#27 Summer 1999 $4.95 The EDUCATION REVOLUTION MAGAZINE Formerly AERO-gramme With special CHANGING SCHOOLS section The Magazine of the Alternative Education Resource Organization 417 Roslyn Rd., Roslyn Heights, NY 11577 ISSN # 10679219 phone: 516-621-2195 or 800-769-4171 fax: 516-625-3257 e-mail: jerryaero@aol.com Web site: http://www.edrev.org
COLORADO TRIP: THE NCACS CONFERENCE AND COLUMBINE, TOO I got on the train at Penn Station in New York City on the way to the National Coalition of Alternative Community Schools’ national conference in Evergreen, Colorado. In Albany I met up with the group from Albany's Free School. There were including nine students and three staff. They had raised $4,000 for the trip with community dinners, raffles and other events. We stopped in Chicago to change trains. I was able to get the Sears Tower to let the kids go to the top of the tower for free.
When we arrived in Denver I left the group to see my niece, Jenifer Goldman, who is studying pre-veterinary medicine at Bel Rea Institute. When she was homeschooling with me she wrote My Life As a Traveling Homeschooler at age 11. She has been carrying a 4.0 average. We went to the Denver Zoo. It was fun going with Jenifer because she knew so much about it. When she explained things to me little crowds would gather around us. She'd eventually like to work with the big animals at a zoo.
Only when we went back to her house to set up for my weekly CRN radio show did we discover that as we were walking through the Zoo, the Columbine massacre had taken place. All of Denver, as well as most of the rest of the nation, was in shock over this event.
I managed to reach Arnie Langberg, the founder of Jefferson County Open School. He came on my show to give his take on what had happened at Columbine High School. He said he believed that one of the biggest problems was the anonymity of students at big schools: "This couldn't happen at an alternative school because their small size encourages closeness between adults and children, and because the schools have conflict resolution strategies," explains Arnie (see transcript of the show in the CHANGING SCHOOLS section).
Ironically, by pre-arrangement, the students from the Free School group stayed overnight that very evening in the gym of the Jefferson County Open School (see following report by Chris Mercogliano). Security was so tight that they were locked in the building and had to call security any time they wanted to go outside.
We arrived at the conference in Evergreen, in the mountains just west of Denver, at the 8,000-foot level. It was warm and beautiful, but we heard in the weather forecast that it was going to snow. It seemed impossible to us at the time, but we did receive a foot-and-a-half of snow during the conference! The kids loved it, particularly those from California. About 15 schools came to the conference, mostly with students. Altogether there were about 200 participants from California, New Mexico, Virginia, Florida, Maine, Vermont, Washington, Colorado, Pennsylvania, New York, Illinois, Massachusetts, Michigan, Spain and Japan.
Alberto, a man from Spain who attended the conference with his wife and children, came with the group from California’s Venice Community School. He made his first contacts to the US via e-mail through AERO. He said he wanted to start a school in Barcelona, Spain, and asked which schools he might visit and spend time with in the United States. He had first visited Albany's Free School, after which he had gone to the California school. The Japanese students came from four different schools, coordinated by a program that brings them to the US through Upattinas School in Pennsylvania.
There were many exciting workshops. Three special guests were Joseph Chilton Pearce, Rabbi Yehuda Fine and Joseph Schaefer. Pierce gave an all day workshop on new research into human learning. He said it has been discovered that sixty-five percent of the heart consists of neurons just like those found in the brain, which seem to coordinate a lot of the organs of the body, indicating another locus and type of intelligence. He also talked about the destructive effect television has on the learning process. His presentation will soon be available in its entirety on videotape from the NCACS. Rabbi Fine spoke movingly about the work he has done with runaways and “throwaways” in NYC.
On a student forum about stereotypes, prejudice and privilege, Jennifer, a Puerto Rican student from Antonia Pantoja High School in Chicago.had spoken eloquently about her own stereotypes of the white students at the conference. She said she was wrong to stereotype, and she apologized. A wonderful moment followed: A white girl in the audience admitted she had had the same kind of prejudice and that she felt like hugging Jennifer. With little encouragement, the girl in the audience did come to the front, and they embraced. Later I did another radio show in which I interviewed Jennifer, the new NCACS directors and several others involved with the Coalition. Jennifer talked about what life is like as a minority student trying to find her own identity.
There were other major events that were a lot of fun, including a talent show, with students and teachers demonstrating their special abilities. I volunteered to be the auctioneer at the annual auction, which raised a record $1,750. Also, at the annual Membership Meeting, we passed a resolution opposing the movement toward the standardization of curriculum (see entire document after Chris Mercogliano's article).
And while I did the radio show, one of my table tennis students, Alex Morgunov, ran the ping pong tournament for me. There were three divisions. Alex tied with Chris Mercorgliano for the advanced championship.
After the conference we went to Denver, where the Free School again stayed overnight at the Jefferson County Open School.
One final, ironic footnote: At the Denver train station, one of the Clonlara School kids, dressed in a black trench coat and dark glasses, caused some of the people in the station to panic. They insisted that security search him for bombs and weapons. Security refused to search him, and we boarded the train.
The Teachings of Tragedy By Chris Mercogliano (www.chrismercogliano.com) PHOTO Chris Mercogliano in Albany
Chris Mercogliano was on the same train as Jerry Mintz, going to the NCACS Conference. He is the director of Albany's Free School, editor of The Journal of Family Life, and author of Making It Up As We Go Along, a portrait of the Free School's struggles and successes over the years. Look for Chris' new book, Rid-A-Him, a critical examination of the use (or rather, mis-use) of ritalin in the school system, to be published later this year.
Will we remember where we were the day the Littleton massacre went down, like those of us from a generation ago when JFK was shot? I hope so. Though it's only the latest in a string of school mass murders, we must make this tragedy the one that freezes time long enough for the information encrypted in the event to be decoded. We have got to get the message. Enough is enough.
So much has already been said and written about the tragedy. The Tom Brokaws and the Times and Newsweek' quickly turned it into the Littleton Show. For days afterwards the Denver dailies featured entire special sections on the killers and their victims. But as the immediacy begins to fade, will the public discourse move beyond the hype, the hysteria, the scapegoating, the layers of denial into some deeper understanding that might help prevent another such disaster? If history is our guide, then there's little reason to be optimistic. How does one come to terms with the causes of such an abominable event?
There are so many areas to search for reasons and contributing factors: the psyches of the killers, their parents, the surrounding culture, the ready availability of high-powered weaponry, and always at the bottom of the list, it seems, the school. This is where my attention remains, not because I believe it is the school's fault that the blood of dozens was spilled upon its tiled floors, but because this is where no one wants to take that long, hard look. Education, you see, is our most sacred of sacred cows. The system is built upon a mountain of assumptions, notions that we don't even question any more such as compulsory attendance and learning, age segregation, rating and sorting students by performance—pitting one against another, punishment for non-compliance, exclusionary labeling for non-conformity, and a hierarchy of authority. The list could go on.
Even the students are buying into the prevailing mythology. This I discovered when I happened to catch a snippet of a talk show featuring a group of Columbine students. The subject was cliques, a very relevant topic since the killers had made it all too clear that revenge for their outcast status was one of their primary motives. Cliques, reflected each student commentator, are a natural ingredient of high school life. Everybody belongs to one.
I beg to differ. Cliques are a stress response, a symptom. When humans feel threatened, the most primitive portion of the brain (the reptilian brain) takes over. The reptilian brain concerns itself with survival, with defending its turf, with dominance over rival groups. Teenagers join cliques in school because their schools are hostile, high-pressure environments, places of overcrowded captivity, competition, judgment. Their motivation, rarely conscious, is security, and a sense of identity and belonging. Just like urban youth gangs. Cliques are anything but natural. Even if a hundred Frenchmen belong to them, it doesn't make it so.
I'LL NEVER FORGET WHERE I WAS WHEN the surreal, manic killing began. As fate would have it, I was only five miles up Wadsworth Boulevard on the outskirts of Denver, visiting the public high school in the adjacent suburban enclave known as Lakewood. We had just arrived, ten seventh and eighth grade students and three teachers from the Albany Free School. It was a cool late-April morning. High, wispy cirrus clouds signaled an approaching snow storm. A big one, they were saying. Our itinerary had us spending a day and a night at the Jefferson County Open School, a stopover on our way to the National Coalition of Alternative Community Schools conference being held about three thousand feet above Denver on the edge of the Continental Divide.
