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University Microfilms. a XEROX Company, Ann Arbor, Michigan I I 72-4474 EDMONDS, Victor Earl, 1942- DEFINITION OF THE FREE SCHOOLS MOVEMENT IN AMERICA, 1967-1971. The Ohio State University, Ph.D., 1971 Education, curriculum development University Microfilms. A XEROX Company, Ann Arbor, Michigan (c) Copyright by Victor Earl Edmonds 1971 DEFINITION OF THE FREE SCHOOLS MOVEMENT IN AMERICA 1967-1971 DISSERTATION presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University 3y Victor Earl Edmonds, B.S. in Ed., M.A. The Ohio State University 197.1 Approved by c Adviser College of Education PLEASE NOTE: Some Pages have indistinct print. Filmed as received. UNIVERSITY MICROFILMS ACKNOWLEDGMENTS Thanks to Professor Paul ICLohr for making this possible. And to Eric for nearly making it impossible by continually reminding me that kids are more important than education. Thanks to Faith for taking care of everything else in our lives while I wrote. And thanks to my sister Nina for much of the work on the bibliog~ raphy• VITA March 24, 1971* . • Born - Covington, Kentucky 1 9 6 4 . ........... .. B.S. in Ed., University of Dayton, Dayton, Ohio 1964-1968 ......... Teacher and Counselor, Grades 6-12, Cincinnati, Cleveland, and Chicago 1968-1969 ......... Counselor, The Ohio Youth Commission, Columbus, Ohio 1969. ....... M.A., The Ohio State University, Columbus, Ohio 1969-1971 ..... Teaching Associate, Department of Curriculum and Foundations, The Ohio State University, Columbus, Ohio PUBLICATIONS “Rock Music and the Political Scene." Interface, No. 1, Fall, 1968. “The Beaties' New Album." Interface, No. 2, Winter, 1969, FIELDS OF STUDY Major Field: Curriculum Studies in Curriculum: Professors Paul R. Klohr and Alexander Frazier Studies in Media of Instruction: Professors I. Keith Tyler, Robert Wagner, and Edgar Dale Studies in History of Education: Professor Bernard Mehl Studies in Guidance and Counseling: Professor James Wigtil iii TABLE OF CONTENTS Page ACKNOWLEDGMENTS oo....o...oo<>ooo.. ii VITAo .o.o»»o.oooo..o.oooo.o. ixi LIST OF TABLESo oooooo.o.oo.ooo.o. V CHAPTER I* AIMS AND METHODOLOGY oooo.ooo... 1 IIO THE PERIODICALS OF THE FREE SCHOOLS MOVEMENTo • o o o 000000.0000 24 III. THE WRITERS OF THE FREE SCHOOLS MOVEMENT oo..ooooooo.«.o. 90 IV. THE SCHOOLS OF THE FREE SCHOOLS MOVEMENTO OOOOOOOOOOOOOOO 135 V. SUMMARY AND CONCLUSIONS, ooooo.o.o 163 BIBLIOGRAPHYo ooo.oo.oooo.oo.oo.o 175 LIST OF TABLES TABLE Page lo Mutual Recommendations of the Eleven Publications of the Free Schools Movemento •ooooo»o«o*o*« 34 2. Two Dimensional Continuum Showing the Relationships of the Educational Purposes Found in Movement Publica­ tions o*»ooooooo*oo*«« 87 v CHAPTER I AIMS AND METHODOLOGY The Free Schools Movement Many people see education undergoing a far-reaching change. Defeat of school bond issues is fast becoming the rule at the polls. Meanwhile the courts are finding it increasingly impossible to uphold the kinds of disregard of students' rights that have been the backbone of the American system of schoolingStudents are rebelling not just against the irrelevance of the schools, but against schooling itself. They see the injustice of a system that precludes success for the vast majority of poor people and blacks. They see the denigration of their civil rights in a compulsory subjection to. the arbitrarily conceived and executed curriculum. They see the schools working in close ties with business and industry to train persons for service to these segments of society, while concern for ^Nat Hentoff, "Why Students Want Their Constitutional Rights," Saturday Review, May 21, 1971, pp. 60-74. 1 2 the poor or the unhappy is never dealt with in any but an 2 abstract way. The depth of such thinking among college, high school, and elementary school children is hard to judge. It is important to note that the recent White House Confer­ ence on Youth, painstakingly planned to keep out radical young people, condemned the White House in nearly every 3 resolution. The SDS said year ago that schools function in our society as concentration camps; teachers are merely guards. Columbus, Ohio, recently gave official status to such a description by making it a crime for a student to leave a school building during the day.4 All this is to say that the school is dead in America. It is a hard thing to face and, for a people who have traditionally seen education as the solution to every problem, it is hard to understand— even when the truth is Cf. John Birmingham, ed., Our Time Is Now (New York: Bantam, 1970). Also Diane Divorky, ed., How Old Will You Be In 1984? (New York: Avon, 1971). Also Marc Libarle ana Tom Seligson, eds., The High School Revolu­ tionaries (New York: Vintage, 1970). 