=Y___ .1" .3 7 , , _ Pioneer Work with Maladjusted Children. Staples -. New zealand 1 :1 BRIDGELAND M =: .' . _cweden 1.9:18, 1.16'3. Press,London.1971. ' F 1 I. 1 U.S.A. P 1.B:30, 1.25:7 BUCKMAN,P,(ed),S ’ Education Without Schools . Souvenir P ress, Scienoe,Haths and Technology 1-1915.72-“=1”: 3-7*“ L°nd°n-1973-' "

I Q Sex,Sexism and Sexuality 1.7:11, 1.15:3, 1.15:6, 1.15:82 CALDwELL,Cook H, The Play Way Heinemann,London 1917 1 ‘;‘g;I?6 ‘;‘gg?% ‘;‘gg1g'11'2;fg CASTLES,S 1 wusrsNsua0,w, The Education of The Future. Pluto Press, 0 n , n I Q I I ) I1 I " London 1979 ‘ I F 2.2:16, 2.3:3, 2.5:3, 2.8 ' ‘ I 1 9 , _ _ CENTRE FOR CCNTEMPARY-CULTURAL STUDIES, Unpopular Education. Hutchinson,

»ll’ Special Needs 1.17:5, 1.20:1fl, 1.27:6, 2.1:6, 2.5.5, 2.7-8, g.g::§ - 1 A London 19B1_ rave ers - ' ' Es“ I ' 1.12 CH ILD,H.A.T, The Independent Progressive School. Hutchinson, 1

T eac h era 1 Q 7-2A. , 1 I 10-5c , 1 I 11-13. , 1 0 11-150 L°"°°“"962' 1.15:19, 1.16:5, 1.16:19, 1. 1 7:7 CLARKE, r , Freedom In The Educative Society. U.L.P. 1.17.13, 1.18.3, 1.18.9, 1.19:l3 - 1 London.19A8. I 1- '

4 II A U .- : A ' 1.20:5, 1.21:3, 2 1:51 21218 - CLEGG,A,(ed), The Changing Primary School. Chatto and Hindus, 1.21 9 a.J NQ I I 2 I I 1 London 1972 - _ ‘Unions A 1.6222, 107.2, #111 .17:9, 1. 2:10 ‘ ' Truancy u 1.22:1“, 1_3o:,3I CLEhENCEAU,G,‘ l La Me' lee uSocials' I-'Charpet 1 er e t F usqte' 11 e, 1 1 2 6 Paris.1895. 1 I "°me"1 3 H 1‘15:“' "15:?’ 1'23:u' 1'26:3’ 1'29:6' 2'2:7 CCRNFORTH,H, Rebels and Their Causes: Essays in Honour of “_E_A_ - 1.13216, 2.526 _ A.L.Morton. Lawrence and Wishart,London.1978. _ 23 - L -24-1 F . _