Just before lunch I went into the library to read over a friend's manuscript, while our kids were in the gym unwinding from the thirty-six hour train ride. I was immediately puzzled by the number of school staff huddled around a TV set in the librarian's office. And there was a strange mood attached to the scurrying in and out, a concern so hushed that it seemed out of place even in a library. People had initially been so friendly. Now all of a sudden I seemed to be invisible. Finally, the librarian noticed me and came quietly over to the table where I was working and wondering what was going on. She diplomatically clued me in on the unfolding madness.
I couldn't believe what I was hearing. Not again.
As the initial media chaos slowly sorted itself out, it became clear that this was the worst ever. God help us if they ever come up with a Richter scale for school violence. By 2:00 PM the horrible news had whispered its way through Jefferson County Open. I watched teachers and students alike slide into a state of semi-shock. They all knew someone at Columbine High. And they must have all been thinking silently to themselves, "Could this have happened here?"
I FOUND MYSELF INWARDLY POSING THE VERY SAME question. An answer came quickly. No, I don't think the brutal attacks would have occurred at the Jefferson County Open School because it is a very different kind of school, a publicly-funded alternative founded in the early seventies on a very different set of principles. To begin with, JCOS is smaller (fewer than a thousand students) and it spans all twelve grades instead of just the usual three or four. It truly is an open space, architecturally and otherwise. While I was there I observed students strolling the halls without passes. They chatted informally with their teachers and called them by their first names. Many of them were working independently on projects, both academic and artistic. Grades didn't appear to be the prime motivator either. The students were enjoying what they were doing. And they clearly had a say in the life of the school; in fact, before the end of that awful day a senior was already busy organizing a student meeting to address the crisis at Columbine. This was her own idea. She wasn't going to get extra credit for it. Here was a spontaneous expression of ownership and responsibility—and caring.
By the way, I saw no evidence of cliques while I was there. Graduation from JCOS isn't based on the compilation of credits. Instead, students must successfully complete seven "passages," each designed to demonstrate the mastery of a skill that is integral to living a good life. Self-assessment counts as much as the teacher's. Above all, this genuine alternative to conventional schooling, which is a model based on centralized control and Skinnerian rewards and punishments, is a community of sorts. Not the euphemistic kind, like the "Italian community," or the "academic community," but a real community based on commonly held concerns. Faculty and students have a collaborative relationship. They meet together as a whole body once a week to discuss issues of relevance. This differs from most so-called "student councils," which include only a chosen few, are merely symbolic of democracy, and tend to deal in trivialities. The truth of the matter is that students in conventional high schools have no power whatsoever. And they know it.
One last, very important detail: every student at Jefferson County Open has a mentor, so that no one goes unnoticed. Each child is valued for his or her personhood. Contrast all of this with what John Taylor Gatto recently reported to me. Author of Dumbing Us Down and outspoken critic of the tyranny of compulsory education, he received several phone calls from Littleton residents in the aftermath of the tragedy. More than once he was told that students escaping the blood bath at Columbine were heard to have said when they reached safety, "We're only products there; that's all they care about." Funny, I don't remember reading that in Time magazine.
OF COURSE I CAN'T REALLY CLAIM with any authority that the massacre couldn't have occurred at Jefferson County Open. A member of the staff there shook her head from side to side when I shared this thought with her late in the day, saying, "There are a couple of students here that I worry about. They are angry and defiant a lot, and don't seem to care about anything."
"But," I responded, "you're aware of those kids. You and your colleagues are paying attention to them." This time she nodded affirmatively. "And besides," I continued, "there's an insufficient level of tension and animosity in your school to provoke such a monstrous act." Another nod.
I refuse to accept the idea that the Columbine killings were a random act, the isolated handiwork of sick individuals. The perpetrators' choice of setting in which to vent their murderous rage was thoroughly premeditated. This fact has been documented ad nauseam. They harbored deeply held grievances against their fellow students and the social climate of their school that had gone ignored for years. They left a trail of warnings that no one picked up on. God help us if we ever discover that such inhuman behavior just springs up overnight, out of nowhere. That is not a world I would want to inhabit, or raise children in.
No, I firmly believe that mass murder will never take place at Jefferson County Open School, or any school where relationships and interconnectedness are fostered, where the work is meaningful and cooperative, and where everyone feels they belong.
Here is my short-take on the Columbine murders: It's another case of "kid-on-kid" violence. Just as the killing of black males one by another in the nation's ghettoes has been identified by some as "black on black" violence, all of the school shootings are on a certain level examples of kids aiming (quite literally) their venom and frustration at each other, rather than at home, school and society where it rightfully belongs. So often the oppressed attack each other instead of joining forces against their oppressor.
WHAT ARE THE TEACHINGS OF THIS TRAGEDY? I ask the question because if we can learn enough from this one to prevent yet another, then those young people will not have died for nothing. Consider the words of Marcy Musgrave, from a column she wrote for the May 2 edition of the Dallas Morning News. A junior at Texas A&M University, she proposes that her yet-to-be-named generation, which follows Generation X, be called Generation Why. Explains Marcy (formatting changed for this article):
After the massacre in Littleton, I realized that as a member of this generation that kills without remorse, I had a duty to challenge all of my elders to explain why they have allowed things to become so bad ... •Why did most of you lie when you made the vow of 'til death do us part? •Why did you fall victim to the notion that kids are just as well-off being raised by total strangers at a day care center than by their own mothers or fathers? •Why is work more important than your own family? •Why does the television do the most talking at family meals? •Why is money regarded as more important than relationships? •Why is "quality time" generally no longer than a five- to 10-minute conversation each day? •Why do you try to make up for the lack of time you spend with us by giving us more and more material objects that we really don't need? •Why haven't you lived moral lives that we could model our own after? •Why do you allow us to spend unlimited amounts of time on the internet but still are shocked about our knowledge of how to build bombs? •Why are you so afraid to tell us "no" sometimes? •Why is it so hard for you to realize that school shootings, and other violent juvenile behavior, result from a lack of your attention more than anything else? Rude awakenings like the Littleton massacre probably will continue until you begin to answer our questions and make the changes to put us, your kids, first. You might not think we are worth it, but I guarantee that Littleton will look like a drop in the bucket when a neglected Generation Why comes to power.
Tough insights from one so young. I am a parent of teenagers and I could feel the sting of every lash-like question. Why indeed. Perhaps Marcy was among the fortunate minority who was homeschooled or who attended schools that were on her side, so that her penetrating gaze passed over our institutions of education and the invisible ways in which they impact American youth. But mine won't because I work with children every day, many of them rejects and refugees of the system. And my eldest is just finishing her second year at our local public high school, which I suspect differs little from Columbine, except in the demographics of the students. I am one of the fortunate dads whose daughter doesn't just answer "Fine" when I ask her how things are going in school. She tells me how "stressed out" her teachers are. Only one or two ever take the time to speak to her individually. Instead, everyone's mantra is, "You've got to hurry up and get ready for the state exams." It was my daughter's choice to go to our centralized, citywide high school. She wanted to be in a diverse setting with all different kinds of kids. And yet, despite her outgoing nature, in two years she hasn't made all that many new friends. There isn't any time or opportunity for socializing. They are kept interminably busy. The halls are crowded and under constant surveillance by hall monitors and cameras. The students are separated by rigid routine and endless competition. Nothing facilitates their getting together.
My daughter, an honor roll student, one of two sophomores in a class of over seven hundred and fifty to be nominated for a statewide award, is seriously considering quitting. She has my blessings. Inspired by Marcy Musgrave, I will leave you now to ponder my questions about schools:
•Why have we let our schools become warehouses for youthful energy, creativity and purpose—why have we so walled them off from the outside world? •Why have we turned teachers into overwhelmed taskmasters, instead of enabling them to serve as mentors, guides and role models? •Why have we allowed schools to become so hyped with standards that they pay no attention to the emotional well-being of our children? •Why have we let them turn education into the regurgitation of homogenized data, rather than a search for knowledge based on experimentation and real experience? •Why isn't learning a cooperative enterprise, and why aren't students included in the design and the maintenance of the system? •And the corollary, why do the schools maintain internal status structures that ape the larger society and that fuel the drive to split off into separate, exclusive groups? •Why do we accept the level of fear that surrounds the learning process? •Why do we permit schools to corral our children into a state of sheep-like anonymity? •Why are teenage expressions of boredom, anger and alienation only met with intensified management and control? •Why do we go on believing that our schools just need minor tinkering, rather than a fundamental reevaluation and revisioning?
