75 134p. - eric · document resume. ed 407 197. rc 020 867. author penha, james; azrak, john title...
TRANSCRIPT
DOCUMENT RESUME
ED 407 197 . RC 020 867
AUTHOR Penha, James; Azrak, JohnTITLE The Learning Community: The Story of a Successful
Mini-School.PUB DATE 75
NOTE 134p.
PUB TYPE Opinion Papers (120) Reports Descriptive (141)EDRS PRICE MF01/PC06 Plus Postage.DESCRIPTORS Democratic Values; Educational Change; Educational
Innovation; Educational Philosophy; High School Students;*High Schools; Holistic Approach; Individualism;Interdisciplinary Approach; *Nontraditional Education;School Role; Small Schools; *Student Empowerment; *StudentParticipation; *Teacher Role; Teacher Student Relationship
IDENTIFIERS *Learning Communities; *Mini Schools; New York
ABSTRACTThis book describes "The Learning Community," a minischool
that was founded in 1972 by five teachers as an alternative program within alarge urban high school in Astoria, New York. The Learning Community included150 high school juniors and seniors and 6 teachers. The book overviews thedevelopment of the minischool, beginning with the first teachers' meeting toaddress the school's philosophy; the strategies used to promote positiveteacher-student relationships; and decisions made by both teachers andstudents regarding curriculum and student evaluation. The Learning Communitywas based on a democratic approach to education that gave students thefreedom to plan their own course of study and that recognized individualtalents, abilities, and personalities. The curriculum included requiredskills courses; interdisciplinary courses in which students studied a singleidea or concept from various perspectives; and minicourses that concentratedon specialized topics suggested by students and teachers. Instead of grades,students received personalized written evaluations that emphasized studentaccomplishments, as opposed to failures. An "open classroom" approach alsoallowed teachers and students to interact outside of instructional time andencouraged teachers to act as coordinators and facilitators of studentlearning. Although the program was regarded as a success, it was terminatedin 1976 due to pressure from school administrators. (LP)
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THE LEARNING COMMUNITY:THE STORY OF A SUCCESSFUL MINI-SCHOOL
James Penha and John Azrak
Paulist Press
"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY
TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."
BEST COPY AVAILABLE 2
U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)
Vir.os document has been reproduced asreceived from the person or organizationoriginating it.
0 Minor changes have been made to improvereproduction Quality.
Points of mew or opinions stated in this docu-ment do not necessarily represent officialOE RI position or policy.
Thi
s bo
ok r
ecre
ates
the
proc
ess
that
pro
duce
d an
d co
ntin
ues
to p
rodu
ce a
suc
cess
ful s
choo
l Muc
h ha
s be
en w
ritte
n in
the
last
few
yea
rs a
bout
"te
am te
ach-
ing,
" "t
he o
pen
clas
sroo
m,"
"th
e in
ter-
disc
iplin
ary
appr
oach
," e
tc M
any
teac
h-er
s ar
e aw
are
of th
ese
educ
atio
nal a
lter
nativ
es, b
ut th
ey la
ck e
vide
nce
that
suc
hap
proa
ches
can
wor
k T
his
is n
ot a
"ho
wto
do.
itbo
okIt
is a
"ho
w w
e di
d it"
book
. It i
s th
e st
ory
of a
sch
ool a
nd it
spe
ople
. It s
how
s th
at a
rea
l cha
nge
can
take
pla
ce in
a r
eal s
ituat
ion
whe
n te
ach-
ers
and
stud
ents
bec
ome
open
to "
the
in-
tang
ible
s of
peo
plen
ess,
" "t
he in
divi
dual
and
soci
al c
onsc
ious
ness
req
uire
d fo
rfu
ndam
enta
l cha
nge,
" an
d, m
ost i
mpo
rtan
tly,
"the
disp
arat
e el
emen
tsth
at,
take
n to
geth
er, c
reat
e C
omm
unity
."
Jam
es P
enha
and
Joh
n A
zrak
(co
-au
thor
s),
alon
g w
ith A
ngel
o G
iugh
ano,
Dav
id P
owel
l, an
d W
illia
m T
herw
ay (
con-
trib
utor
s)ar
eth
efo
unde
rsof
The
Lear
ning
Com
mun
ity T
hey
have
bee
n-op
orat
ing
the
scho
ol, l
ocat
ed w
ithin
Mat
erD
hris
ti D
ioce
san
Hig
h S
choo
l in
Ast
oria
,N
Y ,
sinc
e th
e fa
ll of
197
2
11 =1
... a
nim
port
ant c
ontr
ibut
ion
to th
e sc
ienc
eN
eil P
ostm
anas
wel
l as
the
art o
f tea
chin
g."
TH
E S
TO
RY
CIF
ASU
GG
ESS
FUL
MIN
ISW
-KM
is v
astly
ore
than
the
suof
its
part
s.F
or u
s its
S fo
unde
rsit
repr
esen
ts...
...:
A
7
Jam
es P
enha
and
Joh
n A
zrak
with
: Ang
elo
Giu
glia
no/D
avid
Pow
ell/W
illia
m T
herw
ay.
TH
E S
TO
RY
OF
AII
SU
CC
ES
SF
UL
MIN
I-S
CH
OO
L
LE1
Goz
,
vPA
UL
IST
PR
ESS
NE
W Y
OR
K /
PAR
AM
US
/ TO
RO
NT
O
Boo
k D
esig
n: E
mil
Ant
onuc
ci
Phot
os: J
ohn
Azr
ak (
exce
pt p
. i, C
arlo
s Su
arez
;p.
10,
Jam
es S
inno
tt)
Cop
yrig
ht ©
1975
by
The
Mis
sion
ary
Soci
ety
of S
t. Pa
ul th
e A
post
lein
the
Stat
e of
New
Yor
k
All
righ
ts r
eser
ved.
No
part
of
this
boo
k m
ay b
e re
prod
uced
or tr
ansm
itted
in a
ny f
orm
or b
y an
y m
eans
, ele
ctro
nic
or m
echa
nica
l,in
clud
ing
phot
ocop
ying
, rec
ordi
ngor
by
any
info
rmat
ion
stor
age
and
retr
ieva
l sys
tem
,w
ithou
t per
mis
sion
in w
ritin
gfr
om th
e Pu
blis
her.