HOLMES,E, Give Me The Young. Constable,London.1921. ' CROALL,J, Neill of Summerhill.The permanent rebel. Ark, HOLMES,E, In Defence of What Might Be. Constable,London.191A Londcn.19BN. " . ' HOUMES,E,' The Tragedy of Education. Constable,L0ndon.1913. cunnr,w.s, The School.John Lane,London=193A. ' HOLMES,E, what is and What Might Be. Constable,London.1911. DENNISON,George, The Lives Of Children: The Story Of The First HOLHES,R.G.A, The Idiot Teacher. Faber and Faber, London.1952. r ! Street School.Penguin,London,1972. i HOLT,J, How Children Fail. Pitman,London.196fl. _ - " DOLGCFF,Sam, (ed), Bakunin On Anarchy.New York,1972. HOLT,J, How Children Learn. Pitman,London.1968. ‘ 1 Selected Writings Of Pierre¥Joseph Proudhon. EDNARDS,Stewart,(ed), The Underachieving School. Pitman, London.1970. 1 HOLT,J, I .1 Garden City,New Iqrk,1969. I i . The Origin And Ideals Cf The Modern School. HOLTON,Bob, ‘ British Syndicalism 1900-1R. London.197T. ‘_» rsnnsn GUARDIA,Francisco, I F. Watts,London,1913. Hooligans and Rebels. London.1979. Q ! HUMPHREl,S, | I FISHMAN,William,J, East End Jewish Radicals,1875-191A. Duckworth, ILLICH,I.D, Deschooling Society. Calder and Boyars,London.1971 London,1975. ILLICH,I, After Deschooling, What? Writers and Readers, FRANKLIN,B,(ed) The Rights Of Children. Blackwel1,London,1986. Londcn.1981. FRANKLIN,M.E,(ed). Q Camp. Planned Enviromefital Theropy Trust,London ISSACS,S, Intellectual Growth in Young Children. Routledge, 1966. I Londcn.1930. ' F FRElRE,P, Pedagogy Of The Cppressed. Sheed and Ward,London, ISSACS,S, Social Development in Young Children. Routledge, 1972. London.1933. FRElRE,P, Education; The Practice Cf Freedom. Writers and JOLL,J, The Anarchists. Eyre&;Spottiswocd, London.196H. Readers Publishing Cc-op, London,197fl. JONES,K, Beyond Progressive Education. Macmillan, London. l Susan Isaacs. London,1969. . GARDENER,D.E.M, 1983.

|. | The Lost Elementary Schools Of Victorian England.e 36 Children. Penguin, London.1970.? _-._.______._._q GARDENER,Phil, KOHL,Herbert, I Croom Helm,Londcn,198N. KOZOL,J, Death at an Early Age. Penguin,Londcn.1968. GIBSON,Tony, Youth For Freedom. Freedom Press, Londcn,1951. KRO?OTKIN,P, Kropotkin‘s Revolutionary Pamphlets. Dover GIROUND,Gabriel Cempuis: Education Integrals. Sch1eicher,Paris, Publications, New York.1970. 1900. LANE,Homer, Talks To Parents and Teachers. Allen and Unwin, GIROUD, Gabriel Paul Robin: Sa Vie, Ses Idees, San Action. ; Londcn.1928. - G. Migrolet et Starz,Paris,1937. LEBERSTEIN,Stephen, Revolutionary Education: French Libertarian Theory '_.1 GCDWIN,William, Enquiry Concerning Political Justice. Toronto, and Experiments 1895-1915. Ph.D. Dissertation, H. 19N6. University of Wisconsin. 1972. ‘I I E Enquiries. New York,1965. The Unbowed Head: Events at Sumnerhill Academy vi] GCDHIN,William, MACKENZIE,R.F, 1968-7H. Edinburgh University Student Publications -4 GODWIN,William, An Account of The Seminary.(1T83). Reprinted in four early pamphlets (1783-BA), Edited by B.R. Board, Edinburgh.1980. A Pollin. Gainesville,1966. MACKENZIE,R.F, Escape From The Classroom. Collins,Londcn.1965. GOLDMAN,E, Anarchism and other Essays. Mcther Earth Publishing, HACKENZIE,R.F, A Question of Living. Collins,London.1963. New York.1911. MACKENZIE,R.F, The Sins of Children. Collins,Lcndon.1967. Compulsory Mis-Education. Harban,New York.196fl. coonnnn, Paul, HACKENZIE,R.F, State Schocl. Penguin, London.1970. Growing Up Absurd. Random House,New York.1960. P cccnnnn, Paul, MACMANN,N, A Child's Path to Freedcm. Bell,Londcn.191H. Demoracy in One School. Fa1mer,London.1986. GORDON,T, MACMANN,N, A Path to Freedom in The School. Bell,London.1921, Free The Children. Pantheon,New York.1973. GRAUEARD,A, MARSHALL,P,(ed), The Anarchist Writings Of William Godwin. Freedom GROSSKURTH,P, Havelock Ellis. Allen Lanegthe Penguin Press, Press,London.1986. London.1980. McMILLIAN,M, The Child and The State. National Labour Press, HALL,J,(ed), Children's Rights. Panther,London.1972. Lcndon.1911.