DO I THINK COLUMBINE HIGH SCHOOL caused the tragedy that occurred there? Or those two young men's parents? Absolutely not. This is no time for blaming. It's an occasion for deep reflection, for three- and four- and five-dimensional looks at the whole picture. For questions that don't receive fast, unilateral answers. As I consider one last time Marcy's challenge to parents and mine to schools, I think I detect a common denominator: attention. Isn't that the core of the message, that Generation Why is crying out for attention, and that the two most likely sources, home and school, are altogether too reluctant or preoccupied to provide it?
But, as Marcy warns, we'd better start paying attention soon.
(SEE MORE COLUMBINE COVERAGE IN CHANGING SCHOOLS SECTION) -----------------------------------------------------------------------
RESOLUTION ON NATIONAL STANDARDS PASSED BY THE GENERAL MEMBERSHIP MEETING OF THE NATIONAL COALITION OF ALTERNATIVE COMMUNITY SCHOOLS, 4/23/99
WHEREAS: We represent alternative educators who are concerned that the imposition of federal and state standards has had a negative impact on our freedom and ability to effectively educate our children.
Whereas: Alternative education has been proven to work by every measure, and we do not want this external standardization imposed on us.
Whereas: Further we are concerned that the impact of standardization on all students is demeaning to human dignity, creates winners and losers, and takes away self-respect. Children and schools are turned into numbers and, moreover, standardization effectively destroys equal opportunity in schools.
Whereas: Our educational methods and outcomes are different from those of conventional schools. we believe in a learner-centered approach to education, empowering each student to learn, and to take responsibility for his or her own education. We measure the effectiveness of our schools by different standards.
BE IT RESOLVED: We call on other parents, students, teachers and organizations to join us in promoting real learning and opposing standardization.
Summerhill Attacked Again We received the following distressing letter from Zoe Readhead, Head of Summerhill School. This will undoubtable make the International Democratic Education Conference at Summerhill, July 23-26, all that more crucial. Contact the AERO office for more info, or e mail Zoe directly at Zoe_Readhead@compuserve.com
Dear All,
We have now received our report from the DFEE (Ed: Government Education Department). It is appalling! Much worse than we thought. The summary which will be sent to the press (on 27th May) has been written very clearly to smear the school's image in the eyes of the media and the public. They raise points in such a way as to lead the reader to wonder if the children are safe in their beds at night!
This is all good stuff for the tabloid newspapers - and, need I say, untrue!
The final paragraph says: "The school fails to meet the requirements under the Education Act 1996 in the following respects: the instruction in not efficient or suitable; the welfare of boarders in not adequately safeguarded and promoted; and the school does not provide suitable accommodation".
Pretty much everything we say and everything we do really!
What worries me about this whole thing is that not only are they clearly hell-bent on closing the school, they are also trying hard to discredit it in the public eye. I think it will be very hard for our friends to stand up and support us when such a damning report has implied as many failings as this one has- they even suggest that the school has lost its way so that supporters who admired Neill in the past will consider it changed and therefor no longer worth supporting.
Our solicitor has advised a campaign of support among our friends and ex-pupils. Any help will be valuable.
I will keep you all in touch (isn't e-mail wonderful?)
Love,
Zoe
NOTE FROM DAVID GRIBBLE, FOUNDER OF SANDS SCHOOL kca48@dial.pipex.com The address of the Secretary of State for Education, who is the man ultimately responsible for sending the official notice to Summerhill School, is The Rt. Hon. David Blunkett, Sanctuary Buildings, Great Smith Street, Westminster, London SW1P 3BT, email dfee.ministers@dfee.gov.uk
There have been a lot of pro-Summerhill articles in the press, which have been followed up by vigorous correspondence - six letters in The Guardian this morning, all pro-Summerhill.
I have not consulted Zoe about this yet, but it seems to me that writing to David Blunkett to express personal views cannot do any harm. (FOR MORE ON THE SUMMERHILL CRISIS, SEE CHANGING SCHOOLS SECTION)
STUDENT JAILED IN PROTEST AGAINST STANDARDIZED TEST Ed note: Massachusetts has instituted a test to be given in 10th grade to all students. Those who fail are taken out of the academic, college-bound track and cannot receive an academic diploma. By John Spritzler, a Boston parent and New Democracy editor: My 7th grade son and I attended a meeting in Danvers, MA, with four 10th graders who refused to take the MCAS high-stakes test. At the meeting were Eva and her mother Lise from Newton; Melissa and her father Ralph from Danvers; Alex and his father Eugene from Danvers, Justine, a student from Danvers, and Janice, who is the mother of Curt, another Danvers 10th grader who also refused to take the MCAS. Also at the meeting was Andy, a retired teacher who is now running for Danvers School Committee.
Before the MCAS was given, 60 Danvers students signed a petition against it and many of them refused to do a pre-test registration. Curt, Justine, Melissa, and Alex were all suspended for three days and told they would be suspended three days more each time they continued not taking the exam, which is scheduled for continuing administration in the near future.
Curt, unlike the others, was suspended separately at a different time and place. Immediately, rumors began that he had been expelled for earlier threatening violence like Littleton. Janice, Curt's mother, was called by a policeman who yelled and screamed at her. Janice brought Curt into the police station to talk to them and the policeman said they knew Curt had threatened violence and they refused to believe anything Curt said. That night, the police came to Curt's home, told Janice they had a warrant (which they never showed her), barged into the house to search for Curt (accusing Janice of hiding him), then they handcuffed him and took him to a jail cell. Bail was set at $10,000 cash, which they couldn't raise. Curt was sent to a Lawrence Juvenile detention home where he spent the night with youths incarcerated for drugs.
The next day, in the Salem courthouse, the Judge heard the evidence and said the offense Curt was accused of was a felony, but that there was no supporting evidence and that she (the judge) questioned the entire basis of the arrest warrant. Curt was released, but the prosecutor got permission to "try again" (I don't understand the legalism) and that will happen at a future court date. By charging Curt with being a "Littleton type bomber" the authorities are apparently trying to stigmatize students who resist the MCAS test as being dangerously violent.
Meanwhile, in Newton North High, Eva refused to take the MCAS because she thought it was unethical to do so. Her mother, Lise, wrote to the Principal that she supported her daughter in acting on her conscience and she was sure the school would likewise support children acting on their conscience. The Principal tried to convince Eva to take the test, but has not done anything punitive to Eva so far. Eva told me that while she was the only person in her school to refuse to take the test, many others protested it by answering the test questions that called for an essay with an explanation of why they opposed the test.
Since the meeting, the students and parents went to the school and confronted the Superintendent, principal and other authorities. Early on, the authorities said the students should leave their parents and go to their classes, "so their education wouldn't be harmed." Everybody thought that was the height of hypocrisy, coming from the same people who suspended the students.
The State Dept. of Education's answer to Lise's question as to whether or not the MCAS had any validation studies or reports was "The Department has no (MCAS validation) studies or reports." Lise is working on a press release charging that the MCAS is a violation of the human rights of children to not be forced to participate in human experimentation, since there has been no "Informed Parental Consent."
It is interesting that students are starting to resist the MCAS even though the high stakes (no graduation if you fail the 10th grade MCAS) don't kick in for two years. The resistance is fueled by outrage at the harm the test will do to others, not to themselves. The authorities are more and more having to rely on pure intimidation to control people. Teachers, and even principals and superintendents, have opposed the tests privately, but fear being fired if they do so publicly. Teachers, like those in Danvers, oppose the tests, but their union, the Mass. Teachers Assoc., has radio ads endorsing the Education Reform Act that mandates the tests. With nothing to back them up except the strength of their convictions and their solidarity with each other and their parents, these kids are taking on the entire corporate elite of Massachusetts. The near hysterical reaction of the Danvers authorities indicates the elite are extremely worried. I am very optimistic about the growth of this movement. A legal defense fund for the students has been set up at: Curtis Doble Defense Fund, c/o John Spritzler, P.O. Box 427, Boston, MA 02130.