Lib
rary
of
Con
gres
sC
atal
og C
ard
Num
ber:
75-
1011
2
ISB
N: 0
-809
1-18
84-X
Publ
ishe
d by
Pau
list P
ress
Edi
toria
l Offi
ce:
1865
Bro
adw
ay, N
.Y.,
N.Y
. 100
23B
usin
ess
Offi
ce:
400
Sette
Dri
ve, P
aram
us, N
.J. 0
7652
Prin
ted
and
boun
d in
the
Uni
ted
Stat
es o
f A
mer
ica
AC
KN
OW
LED
GM
EN
TS
The
Sch
ool B
ook,
by N
eil P
ostm
an a
nd C
harl
es W
eing
artn
er. C
opyr
ight
019
73 b
y N
eil P
ostm
an a
nd C
harl
es W
eing
artn
er. U
sed
by p
erm
issi
on o
f th
epu
blis
her,
Del
acor
te P
ress
.
"A L
ittle
Bit
of C
haos
," b
y B
eatr
ice
and
Ron
ald
Gro
ss. C
opyr
ight
019
70 b
yT
he S
atur
day
Rev
iew
.U
sed
by p
erm
issi
on o
f th
e pu
blis
her.
The
Ope
n C
lass
room
,by
Her
bert
R. K
ohl.
Cop
yrig
ht 0
1969
by
Her
bert
R. K
ohl.
Use
d by
per
mis
sion
of
the
publ
ishe
r,T
he N
ew Y
ork
Rev
iew
.
"Kod
achr
ome,
" by
Pau
l Sim
on. C
opyr
ight
019
73Pa
ul S
imon
. Use
d w
ithth
e pe
rmis
sion
of
the
publ
ishe
r. ®
Kod
achr
ome
is a
reg
iste
red
trad
emar
kfo
r co
lor
film
.
Tea
chin
g as
a S
ubve
rsiv
e A
ctiv
ity,
by N
eil P
ostm
an a
9d C
harl
es W
eing
artn
er,
Cop
yrig
ht 0
1969
by
Nei
l Pos
tman
and
Cha
rles
Wei
ngar
tner
. Use
d by
perm
issi
on o
f th
e pu
blis
her,
Del
acor
te P
ress
.
Fre
edom
and
Bey
ond,
by J
ohn
Hol
t. C
opyr
ight
019
72 b
y E
.P. D
utto
n &
Co.
, Inc
.U
sed
by p
erm
issi
on o
f th
e pu
blis
her.
Col
labo
rativ
eL
earn
ing,
by
Edw
in M
ason
, New
Yor
k, A
gath
on P
ress
, 19'
72,
p. 1
61.0
1972
by
Edw
in M
ason
and
use
d by
per
mis
sion
of
Aga
thon
Pre
ss.
The
Cre
ativ
e C
lass
room
,by
Hen
ry F
. Bee
chho
ld. C
opyr
ight
019
71 b
yC
harl
es S
crib
ner's
Son
s. U
sed
by p
erm
issi
on o
f th
e pu
blis
her.
Ben
eath
the
Whe
el,
by H
erm
ann
Hes
se, t
rans
late
d by
Mic
hael
Rol
off.
Cop
yrig
ht 0
1970
by
Farr
ar, S
trau
ss a
nd G
irou
x, I
nc. U
sed
by p
erm
issi
on o
fth
e pu
blis
her.
The
Art
of L
ovin
g,by
Eri
ch F
rom
m. C
opyr
ight
019
56 b
y E
rich
Fro
mm
.U
sed
by p
erm
issi
on o
f th
e pu
blis
hers
, Har
per
& R
ow.
"Lik
e A
Rol
ling
Ston
e,"
by B
ob D
ylan
. Cop
yrig
ht 0
1965
by
M. W
ITM
AR
K &
SO
NS.
All
righ
ts r
eser
ved.
Use
d by
per
mis
sion
of
War
ner
Bro
s. M
usic
.
Tha
nks
to s
tude
nts
Don
na A
gius
, Geo
rgin
a Fi
orda
lisi a
nd A
nne
Tro
ise
for
prov
idin
g th
eir
stud
ent l
ogs
and
rem
inis
cenc
es a
bout
thei
r ex
peri
ence
s in
The
Lea
rnin
g C
omm
unity
. We
shou
ld a
lso
like
to a
ckno
wle
dge
our
debt
to D
avid
Det
je, F
.S.C
. and
Ray
mon
d B
lixt,
F.S.
C.,
who
bro
ught
the
wor
d "m
ini-
scho
ol"
to o
ur a
ttent
ion
and
enco
urag
ed it
s fo
rmat
ion.
BE
ST C
OPY
AU
DIB
LE
10
for
the
stud
ents
of
The
Lea
rnin
g C
omm
unity
for
John
Gilr
oy a
nd L
oret
ta D
i Ben
edet
tofo
r M
ary,
Mel
issa
, Eile
en, C
arol
,an
d A
nnie
11
CO
NT
EN
TS
An
Intr
oduc
tion
to th
e B
ook
An
Intr
oduc
tion
to T
he L
earn
ing
Com
mun
ity 3
A P
erso
nal P
rolo
gue
6
ON
EPr
epar
ing
for
Com
mun
ity11
TW
OC
reat
ing
Com
mun
ity21
TH
RE
E T
he M
akin
g of
the
Ope
n Se
cond
ary
Cla
ssro
om33
FOU
RR
eadi
n', R
itin'
, and
'Rith
met
ic in
Com
mun
ity 4
5FI
VE
Exp
erie
ncin
g th
e W
orld
as
One
:T
he I
nter
disc
iplin
ary
Com
mun
ity T
hem
e61
SIX
The
Com
mun
ity a
nd th
e In
divi
dual
Stu
dent
:A
cade
mic
s77
SEV
EN
Mea
suri
ng A
cade
mic
Ach
ieve
men
t91
EIG
HT
The
Com
mun
ity a
nd th
e In
divi
dual
Stu
dent
:Pe
rson
al G
row
th10
3
NIN
EE
pilo
gue:
Eve
ry S
choo
l Sho
uld
Hav
e O
ne11
7
Not
es12
2
12
BE
ST C
OPY
AM
IAB
LE
1_3
;
14
An
Intr
oduc
tion
to th
e B
ook
15
The
Lea
rnin
g C
omm
unity
is v
astly
mor
e th
an th
e su
m o
f its
part
s. F
or u
s, it
s fo
unde
rs, i
t rep
rese
nts
a liv
ing
crea
tion.