HALL, John R, The Nays Out: Utopian Ccmnunal Groups in an Age HCCN,BOb;(6d)r Comprehensive Schocls:Challenge and Change. of Babylon. Routledge and Kegan Paul,London.197B. _ Neer Nelson,London.19B3. I HARDY,Denis, Alternative Ccmnunities in 19th Century England. HUNCIE,J, The Trouble With Kids Today. Hutchinson,London. Longman, London.1979. ' 198R. HEMkINGS,Ray,s Fifty Years of Freedom. Allen and Unwin,London. 1972. , HERRIDON,J, The Way It Sposed to Be. Simon and Schuster, New York.1965. _ 25 _ _ 25 -I. - ‘I’ ______---_-__|--.---1-.-.-----T--.--go.-___. . .,. 'IUSSELL,B, On Education;’alien and Unuin,Londona1926s»~= A» » RUSSELL,B, Principals of Social Reconstruction. Allen and Unuin,London.1916. NEILL,A.S, A Dominic‘: Log. Herbert Jenkins,Londcn.1915. Unpopular Essays. Unuin,London.19T6. NEILL,A.S, A Dominic Dismissed. Herbert Jenkins,London.1916. RUSSELL,B, The Talaiak Tree. Elec Penlenton,London,19T5. NEILL,A.S, Booming of Bunkie. Herbert-Jenkins,London.1919.‘ lUSSELL,Dora, RUSSELL,Dora, The Taaaisl Tree 2: Hy School and The Tears of NEILL,A.S, A Dominie in Doubt. Herbert Jenkins,London.1920. Har. Iirago,London.1980. NEILL,A.S, _ Carroty Brocn. Herbert Jenkins,London.19201 RUST,Val,D. Alternatives in Education. Sage Publications, L NEILL,A.S, A Dominic Abroad. Herbert Jenkins,London.1922. London.1977. . i NEILL,A.S, * A Dominic's Five. Herbert Jenkins, London.192fl. 8ELLECK,R.J.H, English Primary Education and The Progressives 191I-1939- Routledge and Kegen Paul,London.1972. NEILL,A.S, The Problem Child. Herbert Jenkins,London.1926. The New Education 1870-191R. Pitman,Londcn.196B. Z1 NEILL,A.S, The Problem Parent. Herbert Jenkins,London.1932. SELLECK,R.J.U, 1 SHAH,Nellie, Hhiteuay: A Colony on The Cotswolds. C.H.Daniel, NEILL,A.S, Is Scotland Educated? Routledge,London.1936. London.1935. ‘ F | .1’ NEILL,A.S, That Dreadful School. Herbert Jenkins,London.193T SHAH,Otto, Halajusted Boys. Allen and Unwin, London.1965. NEILL,A.S, Last Man Alive. Herbert Jenkins,London.193B. SIHON,B, Education and the Labour Movement 1810-1920. NElLL,A.S, The Problem Teacher. Herbert Jenkins,London.19AO. Lawrence and Hishart,London.1965. English Progressive Schools. Penguin,London.1969. NEILL,A.S, Hearts Not Heads In The School. Herbert Jenkins, sx1nstsx1,n, London.19A5. K—1:21;-1_r-'-.:s|:.=.-.1---==-ix 8HITH,H.P, The Underground and Education. Hethuen & Co. ‘