SKOLE IS NOW PATHS OF LEARNING by Ron Miller Ed note: Paths of Learning, a new magazine featuring educational options for families and communities, launched its first issue in June. Paths of Learning is the successor to SKOLE: The Journal of Alternative Education, which published its final issue earlier in the year. The new magazine is published by The Foundation for Educational Renewal, a nonprofit organization set up by Ron Miller
Paths of Learning is edited by Richard Prystowsky, a community college English professor and homeschooling parent. Assistant editors and advisory board members include people who have been active in various alternative education networks, including Jerry Mintz of AERO, Mary Leue (founder of SKOLE), Nat Needle, Linda Dobson, Pat Farenga, Joe Nathan, Sandy Hurst, Dave Lehman, and others.
Paths of Learning aims to bring alternative and progressive education ideas to the public at large. Each issue will contain articles by well known writers in the field and people describing their first hand experiences in alternative educational settings, along with interviews (Joseph Chilton Pearce, Jean Liedloff, Grace Llewellen and possibly Mr. Rogers and Jesse Jackson) and a comprehensive listing of resources. The magazine will be published three times a year at a subscription rate of $19.95.
For a free sample issue, call (800) 639-4122, visit the Great Ideas in Education website at www.great-ideas.org, or write to P.O. Box 328, Brandon, Vermont, 05733-0328.
Mail and Communications Allen Graubard, Allen_Graubard@uml.edu: You probably know my name from old free school days 30 years ago. I helped do the New Schools Exchange Newsletter when it started in Santa Barbara and I was starting the Santa Barbara Community School on my year leave from the philosophy department at MIT. Then I quit MIT and did radical school reform things, moved out to Berkeley, did different things (public health, among others). I was acquisitions editor at University of California Press and co-wrote a book called Saving Remnants: Feeling Jewish in America. Then I went back full time to education, and worked in various capacities for Oakland public schools. I moved back to Cambridge, and now I have this great job at Umass Lowell, as assistant to the provost for regional educational innovation, starting small school alternative programs first at Lowell High-- 3400 students, 40 percent Cambodian -- I send out material to all the high schools in the region and try to be the Johnny Appleseed of small school/progressive perspective programs at these depressing places. I was at MIT to see the student run High School Studies program, ran into Josh Shain, who gave me a copy of Aero-Gramme, so I could see how you've kept the faith. Brought back free school days memories, to read the material there. So, that was how I came to log in. I will keep checking to see how the free school spirit keeps up in its odd places. I'm amazed that you've kept this going all these years. Best wishes, (The book I'm working on now is called Why High Schools Never Change: Forty Years of Reform).
Robyn M. Vogel, rmvogel@mediaone.net: Hi Jerry - I just went to your site and was so happy to know that it exists! Wow. I live in Boston, have a 13 mos. old and am in a Counseling/Expressive Therapy graduate program and Lesley College. I have been exploring Waldorf, SVS and learning about a few Charter Schools in this area. In the school year 2000-2001, I will do an internship in a school and hope to find one in an alternative school. I am glad to know that you/your site will be a helpful resource. Thanks!
Claudia L'Amoreaux, http://www.haven.net: I have been tuned into AERO-gramme since my daughter, now 20, was a young child. It is great to see your work thriving. I have always admired the international scale of your vision--especially your work in Russia. A friend gave me the recent Education Revolution issue (winter 99). I have not yet caught your radio program-- I am looking forward to it. I am writing to let you know about an alternative program I am starting, designed with self-directed learners and alternative educators in mind. I have been deeply involved in alternative education since 1973, and for the last several years, I have been designing online learning and discovery environments. The global scale of the web caught my attention early on and drew me in to become an architect of cyberspace. Haven is a web-based resource center with a special focus on education. On June 14th, we are beginning an apprenticeship program that I'd like to let the AERO community know about. Also, I'd love to interview you about your visions of 21st century education for the Glimpse http://www.haven. net/edge/ glimpse.htm) section of Haven. I hope you'll have the time to give Haven a visit. Let me know if you have any questions or feedback. I'd welcome your thoughts. I look forward to hearing from you. Best wishes.
Haven is a web-based center for global studies based on personal inquiry, dialogue, collaboration and inspired action and service. On June 14, 1999 we are beginning an apprenticeship program for young people and interested adults who would like to experience a deeper level of involvement in the Haven global studies center. We are inviting 10 young people (ages 14-21) to participate in the Haven Apprenticeship Path and 5 adults to participate in the Edge-ucator's Path (minimum 5 months each). We are seeking apprentices who are self-directed and computer savvy. Unschoolers and homeschoolers will find it especially interesting. For a full description of the Haven Apprenticeship Path, see http://www.haven.net/edge/a-path.htm. For a full description of the Edge-ucator's Path, see http://www.haven.net/edge/ e-path.htm. Please email us for more information (cl@haven.net) and explore Haven (http://www.haven.net). We welcome and appreciate your participation.
On April 12 of this year, Schools Online, I*Earn and the World Links for Development program of the World Bank Institute have formed a strategic alliance to provide a comprehensive educational technology solution to developing countries. The partnership will be called the Alliance for Global Learning (AGL). The Alliance will provide the necessary technology, teacher training and support for collaborative educational projects. It aims to enhance teaching and learning, promote equal access to communication and information technologies in the developing world and foster global citizenship and understanding. Funding for the program will be provided through joint fundraising activities. The Alliance is seeking support of this effort from foundations, corporations, international agencies, and individuals. For more information, visit http://www.global-learning.org.
It Is Time is a project committed to the concept that exchanges between people of different cultural, economic, or racial backgrounds can lead to better understanding, less prejudice, significant personal growth, improved quality of life, and many other positive effects for both the individuals and groups involved. The vehicle for these exchanges is schools. Two schools are selected which are geographically close to each other, but whose students are from different backgrounds; groups from each school form a partnership with the other; components of the intercultural exchange partnership program are implemented. To find out more, contact PO Box 931, Cathedral Park Station, New York, NY 10025. Tel: 718-882-5258. Email: awiagina@mindspring.com.
Postcard from John Taylor Gatto: "Malaysia, 28 February, 1999. Dear Jerry, Thinking of you on the other side of the world where I'm trying to convince the Malaysians not to be Americans. I have this horrible premonition not to be in New York City as the millennium changes -- I mean, if you had one of the migratory Russian nukes, where would you blow it off, and when. Be good, be strong. Love, John." Hmm, we'll be sure to steer clear of Times Square this New Year's Eve (and the next, just to be sure)! Thanks, John.
You may remember in our last issue we mentioned the tragic death of Greg Packan, a youth advocate and founder of Children's Legal Service in Vermont. Dr. George Brown sent us a note that the video of the memorial ceremony had influenced Vermont Law School to award Greg the Vermont Inspiration Award for "that member of the Vermont legal community whose dedication to the common good most inspires confidence in the students of Vermont Law School that an individual's ideals can shape the future of law and society." We have a few copies left of the video at the AERO office.
We appreciate Deborah Crippen's note, thanking us for all we are doing. She tells us she is still in school for alternative architecture, but hopes to some day open a school. Good luck, Deborah, we know you can do it!
Melissa Trent sent us a note, thanking us for introducing her to the book, Making It Up as We Go Along, by Chris Mercogliano of Albany's Free School, which she says has changed her whole approach to parenting. (This book can be ordered through AERO).
Drop out is a magazine which feature writing by students. For example the latest issue has an article by a student who successfully thwarted public schools attempts to stop him from wearing a T shirt criticising his school, citing his right to free speeach. $1 a copy. 1114 Twenty-first St., Sacramento, CA 95814. 914 441 5526. dropout@phayze.com.
The New York Times Education Life (Jan. 3, 1999) featured an article by Ellen Pall called "Video Verite," which describes a non-profit program in New York City that trains high school students in the art of video making. The Educational Video Center is located in the School for the Physical City, an alternative middle/high school; it accepts 25 at-risk students referred by counselors each semester. Founder Steven Goodman states that "video documentary enables students to bear witness to their social conditions and look for solutions. It empowers kids to see themselves in context, to communicate to others how that feels. Working together democratically [making a tape], they learn a powerful way to learn." The center employs a holistic approach and is "committed to keep the focus on learning; instruction is given, but once the students are out in the field, they must solve problems on their own. Mistakes are considered intrinsic to learning, and the goal is the journey, not the end result." NY Times Education Life, 229 W. 43rd St., New York, NY 10036.