Yet
, lik
e al
l too
man
y sc
hool
pro
gram
s, it
rem
ains
inje
opar
dy o
f ex
tinct
ion
acco
rdin
g to
the
tides
of
adm
inis
trat
ive
philo
soph
y an
d fi
nanc
es. W
e ar
e pr
oud
enou
gh o
f th
e C
omm
unity
to w
ant t
o as
sure
som
epe
rman
ence
for
it a
nd to
insp
ire
othe
r su
ch p
roje
cts
arou
ndth
e co
untr
y."S
o le
t's w
rite
a b
ook
abou
t the
Com
mun
ity."
"Ah,
just
wha
t the
wor
ld n
eeds
anot
her
volu
me
oned
ucat
ion
to g
athe
r du
st o
n th
e sh
elf
or b
ore
the
pant
s of
f so
me
unsu
spec
ting
unde
rgra
duat
e."
"Bes
ides
," a
thir
d in
terj
ecte
d, "
noth
ing
we
dow
ell n
otm
any
thin
gs a
nyw
ayis
rea
lly n
ew. W
hat c
ould
we
say
that
Hol
t or
Dew
ey o
r Po
stm
an h
asn'
t alr
eady
sai
d. H
ell,
we
don'
t eve
n kn
ow w
hat t
hey
said
. We
don'
t rea
d th
at s
tuff
.W
e've
just
bee
n fo
llow
ing
our
inst
inct
s."
"Tru
e, b
ut w
e do
do
thin
gs. A
nd lo
ts o
f th
em. I
nco
njun
ctio
n w
ith e
ach
othe
r. T
he L
earn
ing
Com
mun
ity is
aliv
e. I
t's n
ot th
eory
."A
nd th
at m
akes
all
the
diff
eren
ce. W
e ha
ve n
opr
eten
sion
s of
bei
ng e
duca
tiona
l the
oris
ts. W
e ar
e pr
actic
ing
teac
hers
with
a s
tory
to te
ll ab
out h
ow a
nd w
hy o
ur h
igh
scho
ol w
orks
.W
e tr
y to
avo
id e
xces
s co
ncen
trat
ion
on th
eory
. Fro
mtim
e to
tim
e, h
owev
er, w
e w
ill e
xpla
in o
ur m
otiv
atio
n an
d,to
be
hone
st, w
e ha
ve n
ot to
tally
res
iste
d th
e te
mpt
atio
n to
quot
e fr
om th
e m
aste
rs.
Mai
nly,
thou
gh, t
his
is o
ur s
tory
. It h
as b
een
wor
thw
ritin
gand
is, w
e tr
ust,
wor
th r
eadi
ngbe
caus
e th
e L
earn
-in
g C
omm
unity
is n
ot a
flu
ke. I
t nee
d no
t be
uniq
ue.
We
offe
r fe
w s
peci
fic
guid
elin
es o
r "s
teps
A th
roug
h Z
."A
Lea
rnin
g C
omm
unity
mus
t be
orga
nic
and
deve
lop
as it
sm
embe
rs a
llow
it to
dev
elop
. But
Lea
rnin
g C
omm
uniti
es c
anpr
olif
erat
e. A
nd th
is b
ook
will
hel
p. A
dditi
onal
ly, t
heL
earn
ing
Com
mun
ity p
rogr
am h
as v
ery
real
istic
impl
icat
ions
for
all h
igh
scho
ol c
lass
es a
nd p
rogr
ams
and
scho
olse
ven
the
mos
t tra
ditio
nal.
And
this
boo
k w
ill h
elp.
Tow
ard
thos
e en
ds, w
e de
cide
d w
e ha
d to
tell
our
stor
y.
1
16
An
Intr
oduc
tion
to th
eL
earn
ing
Com
mun
ity
17
The
Lea
rnin
g C
omm
unity
is:
a m
ini-
scho
ol o
f 15
0 ju
nior
s an
d se
nior
s an
d si
xte
ache
rs w
ithin
a la
rge
urba
n hi
gh s
choo
l.de
dica
ted
to a
n in
terd
isci
plin
ary
appr
oach
toac
adem
ics.
dedi
cate
d to
fos
teri
ng a
com
mun
ity s
piri
t am
ong
itsm
embe
rs.
built
on
a st
ruct
ure,
but
rem
ains
fle
xibl
e en
ough
tom
eet t
he n
eeds
of
indi
vidu
al s
tude
nts
and
to c
hang
eac
cord
ing
to th
e de
man
ds o
f th
e C
omm
unity
.co
mpo
sed
of a
var
ied
stud
ent b
ody
and
min
imiz
esdi
ffer
ence
s in
age
and
gra
de.
able
to ta
ke a
dvan
tage
of
outs
ide
expe
rts,
par
ents
,pr
ofes
sion
als
and
stud
ents
them
selv
es, t
o su
pple
men
t the
facu
lty. an
aca
dem
ic p
rogr
am in
whi
ch e
ach
stud
ent i
s gi
ven
the
free
dom
and
res
pons
ibili
ty to
pla
n hi
s ow
n co
urse
of
stud
y in
con
sulta
tion
with
his
adv
isor
.de
vote
d to
the
reco
gniti
on o
f in
divi
dual
tale
nts,
indi
vidu
al a
bilit
ies,
indi
vidu
al p
erso
nalit
ies
and
indi
vidu
alra
tes
of g
row
th a
nd le
arni
ng.
