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What’s Happening
In Education
By Kenneth W. Stanley
“It’s the most interesting placi in town.” Strangely enough schools are places where thL comment is rarely heard fron students.
Herbert Jackson, Principal ol the Beloit-Tumer Middle Schoo in Wisconsin asserts thai traditional schools, inadequate materials, programs and method are at fault. “Doors,” hi indicated, “lock a kid’s mind. The moment he walks into i classroom he has about eighteer by thirty feet, and that’s it. Hi can’t move. If we’re going to give kids . the right to think anc explore, and discover, they have to be in a building where the> have freedom to move, freedom to think. Movement and thinking go hand in hand.” his implication is clear-schools should be adequately supplied with both space and instructional materials in order that such an “activity” program based on modem learning theory would be possible.
Yet, in most schools, students “sit in rows of five, existing from bell to bell, regurgitating answers, waiting for the next relief,” writes Peter Schrag in a recent article-hardly an atmosphere for effective teaching or learning. He states that, “the mindless lessons, the memory and boredom, and the stultifying order of cafeterias and study halls-no talking, sit straight, get a pass-need not be described again.” Dr. Rolland Caiaway .of the University of Wisconsin asserts that, “When we enforce rules of quiet conformity on students, we foist behavior patterns on youngsters in our schools which we, as adults, would not live with.” Yet, apparently this is the type of schools that adults desire in their communities. According to a recent survey, conducted by Dr. George Gallop, a majority of adults equate “quality education” in a school with the strict discipline. However, what person who has taught in public schools has not noticed the eagerness of first grade students and the despondency of many of these same students just three years later? According to Dr. Milton E. Akers, Executive Director for the National Association of Young
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