The National Association of Thereapeutic Schools and Programs has had an organizational meeting in Albuquerque, NM last January. . About 100 were present, according to Lon Woodbury, consultant, as reported in his Woodbury Reports. These are alternative schools and programs working with children with behavioral/emotional problems. It grew out of a meeting of the Independent Educational Consultants Association. 208 267 5550, www.strugglingteens.com
Selections from articles sent by John Loflin (thank you, John): "The Giants Who Almost Slipped By" by James Patterson: Walt Disney, Albert Einstein, and Thomas Edison were all failures in school, labeled and dismissed. "If Albert Einstein were living in Chicago today, he would have been placed in severe special education," said Judson Hixon, educational psychologist and behavioral consultant. "You can't build on knowledge the kids don't have. We start by viewing them with a negative expectation. It causes them to think of themselves as a deficit and causes us to think of them as non-achievers." Hixon also believes that IQ is not something you can use to measure intelligence and that ADHD exists but that "most kids diagnosed with ADHD don't have it. They are inattentive because they don't learn best in the ways that school lessons are being taught, but giving psychotropic drugs such as Ritalin to kids who need behavior counseling tends to depress them even further. Thus, more behavior problems."
Introduction to Alternative Schooling by Bill J. Johnston and Karen S. Wetherill: "Four observed characteristics of schooling: 'First, the vehicle for teaching and learning is the total group. Second, the teacher is the strategic, pivotal figure in the group. Third, the norms governing the group derive primarily from what is required to maintain the teacher's strategic role. Fourth, the emotional tone is neither harsh and punitive nor warm and joyful; it might be described as emotionally flat.' When it is found that some students don't respond well to this one-size fits all mold, the initial response is to ask "What is wrong with those kids?" and then attempt to induce conformity, first through normative appeals, and later if necessary, by coercion. Within this framework, alternative schooling becomes little more than a euphemism to describe places of detention for the maladaptive and seditious." The author goes on to describe several types of alternative schools and evaluation of those types.
Why Alternative Education Works by Dora A. De La Rosa: "One educator, Roland S. Barth, pinpoints the reason (for discouraged learners) quite accurately: The major factor in students' lives that leads to depression, dropping out, drugs, jail, and suicide appears to be the school experience: ability groups, grade retention, college pressures, working alone, denial of strengths and focus on weaknesses, learning that is information-rich and experience-poor, and an irrelevant curriculum that students must endure and frequently ignore."
The Center for Appropriate Transport works with the Oregon Department of Education and local school districts to provide hands-on technical training for public school students, homeschoolers, part-time and special needs students. Their educational programs incorporate students in ongoing businesses which emphasize "sustainability, community involvement, fiscal responsibility, and a cooperative work environment." Programs offered for students aged from 12 to 18 include bicycle mechanics, photography, and computer-aided design. The program was the subject of an article by Jan VanderTuin entitled "Youth in the World of Learning," published in Talking Leaves magazine, Winter 1999. Lost Valley Educational Center, 81868 Lost Valley Lane, Dexter, OR 97431.
Public Alternatives
(see additional items in CHANGING SCHOOLS section)
Larry Sheehy informs us that after 27 years Mariposa School, the last remaining independent alternative school in Mendocino County, California has now closed its doors. The school's facilities will be leased starting next fall to the new Woodlands Charter School. As Larry pointed out, the board hired Jerry Mintz as a consultant to help find creative ways to save the independent school, and although many good proposals were generated, the "energy just wasn't there to continue." The non-profit Mariposa Institute will explore the possibility of creating an organization that will promote progressive education in some way after a Mariposa reunion of alumni this Summer.
Blue Mountain School in Cottage Grove, Oregon, is a publicly funded, private alternative school which opened last September. Modeled after Sudbury Valley School in Massachusetts, curriculum is student directed, governance is by democracy, and students are given a great deal of freedom and responsibility. Jeff Wright explains in his article about the school in the Register-Guard that homeschoolers adapt more quickly to life at the school than do students from public schools because they are accustomed to self-directed learning and setting goals for themselves. Oregon has no charter law; it does, however, have an alternative school law that funds private schools that agree to administer state assessment tests. Under the alternative school law, teachers are not required to be certified; if a charter law is passed, they may have to be. Oregon has over 400 alternative schools, most of which are part of school districts. Over 100 of them are publicly funded private schools which provide services for at-risk or special needs kids. Organizers of Blue Mountain found a way to use the law to establish a completely different kind of school. There are no teachers, no principal, no tests, and no grades. Kids do have to sign in each day and everyone takes a turn serving on the Judicial Committee. Otherwise, students are free to discover and pursue their true interests. Email: blumtn@cco.net. Website: www.registerguard.com.
Joe Nathan's latest book, Charter Schools: Creating Hope and Opportunity for American Education, is now available in paperback. The book traces the origins and growth of charter schools from 1991 when the first charter legislation was passed in Minnesota through 1998. It describes the many positive ways that charter schools are changing the public school system. For people interested in creating a charter school, a section explaining just how to do that includes chapters on getting started, building support, and staying business. Appendices list current laws by state, resources for assistance, and a model charter school law. The book is available from Jossey-Bass, Inc., 350 Sansome St., Fifth Floor, San Francisco, CA 94104-1342. Tel: 415-433-1740. Fax: 415-433-0499.
Speaking of Joe Nathan, we have a copy of his congressional testimony against the practices of the NCAA, which he deemed discriminatory against student athletes. According to Fairtest Examiner, a federal judge in Philadelphia agreed and "has struck down the NCAA test score-based initial eligibility rule, Proposition 16, as racially discriminatory and not educationally necessary." PHOTO Joe Nathan at NY Charter School meeting
My name is Marshall Lochridge and I work at Main Street Alternative High School in Louisville, OH. I am searching for other alternative high school programs with which we could network. Specifically, I am interested in establishing a dialogue about what works and doesn't work at your school. If you have any information, policies and procedures, or anything else, such as student handbooks, that you would be willing to share I would love to receive it. Contact me at the above e-mail address or at 330-875-32676 ext.362.
A new magazine, which has been brought to our attention, is called Color Lines. The latest issue contains articles on the sovereignty movement in Hawaii, the Milwaukee school voucher program, domestic violence in communities of color, and more. The magazine is available from Color Lines Applied Research Center, 4096 Piedmont Ave. # 319, Oakland, CA 94611-5221.
The 1998-1999 academic year brought several innovations to the Endicott College Master of Education Online Program. One of those innovations has been connecting to the Montessori education community and offering many programs for Montessori teachers. They are also offering online courses for graduate credit. Information is available on their website at www.tmn.com/ties. The Institute for Educational Studies, Endicott College, Beverly, MA 01915. Tel: 800-386-7725.
An 18-month old alternative public school program in Florida, Eagle Academy, has had limited success early on but is now showing signs of improvement as officials learn from their mistakes. Mike Clary described the boot-camp type program, voluntary for at-risk boys aged 13 to 16, in the February 19 issue of the Los Angeles Times. Founder Robert Neumann, a former teacher and FBI agent, felt that "one of the ingredients missing from boot camps for adjudicated juveniles was that it's not voluntary. Those camps might work, but you had to commit a crime to get in." After a rocky first year, the program now includes more parental involvement and peer counseling. Jerry Mintz was cited, suggesting that the reason the program may work is because of small class size and individualized attention, in spite of segregating and labeling kids as problems.
SAT coaching programs produce limited results, according to two studies by the Educational Testing Service and the College Board. This contrasts with the results of over a dozen independent studies, which found that test preparation programs produced greatly increased test scores. FairTest Examiner (Winter, 98-99) suggests that the reason for the discrepancy is because the ETS-College Board studies were simply surveys sent out to students rather than a controlled experiment conducted by neutral parties. National Center for Fair & Open Testing, 342 Broadway, Cambridge, MA 02139-1802. Tel: 617-864-4810.