Cur
ricu
lum
Skill
s C
ours
esT
he m
orni
ng o
f ea
ch d
ay is
dev
oted
to th
ose
clas
ses
whi
ch c
once
ntra
te o
n fi
elds
of
stud
y ne
cess
ary
to a
stu
-de
nt's
mat
urat
ion,
gra
duat
ion,
acc
epta
nce
into
col
lege
and
prep
arat
ion
for
a vo
catio
n.In
terd
isci
plin
ary
Com
mun
ity T
hem
esT
he f
irst
hal
f of
eac
h se
mes
ter,
dur
ing
the
afte
rnoo
ns,
is g
iven
ove
r to
a T
hem
e. T
he e
ntir
e C
omm
unity
stu
dies
asi
ngle
idea
or
them
e fr
om v
aryi
ng p
oint
s of
vie
w. A
ssig
ned
read
ings
and
cor
e co
ncep
ts a
re d
iscu
ssed
and
dra
mat
ized
inse
min
ars
and
fiel
d tr
ips
for
whi
ch s
tude
nts
sign
up
each
wee
k. W
e le
arn
to e
xam
ine
a te
xt o
r a
wor
k of
art
not
in a
vacu
um b
ut a
s pa
rt o
f a
larg
er f
abri
c.M
ini-
Cou
rses
Bet
wee
n th
emes
, the
aft
erno
ons
are
devo
ted
to s
hort
-
3
18
dura
tion,
con
cent
rate
dco
urse
s on
spe
cial
ized
topi
cs a
ssu
gges
ted
by s
tude
nts
and
teac
hers
.
Eva
luat
ion
Stud
ents
rec
eive
per
sona
lized
wri
tten
eval
uatio
ns in
stea
dof
num
eric
al o
r al
phab
etic
al g
rade
s.T
hese
sup
plem
ent t
heco
ntin
uing
ora
lpr
ogre
ss r
epor
ts a
s te
ache
rs a
nd s
tude
nts
and
advi
sors
mee
t to
disc
uss
acad
emic
and
soci
al g
row
th. A
stud
ent w
ho d
oes
not m
aste
ra
part
icul
ar c
ours
e to
the
best
of h
is a
bilit
ies
may
not
rec
eive
cre
dit f
or th
eco
urse
. But
he
will
not
rec
eive
an F
. The
em
phas
is in
all
eval
uatio
n is
onw
hat e
ach
stud
ent a
ccom
plis
hes
or s
houl
d ac
com
plis
h, n
oton
his
fai
lure
s.
Stru
ctur
ing
The
Com
mun
ity h
as b
asic
requ
irem
ents
and
sch
edul
es to
insu
re th
at e
very
one
has
the
free
dom
to a
chie
ve h
isow
ned
ucat
iona
l goa
ls. H
owev
er, s
tude
nts
have
as
man
y op
tions
and
choi
ces
and
poss
ibili
ties
with
in th
is f
ram
ewor
kas
the
Com
mun
ity c
an p
rovi
de.
A P
hilo
soph
yW
e be
lieve
in th
eon
enes
s of
hum
an k
now
ledg
e an
dex
peri
ence
. We
reje
ct th
e fa
lse
divi
sion
s of
sub
ject
mat
ter
and
activ
ity. W
e be
lieve
that
the
com
mon
den
omin
ator
of a
llth
e tr
aditi
onal
dis
cipl
ines
isth
e at
tem
pt to
und
erst
and
man
and
his
wor
ld a
nd to
bet
ter
the
stat
e of
man
kind
. Our
inte
rest
in e
xpos
ing
hum
anci
viliz
atio
n to
our
stu
dent
s is
inal
low
ing
them
to k
now
them
selv
es a
nd th
eir
envi
ronm
ent
and
to b
ette
r th
eir
lot.
The
fost
erin
g of
inte
rper
sona
lre
latio
nshi
ps, a
sen
se o
f co
mra
desh
ipan
d co
mm
unity
, is
cent
ral t
o ou
r go
al.
To
crea
te a
bro
ther
hood
to s
tudy
the
brot
herh
ood
ofm
anth
is is
our
goa
l. T
o di
scov
erth
e pa
rtic
ular
tale
nts
ofea
ch o
f ou
r st
uden
ts a
ndto
dev
elop
them
; to
pres
ent
know
ledg
e in
suc
ha
way
as
to a
dapt
to th
e po
tent
ialit
ies
and
inte
rest
s of
our
mem
bers
thes
e ar
e ou
r go
als.
Dev
otio
n to
com
mun
ity a
ndre
spec
t for
indi
vidu
ality
are
4
19
not c
ontr
adic
tori
es. A
true
sen
se o
f co
mm
unity
can
onl
y ex
ist
if e
ach
stud
ent u
nder
stan
ds th
at th
e L
earn
ing
Com
mun
ityde
pend
s up
on h
is in
divi
dual
ity a
nd d
oes
not s
eek
to s
uppr
ess
it.C
ruci
al to
thes
e en
ds is
a r
edef
initi
on o
f te
ache
r an
dst
uden
t rol
es. I
n th
e L
earn
ing
Com
mun
ity, t
each
ers
are
not
cons
ider
ed th
e so
le r
epos
itori
es o
f al
l kno
wle
dge
and
all
trut
h. S
tude
nts
are
not t
he p
assi
ve e
yes
and
ears
of
the
old
clas
sroo
m tr
aditi
on. T
each
ers
are
mot
ivat
ors,
gui
des,
reso
urce
s an
d, th
emse
lves
, stu
dent
s.W
e be
lieve
that
a s
truc
ture
of
som
e ki
nd is
nec
essa
ry to
this
phi
loso
phy,
not
mer
ely
to a
void
cha
os, b
ut to
insu
refr
eedo
m a
nd f
lexi
bilit
y.
520
A P
erso
nal P
rolo
gue
21
The
new
s, li
ke a
ll ne
ws
at e
very
sch
ool e
very
whe
re, b
roke
slow
ly a
t fir
st. W
ithin
hou
rs, o
ffic
iald
om r
aced
to c
atch
up
with
the
rum
ors
by p
laci
ng th
e in
evita
ble
bulle
tin in
all
facu
lty m
ailb
oxes
:"N
ext y
ear
this
hig
h sc
hool
will
be
divi
ded
into
fif
teen
min
i-sc
hool
s ...
teac
hers
sho
uld
grou
p th
emse
lves
...
prep
are
pros
pect
i of
how
they
exp
ect t
heir
min
i-sc
hool
s to
oper
ate
... w
ithin
thre
e w
eeks
..."