I l|| The Problem Family. Herbert Jenkins,London.19A9. London.197T. rI NEILL,A.S, I I The Libertarians and Education. Hethuen,London. 1 The Free Child. Herbert Jenkins,Londcn.1953. SHITH,H.P, _ NEILL,A.S, 1980. NEILL,A.S, Sumuerhill: A Radical Approach to Education. Gcllanoz,London.1962. SNELL,Reginald, St. Christopher School 1915-75. Aldine Press, London.1975. NEILL,A.S, Talking of Sumuerhill. Gollancz,Londcn.1967. SPRINO,Joe1, A Primer of Libertarian Education. Free Life NEILL,A.S, Freedom - Not License! Hart Publishing Co. Editions,New Tork.19T5. New York.1966. y SPRIHG,Joel, Anarchism and Education: The Dissenting Tradition. NEILL,A.S, & RITTER,P, Hilhelm Reich. Ritter Press,London.1958. . Libertarian Analysis,Londcn.(Dec.1971) 30-A2. PARK,J, ‘ Bertrand Russell on Education. Allen and Unwin, STIRHER,Hay, The False Principle of Our Education.Ra1ph Myles, London.196A. London.1967. PEARSE,I.H,& CROCKER,L.H, The Peckham Experiment. Allen and Unuin,London. STEHART,H.A.C, Progressives and Radicals in English Education 1933. — 1750-1970. HacHillan,London.19T2. 5 PERRY,Leslie,(ed). Four Progressive Educators. Collier-Macflillan, rawns!,n.u, Secondary Education For All. Allen and Unwin, A I London.1967. E London.1922. _ PETERS,R.S, Authority and Responsibility and Education. raonas,sa1:n, Louise Michel. Black Rose Books,Hcntreal.1981. .Allen and Unwin,London.1959. In TOLSTOT,L, ,On Education. University of Chicago Prees,London. PUNCH,H, A Progressive Retreat. Cambridge University Press, London.1977. A TROTAT,H, _ Tolstoy. Penguin,London.1910. I P RAHSON,H, The Freedom We Seek. New Education Foundation, London.1937- I I van neas1xsa,v,a runusa,s, Adventures in Education. Allen Lane,London.1969. REIHER, E, School is Dead. Penguin,London.1971. HALUII,Jauea, y A Child's Horld. Penguin,London.1982. A Anarchy in Action. Freedom Press,London.1982.' . RICHMCND,H.K, The Free School. Methuen,Londcn.1973. UAID,C, Comprehensive Schools; Past, Present-and Future. ROCKER,Rudolf, The London Years. Robert Anscombe,London.1956. y UBBK8,l, Hethuan,London.1986. 1 ‘ s ' .‘ On Becoming a Person. Constable,London.1961. - noc£ns,c, HlLLS,H.D, The Barns Experiment. Allen and Unuin,London.19l5. noc£ns,c, Freedom to Learn. Merrill Publishing Co.Londcn. 1969. v1LLs,u.o, The Hawkspur Experiment. Allen and Enuin,London.196' Huger Lane: A Biography. Allen and Unuin,London.1961 RUBENSTElN,D,& STONEMAN,C,(eds), Education For Democracy. Penguin,London v1LLs,u.o, HlLLS,H.n," Throw Away the Rod. Oollanca,London.1960 RUSSELL,B, Autobiography, Vol. :1 . Allen and Unuin,London, uooos,a, I Educational Experiments in England. Hethuen,London. 1920. S S - P - RUSSELL,B, _ Education and The Social Order. Allen and Unwin, !0UIG,Hiehael, » The Ilnhirsta of Dartington: The Creation of a D London,1968. ‘ Utopian Coaunity. loutledge and Regan Paul.1982. ZELDII B 27 ‘ F. . - Theldueational Ideas of Charles Fourier. Frank Lass, London 1969 L ll \. 1 ' '___TaI _ _._ -.I_'W'-‘Iii. T.-'_':_'-‘Ti-._T'---L; I." T-1"-—'-I ‘Ti-— —'_-L l:_1 ' '7__'-"is-_T.i— i|;F:T__§'-3|:-'-l'i'=7'W"_—-L;—W_'-—W-_L_'_-_ -1-" ----4-_ --- 1

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