3 Roger Rapoport, "Report from the White House Con­ ference on Youth," Rolling Stone, May 27, 1971, pp. 1-26. Also Bonnie Barrett Stretch, "The White House Conference on Youth," Saturday Review, May 22, 1971, pp. 66-76. 4 Columbus Ci112 en-Journal, M?rch 17, 1971, p. 1, March 23, 1971, p. 1. Columbus Dispatch, March 17, 1971, p. 1. 3 so plain. Education docs not solve the problems of our world. Sex education has not cut down on divorce or VD; drug education has not stopped the heroin epidemic; social studies has not made us more tolerant; history has not kept us from Vietnam; language arts has not raised us above "The Beverly Hillbillies." The American plan for compulsory education was based on the idea that all the citizens would be well enough informed to be responsible makers of the country. Later the idea that education is every man's ladder to success became central. Education has failed to deliver on either of these counts. And on most of the other hopes that have 5 arisen here and there. Some of the first people to become aware of the final failure of the public schools were the teachers. Many were part of the patch-up programs of the early sixties. They began to see that something was very wrong. In the mid-sixties a group of irrefutable books were pub­ lished which showed from first-hand experience the oppres- sive nature of the schools. At the same time A. S. 5 See Paul Goodman, Compulsory Miseducation (New York: Vintage, 1964). Also Henry Perkinson, The- Imperfect Panacea: American Faith in Education, 1865-1965 ‘(Hew York: Random House, 1963). Also Ivan Illich, Deschooling Society (New York: Harper and Row, 1971). ^Jonathan Kozol, Death at an Early Age (New York: Bantam, 1967). Herbert Kohl, 36 Children (New York: Signet, 1968). James Herndon, The Way It Spozed To Be (New York: Bantam, 1968). 7 Neill's Summerhi11 began to be widely disseminated. A movement began to emerge. Teachers began to found their own schools, exploring their own powers outside of the restrictions of the public school and relying on an emerg­ ing new education literature. The writers became involved with the teachers in a series of conferences. The movement became known largely as the "free schools movement" or the "new schools movement." The beginning of the movement is hard to place, per­ haps the Menlo Park conference of March, 1969, at which the New Schools Exchange was founded, could mark the new movement well under wayThe Summerhill Society had been organized in New York in February, 1961, for the purpose of founding a free school. The next two years were spent collecting money and "laying the groundwork for this kind of education." The Society had over seven hundred members 9 in those days. Somehow no free school network emerged from all that effort. Some individuals began to found free schools. The Minnesota Summerhill Community School, ^(New York: Hart, 1960). O Salli Rasberry and Robert Greenway, The Rasberry Exercises: How To Start Your Own School (An5~Hake' A Book) (Freestone, California: Freesrone press, 1970), pp. 106- 107. g "The Summerhill Socxety," (New York: The Summer­ hill Society, n.d.). 5 for example, dates from 1962, Herb Snitzer's Lewis-Wadharas School from 1963. Summerhill sold well through the years, undoubtedly influencing to some extent the operation of some private schools. John Holt’s How Children Fail, the book recommended most often by free school people, was pub­ lished in 1964.'1"0 The history of the Summerhill Society would be a fascinating study. Perhaps it had a solution before enough people saw the problem. But by the late sixties it had not reached the large segment of unsatisfied teachers, parents, and students. Schools began to form, especially on the West Coast, as a rebellion against the public schools. Harvey Haber, founder of the New Schools Exchange, tells of visiting a museum with his scruffy bunch of free school students and to the amazement of all, meeting another group of equally scruffy free school students.^'1’ The Peninsula School held the conference in March, 1969, that brought together txvo hundred free school teachers in Menlo Park, California. These working schools decided, to set up an exchange of information. Haber, then of Santa Barbara Free School, volunteered to organize what became known as the New Schools Exchange. In April, 1969, the New Schools Exchange Newsletter began publish- ■^(New York: Dell Publishing Co., 1964, 1970). 11 . Rasberry-Greenway, Exercises, p. 9. ing.'*’2 The Summerhill Society had tried to build from an idea and an organization to schools. New Schools Exchange began by simply putting in contact with one another people who were currently operating or hoping to begin free schools. As the Newsletter's distribution widened, so did the feeling that the new schools phenomenon was a "movement." And a movement it truly was; the reported success of schools encouraged others to found their own.
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