Who
fir
st P
aul R
ever
ed in
to th
e ba
sem
ent f
acul
ty r
oom
sre
adin
g an
d po
stin
g th
e w
ord
we
don'
t rem
embe
r. N
or is
itpo
ssib
le to
rec
all w
hich
of
us f
irst
told
the
othe
r. I
t mat
ters
little
. The
rea
ctio
ns w
ould
hav
e be
en id
entic
al e
ither
way
:"R
ead
this
.""W
ow, t
hey'
re r
eally
goi
ng to
do
it."
"Yea
h. L
iste
n, w
e'd
bette
r st
art f
orm
ing
a gr
oup
fast
. Ido
n't w
ant t
o w
ind
up w
ith M
arty
or
Lill
ian.
" H
yste
rica
lla
ught
er e
nsue
d."B
ut th
at's
not
rea
lly f
unny
. It c
ould
hap
pen.
It's
goi
ngto
be
craz
y ar
ound
her
e."
"I w
onde
r if
the
adm
inis
trat
ion
will
go
for
the
idea
of
the
two
of u
s in
the
sam
e gr
oup.
""W
hy th
e he
ll no
t? T
hese
min
i-sc
hool
s ar
e su
ppos
ed to
have
peo
ple
who
can
wor
k to
geth
er a
s fa
culti
es. W
e've
bee
nfr
iend
s lo
ng e
noug
h to
rea
d ea
ch o
ther
's m
ind.
Wha
t mor
eco
uld
they
wan
t?"
"But
two
Eng
lish
teac
hers
?""H
mm
m. W
ell,
we
can
alw
ays
expl
ain
that
eve
ryst
uden
t nee
ds f
our
year
s of
Eng
lishs
o tw
o of
us
mak
esse
nse.
But
, you
kno
w, t
hey
mig
ht a
lso
just
wan
t to
split
up
ever
yone
who
thin
ks m
ore
like
they
do
amon
g th
e 'o
ldgu
ard.
' ""O
h, n
o. W
ell,
we'
ve g
ot to
sta
rt c
onta
ctin
g pe
ople
and
get a
goo
d, f
irm
gro
up s
et."
"Who
?"A
mon
g th
e w
hole
fac
ulty
, a m
ad r
ush
of "
join
us"
and
"no"
and
"m
aybe
" an
d "s
ure"
and
"w
ho c
ares
" w
as in
hig
hge
ar. Y
et, t
his
fren
zy o
f pa
irs
and
trio
s of
teac
hers
sea
rchi
ngfo
r co
mpa
tible
mat
es w
as a
cru
cial
sta
ge in
the
preh
isto
ry o
f
7
22
the
Lea
rnin
g C
omm
unity
. The
stak
es w
ere
high
. We
wer
ere
ally
to h
ave
the
oppo
rtun
ity to
mol
dan
d cr
eate
a s
choo
l.In
suc
h an
und
erta
king
,as
we
are
now
so
muc
h m
ore
awar
e,th
e in
tang
ible
s of
peop
lene
ss a
re p
aram
ount
. In
retr
ospe
ct, i
nfa
ct, i
t's o
bvio
us th
at th
eL
earn
ing
Com
mun
ity w
ould
neve
rha
ve c
ome
to b
e w
ithou
t the
sere
ndip
itous
for
mat
ion
offa
culty
that
took
pla
ce in
thos
e fr
enet
icfe
w d
ays.
If
it w
asob
viou
s th
at th
e tw
o of
us s
houl
d w
ork
toge
ther
, we
had
the
diff
icul
t tas
k of
extr
apol
atin
g fr
om th
e av
aila
ble
evid
ence
inou
r se
arch
for
par
tner
s."W
e ne
ed s
omeo
ne in
mat
h."
It w
as f
airl
y ob
viou
s w
hom
to a
ppro
ach.
Ang
elo
was
not
an in
freq
uent
dri
nkin
g bu
ddy
who
selo
ngin
g fo
r so
met
hing
new
and
bet
ter
in e
duca
tion
was
bes
t ref
lect
ed in
his
mas
sive
reo
rgan
izat
ion
and
indi
vidu
aliz
atio
n of
the
Mat
hD
epar
tmen
t in
his
year
s as
cha
irm
an.
A p
hone
cal
l tha
tni
ght:
"Yea
h, th
at s
ound
s gr
eat.
But
Bill
and
Dav
e ap
proa
ched
me
the
othe
r da
y ab
out a
grou
p. W
e've
all
been
wor
king
on
the
com
mitt
eein
vest
igat
ing
min
i-sc
hool
pos
sibi
litie
sso
we
had
adva
nce
war
ning
abo
utth
is a
nnou
ncem
ent.
Infa
ct,
Dav
e w
as th
e on
e w
hosu
gges
ted
that
min
i-sc
hool
sgr
ow u
pfr
om th
e gr
oupi
ng o
f te
ache
rsra
ther
than
fro
m o
ther
star
ting
poin
ts. R
ight
aft
er th
e m
eetin
g at
whi
chhe
mad
e th
atpr
opos
al th
e th
ree
of u
s ta
lked
abo
utge
tting
toge
ther
ours
elve
s. W
e're
all
on th
e sa
me
wav
elen
gth.
Bill
has
don
ein
cred
ible
thin
gs a
s ch
airm
an o
fsc
ienc
e. H
e tu
rned
the
reso
urce
cen
ter
into
an
all-
day
clas
sroo
m. T
here
's a
lway
sso
met
hing
goi
ng o
n th
ere
and
the
kids
love
it. A
nd h
e's
not
your
clo
iste
red
scie
ntis
t eith
er. H
e's
inte
rest
edin
eve
ryth
ing.
As
for
Dav
e, I
've
neve
r se
en a
nyon
e w
ith m
ore
ener
gyde
vote
d to
this
job.
He
sing
leha
nded
ly b
uilt
that
stu
dent
Soci
al A
ctio
n Pr
ogra
m, f
oron
e th
ing.
And
he'
s be
en f
ight
ing
toot
h an
d na
il w
ith th
ead
min
istr
atio
n to
open
up
educ
atio
nfo
r th
e ki
ds, t
o br
eak
dow
nso
me
of th
e ri
dicu
lous
rut
s an
dtr
aditi
ons
we'
ve b
een
tied
dow
nw
ith."