Pam Autry, in an article in the Public School Montessorian (Spring 1999), wrote an article called "In Baton Rouge, When Standardized Tests Loomed, the Montessori Vision Was Set Aside." The author describes the conflicts and disruption to "the flow of learning" Montessori teachers face when having to prepare students for annual tests each March. The conundrum is that in order to "succeed" on the tests, they must stifle "the creative powers of our children for one full month and we cannot know the effects" on the children such a "break with their faith with us" will have. After the tests are done, the learning journey begins once again. Jola Publications, 2933 N. 2nd St., Minneapolis, MN 55411.
HOME EDUCATION NEWS Gene V Glass, Editor, http://epaa.asu.edu: The Education Policy Analysis Archives is an electronic scholarly peer-reviewed journal published only on the Internet. EPAA has just published Volume 7 Number 8, "Scholastic Achievement and Demographic Characteristics of Home School Students in 1998" by Lawrence M. Rudner of ERIC for Assessment and Evaluation and the Univ. of Maryland. An abstract follows: This report presents the results of the largest survey and testing program for students in home schools to date. In Spring 1998, 20,760 K-12 home school students in 11,930 families were administered either the Iowa Tests of Basic Skills (ITBS) or the Tests of Achievement and Proficiency (TAP), depending on their current grade. Major findings include: the test scores of this group of home school students are exceptionally high--the median scores were typically in the 70th to 80th percentile, and 25% of home school students are enrolled one or more grades above their age-level public and private school peers. Because this was not a controlled experiment, the study does not demonstrate that home schooling is superior to public or private schools and the results must be interpreted with caution. The report clearly suggests, however, that home school students do quite well in that educational environment. The article can be accessed directly at http://epaa.asu.edu/epaa/v7n8/.
Jerry Mintz went to a meeting of the New York Home Education Network (NYHEN), in Saratoga, NY. About 20 people attended. Much of the discussion was about what the decision-making structure would be. Jerry offered the stucture which evolved in the democratic school he once directed, which uses elements of voting and concensus which were learned from the Iroquois. It was decided to try that approach for that meeting. The biggest issue facing the group is whether or not to support the push to allow homeschoolers access to public school sports teams and other facilities. One group feels that it is their right to have that access as taxpayers. The other fears opening up homeschoolers to more government control by getting involved with the public schools. After the meeting Jerry went to NYHEN contact person, Ann Hodge's house, and did a radio interview with Ann and her son on the Talk America Network. The next meeting of the group was about to happen as we go to press, and will be reported on in the next issue.
Jolanda Gozani Ferguson, Jolanda_Ferguson@Brewsternet.com: Hi! I am a regular (and GRATEFUL!) subscriber to AERO. I particularly loved your Winter 1999 edition of The Education Revolution. I was especially interested in the three learning centers described. I have been playing with the idea of starting such a center sometime in the future and would love to get more information about how to begin such an endeavor. Page 3 of your magazine mentions that "AERO is developing a kind of kit for people who want to start learning centers." Is this kit now available? How may I go about purchasing it? Are there any other resources/contact people you would recommend to someone like me who is interested in starting up a learning center? There is a fairly large homeschooling contingent up here in the area of Wolfeboro, NH, and it has been interesting talking with homeschoolers. A learning center might be of value up in this area of fewer educational choices. It would be wonderful to talk with you as I am a great admirer of your tireless energy in the alternative education movement. Jerry Mintz reply: JerryAero@aol.com: We already have some materials developed and are working on more. For people within traveling distance from AERO, I have been doing on-site consultation. I've done that for a group near Binghamton which will start a new homeschool resource center next school year. Call me at 800 769-4171 or give me your phone number and I'll call.
REPORT ON RESOURCE CENTER CONSULTATION I did a consultation on April 11 with a group at Laura Austin's tutorial center at Horseheads, New York. It has been open as an after school program for 20 years, but several parents wanted to have it become a full-time school. I suggested that it could be accomplished by using current teachers and creating a homeschool resource center.
There were five of Laura's teachers, five parents, two students, plus myself and Laura at the meeting. It went so well that a couple of parents said they had only been thinking about the center for one particular child with a learning problem, but they thought it might be good for all of their children. When Laura mentioned that she really didn't think that homework was that necessary and that it was quite a burden for kids, one of the two nine-year-old kids in the meeting immediately perked up and it drew her attention.
I showed snatches from a couple of videos, asked parents and students what kind of needs they had to meet, and answered questions about college, accreditation, diplomas, social life, and equipment. I got the feeling that everybody was ready to sign up and Laura was pretty excited about it. Laura reports that the new center will open in the Fall. -JM (SEE CHANGING SCHOOLS SECTION FOR ANOTHER CONSULTATION REPORT)
It looks as though The Newtown Progressive School (CT) is going to close its doors. BUT,...the good news is that Progressive Learning Center (considered a business, and not a school) is going to open. We're signing a lease on a small building and have several homeschooling families interested and ready to go! I am still primarily targeting the middle grade students (ages 10-13), but will be able to offer enrichment type "after school" programs for all ages. I appreciate the encouragement you gave me over the phone and am in total agreement with you when you said that home-based education resource centers are where the future in education lies. I'll let you know how things progress. Kathleen Green KGreen9818@aol.com
Dick Kitto, who, together with Stan Windlass, founded Education Otherwise (English home education organization) at Lower Shaw Farm in the UK, died at 3:30 this afternoon (June 22) after a stroke. He had been taken to hospital in Sheffield while staying with his daughter. beverley.young@btinternet.com
The 7th edition of the Home School Manual, Theodore Wade, has recently been published. It is one of the best comprehensive books on homeschooling resources and approaches. Gazelle Publications, 11580 Red Bud trail, Berrien Springs, MI 49103, 800 650 5076, tedw@andrews.edu.
International News and Communications GERMANY Robert Fishman, ecomedia@aol.com: I am preparing an international congress, Nov. 11-13, 1999, which is meant to debate theoretical and practical approaches to education for sustainability. We are planning statements of specialists, workshops, and an exhibition of international projects. We would like to gather all kinds of information and addresses of specialists working on those questions either scientifically or in practical projects. We are mainly looking for information on multinational school cooperation dealing with questions of sustainable development in social, economic and ecological dimensions. August Bebel Str. 16-18, 33602 Bielefeld, Germany.
ENGLAND Annette Cotterill, learning_through_action@compuserve.com: Have just read about your work in the March 99 edition of the (UK) Human Scale Education newsletter with great interest. Please add Learning Through Action to the Aerolist. We are a not-for-profit established since 1983 creating interactive education projects on behavior and social themes, which we deliver in nursery, primary and secondary schools using teams of full-time, specialist-trained, teacher/presenters. We also offer one-term certificate courses and workshops in Learning Through Action's methodology. Learning Through Action Trust, Fair Cross, Stratfield Saye, RG7 2BT, UK. Tel: (int+44) (0)1256 883500; Fax: (0)1256 883700..
JAMAICA Makonnen David Blake Hannah was appointed as a youth technology consultant in Jamaica's Commerce and Technology Ministry. At only 13, Makonnen is the youngest government advisor in Jamaica's history. He has been homeschooled all his life by his mother. He has traveled to several countries with his family, living in varied situations. He hopes to play on the national soccer team in the future.
NETHERLANDS Kent, altlearn@xs4all.nl: We are working with a researcher on establishing a homeschooling plan to ease the path for those wishing to HS in Holland, which, although legal, has so many restrictions that most people think it is not legal. We are going to put the Dutch Education code online, with special attention to the articles of the law which grant an exception, allowing homeschooling. We are attempting to create 2 HS plans, one curriculum based, the other more in the unschooling concept, though probably only the 1st will get any acceptance here in the beginning. The researcher, Dr. Henk Blok, has an article in Dutch on the A.L. nl site as well as a letter in the news section in which he speaks of being impressed with the new (in English) study of HS'ers in 98. This is also reproduced in full on the website.
NIGERIA The Betem Christian Community Academy was started in 1997. We are Christians and we are building a junior secondary school for ophans and needy children. We are looking for Christian teachers who can come as missionaries to teach math and English language. Those who wish to come should be able to raise their own support and would be willing to live in the community with children. They should be mature and committed Christians who love children. The students, about 90 in number, study under shed. We live in small farming village called Betem. There is no electricity and pipeborne water. From here to the state capital is 76 kilometers. Nigerians are friendly and loving people. We are having democracy from next month. Ernest Udom, Betem Christian Community Box 1710, Calabar, Cross River State, Nigeria, West Africa. <erjohum@unical.anpa.net.ng> (The school also needs donations of books, funds, etc.)