"I d
on't
real
ly k
now
them
that
wel
l. T
o te
llyo
u th
etr
uth
I do
n't g
et to
the
scie
nce
cent
er to
o of
ten
and
the
only
8
times
I s
ee D
ave
are
the
few
sec
onds
whe
n he
run
s in
to th
efa
culty
roo
m to
dro
p of
f hi
s B
ible
and
pic
k up
his
AC
LU
pam
phle
ts. B
ut, r
eally
, can
we
wor
k to
geth
er?"
"Wel
l, th
ey d
on't
know
you
guy
s to
o w
ell e
ither
but
they
wer
e go
ing
to a
sk o
ne o
f yo
u to
join
them
.""I
t's s
cary
. We
can'
t blo
w th
is c
hanc
e. W
e've
bee
nbi
tchi
ng a
nd m
oani
ng f
or y
ears
abo
ut w
hat c
ould
hap
pen
insc
hool
and
now
we'
ve g
ot to
put
up.
But
if w
e do
n't g
et a
grou
p th
at th
inks
alo
ng th
e sa
me
..
.""I
thin
k w
e al
l do,
" in
terr
upte
d A
ngel
o."O
kay.
But
it h
as to
be
both
of
us f
or a
tota
l of
five
teac
hers
. The
re's
a lo
t of
Eng
lish
to b
e ta
ught
and
pro
babl
yso
me
help
ing
out i
n ot
her
area
s."
"Fin
e. I
t mak
es s
ense
not
to s
plit
up p
eopl
e w
ho th
ink
alik
e w
hen
that
's g
oing
to b
e th
e go
al f
or a
ll of
us.
"
924
25B
EST
CO
PY A
VA
IAB
LE
Cha
pter
One
PR
EP
AR
ING
FR
com
mun
iTy
26
Eve
rym
an is
a p
art o
f eve
ryot
her m
an.
Edi
e D
oyle
to T
erry
Mol
loy
in O
n th
e W
ater
fron
t
27
With
pro
foun
d in
artic
ulat
ion,
Mar
lon
Bra
ndo'
s T
erry
mum
bled
an
answ
er to
his
Bea
tric
e, "
You
rea
lly b
elie
ve a
ll'Il
hat d
rool
?" T
he b
ridl
ed e
nerg
y of
his
resp
onse
indi
cate
d th
ein
ner
conf
lict r
agin
g be
twee
n th
e re
gim
ente
d se
lfis
hnes
sde
man
ding
Ter
ry to
kee
p "d
eaf
and
dum
b,"
to w
atch
out
for
his
own
skin
, and
that
lurk
ing
need
to c
once
rn h
imse
lf w
ithth
e pl
ight
of
his
fello
w m
en. W
ho c
an g
rant
him
self
the
luxu
ry o
f di
smis
sing
Ter
ry M
ollo
y as
a u
niqu
ely
sad
and
alie
nate
d in
divi
dual
?E
duca
tors
can
kid
them
selv
es in
to b
elie
ving
that
they
have
sol
ved
this
dile
mm
a by
cla
imin
g th
at te
achi
ng is
, by
defi
nitio
n, a
pro
fess
ion
tota
lly c
once
rned
with
hel
ping
peo
ple.
We
know
. We
alw
ays
thou
ght s
o. H
ow m
any
times
, whe
nco
nfro
nted
with
a s
ugge
stio
n to
mod
erni
ze a
cur
ricu
lum
orre
vita
lize
a te
achi
ng m
etho
d, d
id w
e sa
y, w
ith f
eign
edw
onde
rmen
t, "W
hat d
rool
!" ta
king
the
easy
rat
her
than
the
idea
listic
way
out
?Sc
hool
for
us
used
to b
e an
aff
air
of d
iffe
rent
uni
tsso
me
prog
ram
med
to b
e st
uden
ts, s
ome
to b
e te
ache
rs, s
ome
pare
nts,
som
e ad
min
istr
ator
scom
ing
in c
onta
ct f
orsp
ecif
ied
peri
ods
of ti
me.
Eve
n th
e lib
eral
adm
inis
trat
ion
whi
ch to
ok c
harg
e of
our
hig
h sc
hool
in th
e m
id-s
ixtie
s an
dtr
ied
to im
plem
ent t
he n
ow f
amili
ar m
odul
ar s
ched
ules
,re
sour
ce c
ente
rs, s
tudy
pac
kets
and
the
like
succ
eede
dm
ostly
in a
ntag
opiz
ing
thos
e se
lf-i
nter
este
d un
its w
hich
fel
tth
eir
secu
re p
ositi
ons
bein
g th
reat
ened
. The
rew
as n
osi
gnif
ican
t cha
nge
in ,c
onsc
ious
ness
. Suc
h ch
ange
, aft
er a
ll,ca
n ra
rely
be
orda
ined
irom
the
top.
Alth
ough
Bill
The
rwa\
y,'s
sci
ence
res
ourc
e ce
nter
and
Ang
elo
Giu
glia
no's
mat
h de
p4tm
ent p
rogr
amw
ere
shin
ing
exam
ples
of
how
mea
ning
ful i
ndiv
idua
lizat
ion
coul
d ta
kepl
ace
in a
larg
e an
d la
rgel
y tr
aditi
onal
hig
h sc
hool
, mos
t of
us c
onde
mne
d th
e in
nova
tions
as
droo
l. W
e w
ere
forc
ed to
man
cen
ters
and
pro
vide
stu
dy p
acke
ts a
nd s
o fo
rth.
But
thes
e ch
ange
s to
ok p
lace
mec
hani
cally
and
with
out
enth
usia
sm. T
hat i
s to
say
, the
y re
ally
did
n't t
ake
plac
e at
all.
The
sch
ool,
to p
arap
hras
e D
orot
hy P
arke
r,ra
n th
ein
nova
tive
gam
ut "
from
A to
B."
1328
Wha
t was
mis
sing
was
bot
h th
e in
divi
dual
and
the
soci
al c
onsc
ious
ness
req
uire
d fo
r fu
ndam
enta
l cha
nge.
It's
just
not
eas
y to
art
icul
ate
the
idea
l in
term
s of
the
appr
oach
ably
rea
listic
. And
we
can
look
to th
e re
sist
ance
,am
ong
teac
hers
as
wel
l as
amon
g lo
ngsh
orem
en, t
o ev
enco
nsid
er th
e id
eal,
so f
raug
ht w
ith d
iffi
culty
, whi
le th
e st
atus
quo
is s
o co
mfo
rtab
le.
The
tim
e ca
me
whe
n ou
r ad
min
istr
atio
n de
clar
ed it
sm
ost r
adic
al s
tep.
The
1,5
00 s
tude
nts
and
eigh
ty te
ache
rsw
ere
to d
ivid
e th
emse
lves
into
thir
teen
sub
stan
tially
auto
nom
ous
min
i-sc
hool
s. T
he r
ug o
f co
mfo
rt w
as p
ulle
dfr
om u
nder
our
fee
t. T
he s
tatu
squ
o w
as o
ver.
Yet
, iro
nica
lly,
mos
t of
the
plan
ned
min
i-sc
hool
s so
ught
onl
y to
be
smal
lre
plic
as o
f a
trad
ition
al s
choo
l.If
we
knew
any
thin
g, w
hen
the
five
of
us m
et a
t Bill
'sho
use,
it w
as th
at w
e w
ante
d so
met
hing
dif
fere
nt. W
e ha
dno
idea
at a
ll of
any
"le
arni
ng a
s a
com
mun
ity"
conc
ept,
but w
e di
d al
l fee
l tha
t a m
ini-
scho
ol s
houl
d be
very
diff
eren
t fro
m th
e no
rm.
"Let
's r
eally
sta
rt f
rom
scr
atch
," D
ave
said
, "an
d no
tju
st p
atch
up
an o
utm
oded
sys
tem
on
a sm
all s
cale
."Fi
ne. E
xcep
t we
didn
't ev
en k
now
, for
sure
, if
we
wan
ted
to w
ork
with
eac
h ot
her
yet.
The
mee
ting
of th
e fi
veof
us
was
has
tily
plan
ned,
and
if w
e w
ere
oste
nsib
lysu
ppos
ed to
wax
edu
catio
nally
and
phi
loso
phic
ally
, we
wer
eal
so tr
ying
to f
ind
out i
f w
e w
ere
goin
g to
get a
long
.N
atur
ally
, as
hour
mov
ed to
hou
r, a
s te
a w
as r
epla
ced
bybe
er, t
here
was
lots
of:
"Not
ano
ther
pun
, Jac
k. I
'm n
ot s
ure
if I
can
take
all
thos
e jo
kes
day
afte
r da
y."
"Wel
l, B
ill, I
'm n
ot s
ure
how
man
y ph
ysic
s I
can
take
.""O
h, n
o. H
e di
d it
agai
n."
"Com
e on
, Dav
e, w
e do
n't h
ave
to b
e se
riou
s al
l the
time.
" Thr
ough
it a
ll, th
ough
, we
did
disc
over
that
if w
e di
dha
ve v
ery
diff
eren
t per
sona
litie
s, w
e sh
ared
sim
ilar
educ
atio
nal i
nstin
cts
and
drea
ms.
Eac
h of
us
had
inte
rest
sth
at w
ere
as im
port
ant
as, i
f no
t mor
e im
port
ant t
han,
our
14
cert
ifie
d fi
elds
of
stud
y. T
hese
othe
r in
tere
sts
had
alw
ays
join
ed w
ith a
nd p
erm
eate
dth
e su
bjec
t cla
sses
we
taug
ht.
Our
fee
ling
that
cla
sses
cou
ld b
ele
ss r
estr
ictiv
e an
d m
ore
akin
to th
e re
al w
orld
ext
ende
d ev
en to
our
self
-im
age
aste
ache
rs. W
e re
ject
ed b
eing
look
ed u
pon
asau
thor
ities
disp
ensi
ng k
now
ledg
e. W
eha
d al
way
s so
ught
som
ethi
ngm
ore
than
just
inst
ruct
or-p
upil
rela
tions
hips
. We
had,
itse
emed
, a w
illin
gnes
s to
be
vuln
erab
le a
s hu
man
bei
ngs
with
our
stud
ents
.W
e do
not
inte
nd to
impl
y th
at w
e ar
e sp
ecia
l.T
he
year
ning
to m
ake
educ
atio
n m
ore
hum
anis
tic li
ves
in th
ehe
arts
of
prob
ably
a m
ajor
ity o
fte
ache
rsas
sur
ely
asco
mpa
ssio
n bu
rned
in th
e gu
tsof
Ter
ry M
ollo
y. T
here
stra
ints
of
scho
ols
and
soci
ety
unfo
rtun
atel
y sh
ackl
e th
ese
feel
ings
. Uni
que
in o
ur e
xper
ienc
eha
s be
en th
e ch
ance
toun
lock
thes
e fo
rces
and
allo
w th
em to
sha
peth
e co
ncep
t of
ane
w k
ind
of s
choo
la L
earn
ing
Com
mun
ity. T
he L
earn
ing
Com
mun
ity w
as b
uilt
on th
ese
feel
ings
.It
thri
ves
on th
ese
feel
ings
. It p
rom
otes
thes
e fe
elin
gs.
And
eve
n at
that
fir
st m
eetin
g of
our
s, f
eelin
gsan
d
imag
inat
ion
wer
e in
cha
rge.
Thi
s im
agin
atio
n ha
d a
cert
ain
Wor
dsw
orth
ian
child
like
free
dom
abo
ut it
.Fo
r al
thou
gh it
was
roo
ted
in a
n ag
greg
ate
of th
irty
yea
rs o
f te
achi
ng, i
t was
unfe
ttere
d an
d un
clou
ded
by a
ny g
reat
know
ledg
e of
educ
atio
nal t
heor
y ex
cept
that
rev
eale
din
gra
duat
eed
ucat
ion
cour
ses
take
n un
der
the
pain
of n
ot b
eing
cert
ifie
d. N
ot u
ntil
the
Lea
rnin
g C
omm
unity
was
a fa
itac
com
pli d
id w
e be
gin
any
rese
arch
and
fin
d, to
our
sur
pris
e,th
at w
e w
ere
prac
ticin
g w
hat s
chol
ars
had
been
sug
gest
ing
inal
l tho
se c
ours
es w
e ha
d ne
ver
take
n.It
is n
ot h
ard
to im
agin
e w
hat h
appe
ned
at o
ur f
irst
mee
ting.