NORWAY Enok Kippersund, <enkipper@online.no>: I am the headmaster of a Junior Public School in Western Norway, 30 pupils, age 6-13, multi-aged classes, rural location. The school is not yet on the Net, but we are working on building our international contact Net, (mostly) by snailmail. We are an ordinary Norwegian school, I think, but by the last plans the Government gave us, we are all supposed to be alternative schools! We are looking for pen pals (private) for some of our pupils, but most of all we want to get into common contacts on class or school level. Bjoerke skule, 6190 Bjoerke, Norway - Tlf 70 04 11 22
POLAND There are some "different" schools in Poland, but to tell you the truth I am not a fan of them: Most of them are very expensive and only kids of very rich people can profit of their benefits. The only alternativity of these schools is that there are not notes, and it is not necessary to come to the class and some other "alternative" ideas. In Wroclaw, the city I live near, there is a school called "The School of Future" managed by an association "Free Education Initiatives". It is something different then the mentioned school. The school is based on some ecological ideas and kid aimed philosophy. The situation in official state schools is rather the same as before the government change. After the 1989 the church tries to take power over the education. Recently the education minister refused to authorize one grammar manual because of its "non Christian" content, just because inside there were some Zodiac signs and a witch that teaches grammar. Here is the School of the Future address: Wroclawska Szkola Przyszlosci, ul. Skwierzynska 34a, PL 53-522 Wroclaw, POLAND. Tel: + 48 - 71 - 3611221. Piotr Smyrak piero@ekoidea.most.org.pl
SOUTH AFRICA Brian Stanley is involved in a private educational institution and in literacy programs throughout Western South Africa. He tells us that resources are extremely low and that they especially need donations of educational VHS videotapes. If you would like to help, please contact him at Helderberg College, PO Box 22, Somerset West 7129, South Africa.
WEST BANK (ISRAEL) Hope Flowers School was founded by Hussein Issa in 1984 in the West Bank of Bethlehem and is a sister school to the Democratic School of Hadera. In 1996 it began the first adult peace education workshops open to both Palestinians and Israelis. Palestinian and Israeli officials do not support the school financially and actively disapprove of it. Each attempt to close the school, which provides education in peace and democracy. "The most difficult part of teaching Palestinian children about peace is reconciling what they learn at school with what they experience in their daily lives." This information was published in LIB ED, No. 29, Phoenix House, 157 Wells Road, Bristol, BS4 2BU. Email: editors@libed.demon.co.uk.
Teachers, Jobs, and Internships PRIVATE SCHOOL FOR SALE The Academy of Enhanced Learning, 460 Clover Lane, Hanover, PA, is for sale. Its owner and director is retiring after 30 years of teaching. Built in 1991, the 3000 sq. ft. private school is in excellent condition. It's located on an acre of land in a rapidly growing area outside of Baltimore. This well established school is state licensed for grades K-8. Existing options include use as a primary, intermediate or special education school. It includes office and teaching supplies, an 8,000 volume children's library, a large outdoor wooden climber, a science room, and a computer center. $275,000.00. Willing to help finance. Call Bobbie or David Hertzfeldt at (717) 632-1709.
The Renaissance Progressive School, in Lakeland Florida, between Tampa and Orlando, is seeking teachers and a director for a second campus for their charter school. Applicants should be degreed and have experience in a progressive teaching environment (learner-directed, student-paced, authentic assessment). Contact Mari-Jean Melissa, The Renaissance Progressive School, 6075 S. Florida Avenue, Lakeland, FL 33813, Fax (941) 701-1046
Blue Mountain School in Floyd, VA is looking for 5 teachers from preschool to 6th grade. 540 745-4234, bms@swva.net
The Albany Free School, perhaps the oldest inner city genuinely free school in the US. (A.S. Neill told our founder, Mary Leue, that she would be "daft" to try such a thing), needs a full-time teacher for next year. Qualifications: Experience working with children in an intimate, open setting where learning is by choice and everyone is responsible for the well-being of the school community. Lots of energy and flexibility are needed to meet the ever-changing needs of our diverse student body. We also offer a limited number of apprenticeship opportunities in which you will discover the heart and the soul of the teaching/learning process and come to a deeper understanding of yourself and how you effect others. Scholarships and room and board are available on a first-come-first-served basis. Contact: Chris Mercogliano (518) 434-3072; e-mail - freskool@crisny.org.
A private teacher is needed for a ten-year old boy in Florida. The candidate should have experience and interest in alternative education and learning disabilities. The family also wants help in homeschooling and possibly starting an alternative school. Reply to Mary Byrd, 51 South Andalusia Ave., Santa Rosa Beach, FL 32459. Fax: 850-231-2806. Email: hpbyrd@gnt.net.
The School in Rose Valley, an independent progressive elementary school (preschool-6) is seeking an Interim Principal to begin July 1, 1999 and serve for the 1999-2000 school year. This is an independent progressive elementary school with a student body of 125. The School is committed to continuing growth and self-development and a supportive board and parent community. Candidates must have a background in education, experience in administration, knowledge about childhood development, and commitment to progressive education. Please send resume with references to Sonia C. Jaipaul, Esq., Chair, Search Committee, The School in Rose Valley, 20 School Lane, Rose Valley, PA 19063. Email: jaipaul@craftech.com.
Kelly Patrick Gerling, ELFSYSTEM@aol.com: A public school district in the Kansas City area is establishing a new elementary school in September. The idea is to put together an extraordinary school that can effectively meet the learning needs of students, parents and faculty in a way that is flexible, enthusiastic and fun. The faculty has not been hired yet. The district is taking applications from teachers from within the district now and from teachers with non-traditional backgrounds and experiences. Our goal for this school is to open up the feedback from parents and students to the school and respond flexibly to meet their needs. We also want to respond with non-traditional methods, structures and assumptions when that is needed to satisfy the parents and students. We seek to blend the best of a traditional school with a variety of non-traditional, alternative methods. Hiring some non-traditional teachers will add diversity to the faculty and make it easier to create an extraordinary, wonderful and enthusiastic learning atmosphere. Qualifications include Missouri certification, a background with a student-oriented approach, and experience with and willingness to use non-traditional methods, To apply please e-mail.
Charter school in central New Jersey for 100 children in grades K-7, looking for Director/"Master Teacher". We offer multi-age groupings, a constructivist philosophy, inclusive environment, and small teacher-student ratios. Experience with team/consensus building, curriculum development, authentic assessment and supportive supervision essential. Please send resume and statement of philosophy to: Hiring Committee, Greater Brunswick Charter School, 197 Somerset St., New Brunswick, NJ 08901 Lori Freedman at 732-246-5661.
Chuck Estin: Renaissance Persons wanted to teach in small democratic public high school. Certificate required. Potential openings in all curriculum areas. Send resume and cover letter to 6815 Ravenna Ave NE, Seattle, WA 98105. E-mail: clakatatham@hotmail.com
Preschool teacher and Director sought for part-time cooperative program. Parent education and administrative experience required. Co-op experience preferred. School focus is experiential, child-led play and social learning. Starting wage $24.10/hour. Send questions to jenyoung@mindspring.com. Los Altos is located in the South Bay of San Franciso/Silicon Valley. Send resume to Los Altos Parent Preschool, Attention: President, 199 Almond Avenue, Los Altos, CA 94022 OR fax (650) 947-8007
Michael writes: I work at School for the Physical City, an Expeditionary Learning Outward Bound public school in Manhattan. It is grades 6-12. I was attracted to it because I was looking for a real alternative in the public school system. I was a little disappointed that this school turned out to be reluctant to take a stand against some institutional, Board of Ed. requirements and traditions but I believe it is possible to move for real change here. Some staff are leaving at different grade levels and in different disciplines. I would encourage anyone to submit resumes or call for an interview who would like to infuse this place with new blood. I believe there is tremendous potential here. Check out the web site for more on expeditionary learning http://www.elob.org/about/index.html. School for the Physical City 55 E.25th St., NY, NY 10010, 212-683-7440 Contact person: Candy Systra.
The Learning Community is a small school for Kindergarten through eighth grade. We are in our third year, and are located on the grounds of the old Black Mountain College in Black Mountain, NC, 20 minutes east of Asheville. We approach education with a combination of hands-on academics, outdoor education, service learning, and parent participation. We are looking for three teachers interested in developing a creative, holistic curriculum on our beautiful 600 acre campus. Modest salary with small benefit package and two afternoons off a week. Also looking for part-time development coordinator. Write to The Learning Community, PO. Box 1143, Black Mountain, NC, 28711 Call 828 686-3080 or e-mail cindyc@rockmont.com.
We recently found out that we do not need a director/principal with an Illinois certification as long as our population of a particular category of students remains 30 or under. We are an alternative high school on the South side of Chicago serving about 75 inner city, mostly African American students, ranging in age from 14 to 24. We have on-site daycare for student-parents and confer a high school diploma. We are part of a private welfare agency which provides housing and other services to a significant proportion of our students. Janice Greer founded the school in the 1960's from which the "welfare agency" grew. We are looking to build a cooperatively-run progressive organization of teachers, counselors and administrators to work in solidarity with young people from the community who fall through the bureaucratic cracks of the CPS. Right now we are looking for someone to fill a "principal-like" position, as well as teachers/counselors who love some combination of the following areas: math, biology, environmental science/issues, health & nutrition, child development & parenting, physical fitness, computer teaching skills, and all of these interests taught within a context of student empowerment, compassion, fun and love. To apply, please e-mail Janice Greer at Wolfie 5461@aol.com or call Sullivan House Welfare Agency at 773-324-5014 for application details. Janice, however, will be traveling from until 7/20. Jacque Wurzelbacher can be e-mailed for further information at Wafflebacon@juno.com or JDWURZ@aol.com.
TEACHERS SEEKING JOBS Mimi Glass, inspired, dedicated, very experienced alternative teacher wishes to be part of a holistic, progressive, alternative school community dedicated to a holistic educational philosophy within a public school or with public equivalent salary. I am Montessori trained at the primary level and have taken the Montessori elementary course in the sciences. I am California credentialed and currently teaching in public school using my own Montessori materials. I would especially like to teach in a natural, woodsy setting where nature and the classroom integrate. Would relocate from California to Oregon, Washington, Colorado, and possibly other locations to follow my dreams. e-mail: bmbg20@.com
My name is April Bell and I am a recent college graduate. I am currently employed as a Teacher Assistant at Kennedy Krieger Institute. This is a special education (level 5) school for emotionally disturbed boys age 11-17 years. old. I am relocating to Miami, Florida and seeking employment in an alternative school. I have a wealth of experience in this field and am eager to render my services to a new school or program. aprilebell@yahoo.com
Meredith Heller, mermaidmlh@aol.com: I have been teaching poetry and performance at an alternative high school in Boulder, CO for the past two years. I have had great success helping teens to explore and express their feelings through poetry writing. I am just completing a Master's in Education plus teaching certificate from Goddard College. I am moving to California (anywhere from San Fran to San Diego) and seek employment in an alternative school environment. Any openings or ideas please contact me by email or at 1330 6th Street Boulder, CO 80302. Phone: (303) 447-3534. Much thanks!
CHANGING SCHOOLS COLUMBINE AFTERSHOCKS In response to the Littleton tragedy Jerry Mintz, who was at a conference in Colorado at the time with a group of alternative school students and homeschoolers, called on people to report to AERO if similar events were happening in their communities in order get a sense of the scope of this phenomenon. The volume of what was reported is too large to report in this issue, so we will summarize it. Let us know if you'd like the whole report.
Hundreds upon hundreds of bomb threats were made throughout the country. On Long Island dozens were reported with many school closed. During finals, plans were made to seal lockers shut and lot allow students to bring book bags.
Reports were sent to the AERO office of bomb threats, violence and arrests of students from: St. Louis, MO, and Clayton, MO (a very exclusive suburb), Lake Charles, LA (10 students arrested), Columbiana, OH (including a 9 year old with a gun, Scituate, RI, Kansas City, Kansas, Taber, Alberta, Canada (where a 14 year old shot two 17 year olds), Benicia, California, Greece, NY, Tucson, AZ, NH ("I am considering Homeschooling now. I think that children can't possibly learn the way they should if they are afraid for their life every day."), Vallejo, CA ("One teacher told me she was afraid to teach at her school for the first time in her career."), Athens, TX ("There has been a rash of bomb scares since the Littleton tragedy...as of tomorrow morning, I will be taking my son out of public school and home schooling him. He deserves to feel safe while he is learning."), McLean, VA, (Hillary Rodham Clinton said Monday that schools today have gotten so big that students can get lost in the system, " So we are going to have to change the way we think about, how we build and construct and organize our schools,'' Mrs. Clinton said.).
One girl e mailed, "THERE IS CONSIDERABLE EVIDENCE THAT MY SCHOOL WILL BE BOMBED!! I AM TERRIFIED, AND SO ARE MY FRIENDS, BUT OUR PARENTS ARE MAKING US GO TO SCHOOL!! WHAT DO I DO! SINCERELY, "LA NINIO NIKITA"
Another parent wrote: Please send me information on home schooling. I need all the information I can get, as the school my child currently attends has had one bomb threat, 4 students arrested for conspiring to recreate the Columbine Massacre, and has had one live bomb found on the school grounds, all within the last 3 days. I no longer feel safe sending my child there.
THE ANTIDOTE TO THE COLUMBINE TRAGEDY (Editorial sent to New York Times)
Naturalists say that the antidote to a poisonous plant is always growing nearby. For example, jewelweed can be found near where poison ivy grows. But if you don't know that jewelweed is the antidote, if you don't even know what you are looking for, then you simply suffer the effects of the poison.
At the same time as the massacre was taking place at Columbine High School, in Jefferson County, Colorado, a group of parents, teachers and students who practice educational alternatives commenced their annual get-together just a few miles away, in the mountains overlooking Denver. Within this group could be found the answer, the antidote to the poison which manifested itself in Littleton. The participants in this conference had traveled from schools, programs and homeschools from as far away as Japan. This conference of the National Coalition of Alternative Community Schools is unlike any other which takes place in the United States. The majority of these educators are students. Half of the board members of the organization are students.
These representatives of small alternative schools and homeschoolers have long since solved the problems which created the Littleton shootings. For example, they all learned to be adept at conflict resolution. At the conference, itself, any problems which arose went immediately to a mediation committee of children and adults, where each point of view was heard, the problem resolved, and the anger and frustration dissipated.
Alcohol, drugs or weapons are not allowed at the conference by any participant, including adults. This was a decision made by majority vote on the initiative of students, in effect for over 15 years. The relationships between the children and adults are based on trust.
The people at this conference had some of the answers. They had the antidote, yet not one reporter made their way up the mountain to the 8000 foot level to the camp overlooking Littleton, where they were meeting. After five days the people went home, with one school group actually sleeping in the gym of a public alternative school in Jefferson County before and after the conference (certainly the only students inside a Jefferson County school those nights).
In the following weeks, politicians and professional educators have been pointing their fingers in all directions, seeking blame for the shootings. They've pointed toward violent video games, violence in the movies and television, lack of proper gun control. They've done this the way a good magician practices misdirection. They've pointed everywhere but at the schools themselves, which are the locus of the problem.
Children are natural learners. If they say they hate their schools, there is something wrong with the schools. Since Columbine, there has been almost no community unscathed by a variety of aftershocks, mostly in the form of bomb scares, and now with another shooting in a school in Georgia. Some people have called this "copy cat." But there was no similar rash of copycat events after the tragic Oklahoma City Federal Building bomb. The fact is that the Littleton explosion unleashed a torrent of feeling on the part of sad, angry, damaged and disenfranchised children all over the country.
Parents and teachers had better wake up quickly and smell the stench. There is an antidote to this poison. People practicing educational alternatives have found some of the answers. They encompasses concepts of smallness, empowerment and trust. Furthermore, I just found out that jewelweed works best on poison ivy if it is used first, as a preventative.
Radio Interview With Arnie Langberg on the Night of the Littleton Tragedy JERRY MINTZ: Of all places in the world today I'm in Denver, CO. As you no doubt heard by now there has been an incredible tragedy in this area, in Jefferson County.
I have guests tonight who are from Jefferson County and who are involved in starting alternative schools.
ARNIE LANGBERG: Hello.
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