Eac
h of
us
had
a pe
t sug
gest
ion
for
this
"dr
eam
scho
ol."
But
con
cent
ratin
g on
det
ails
befo
re w
e ha
dco
ncen
trat
ed o
n th
e es
senc
e w
as c
haot
ic.
The
var
ianc
e of
our
indi
vidu
al p
erso
nalit
ies
echo
ed lo
ud
and
clea
r w
ith e
ach
new
sug
gest
ion
and
our
prel
imin
ary
disc
ussi
on o
f th
e no
tion
of c
omm
unity
was
no
exce
ptio
n:"W
ould
n't i
t be
a go
od id
ea to
try
to c
reat
e a
15
29I
30
com
mun
ity a
tmos
pher
e fo
r ou
r st
uden
ts s
ince
we'
rego
ing
tobe
so
smal
l?"
"Bill
, I th
ink
you'
ve b
een
wor
king
in to
om
any
of th
ose
enco
unte
r gr
oups
. Com
mun
ity!"
"No,
Jac
k,"
adde
d D
ave,
"I'v
eex
peri
ence
d co
mm
unity
the
relig
ious
kin
dan
yway
and
it's
wor
th tr
ying
toac
hiev
e."
"I d
on't
know
. With
your
rel
igio
us b
ackg
roun
d, I
imag
ine
that
you
fee
l it's
stil
l a w
orka
ble
idea
. But
itso
unds
like
an a
wfu
lly c
liche
d an
d tir
edco
ncep
t to
me.
""Y
ou're
rig
ht J
ack,
" A
ngel
o sa
id. "
Bes
ides
how
are
we
to c
reat
e a
Com
mun
ity o
n a
nine
to th
ree
basi
s?"
"Wel
l, w
ait a
min
ute.
" Jo
hn c
him
ed in
. "I
agre
e it'
ski
nd o
f pr
eten
tious
to ta
lk a
bout
'com
mun
ity,'
espe
cial
lyw
hen
the
liter
atur
e I'v
e be
ente
achi
ng is
load
ed w
ithex
ampl
es o
f ki
nds
of c
omm
uniti
es th
at h
ave
faile
d. B
ut D
ave
may
hav
e so
met
hing
. We'
ve a
ll ex
peri
ence
d in
divi
dual
sm
all-
scal
e ex
pres
sion
s of
com
mun
ity, s
o w
hy c
an't
we
just
try
toge
nera
te s
ome
of th
at f
eelin
g w
hile
we'
re in
sch
ool a
ndse
ew
here
it ta
kes
us?"
"May
be th
at's
all
we
can
do. B
ut I
agre
e w
ith D
ave
that
com
mun
ity c
an s
till b
e ex
peri
ence
d on
am
ore
inte
nse
leve
l.T
here
is a
ll th
e bi
olog
ical
evi
denc
e in
the
wor
ld s
how
ing
that
man
's s
trug
gle
is a
str
uggl
efo
r co
mm
unity
." B
ill c
ontin
ued
his
argu
men
t with
all
the
roug
h ed
ges
of it
s sp
onta
neity
glitt
erin
gly
appa
rent
. It w
as c
onvi
ncin
gen
ough
, how
ever
, to
caus
e us
all
to r
ethi
nk th
e "t
ired
bef
ore
trie
d" n
otio
nth
atke
pt r
eapp
eari
ng in
the
disc
ussi
on.
Bill
's a
rgum
ent i
n fu
llfo
rce,
as
he la
ter
prep
ared
it f
or a
them
e se
min
ar, g
ives
elo
quen
tsu
ppor
t to
the
Lea
rnin
gC
omm
unity
's f
unda
men
tal s
ocia
lpr
inci
ple.
And
its
blen
ding
of th
e sc
ient
ific
and
the
hum
anis
tic is
no s
mal
l pro
of o
f th
epo
ssib
ilitie
s of
the
inte
rdis
cipl
inar
yap
proa
ch. T
here
fore
:"B
illio
ns o
f ye
ars
ago
in a
pri
mor
dial
sea
, Nat
ure
bega
nse
lect
ing
size
as
a bi
olog
ical
cha
ract
eris
ticha
ving
sur
viva
lva
lue.
The
larg
er th
e lif
e fo
rm, t
hem
ore
diff
icul
t for
it to
be
eate
n an
d th
e ea
sier
for
it to
cons
ume
food
. The
sin
gle-
celle
dcr
eatu
res
grew
as
larg
e as
they
cou
ld, b
ut th
eco
mpl
ex li
fe
16
31
func
tions
req
uire
d in
one
cel
l lim
ited
the
abso
lute
siz
e to
the
orde
r of
mag
nitu
de o
f a
pres
ent-
day
para
mec
ium
."B
ut a
muc
h m
ore
fasc
inat
ing
expe
rim
ent w
as in
prog
ress
. Mul
ti-ce
llula
r or
gani
sms
wer
e fo
rmin
g w
here
suff
icie
nt c
omm
unic
atio
n an
d in
tera
ctio
n w
ere
deve
lope
dbe
twee
n in
divi
dual
cel
ls. T
hese
org
anis
ms
func
tione
d as
units
, yet
the
cells
ret
aine
d in
divi
dual
ity e
noug
hto
per
form
sepa
rate
ly a
ll th
e ne
cess
ary
life
activ
ities
for
thei
r ow
ndi
stin
ct e
xist
ence
s. T
his
adap
tatio
n pr
oved
so
succ
essf
ulth
atm
ulti-
cellu
lar
life
form
s be
cam
e th
e do
min
ant s
peci
es o
nth
e
plan
et b
y ev
olvi
ng s
till m
ore
soph
istic
ated
vari
atio
ns s
uch
asce
ll sp
ecia
lizat
ion.
"As
life
deve
lope
d in
to m
ore
and
mor
e co
mpl
ex f
orm
s,co
mm
uniti
es o
f or
gani
sms
bega
n to
par
alle
l the
evo
lutio
nth
at th
eir
cell
brot
hers
had
em
bark
ed o
n ye
ars
befo
re.
Sim
ple
orga
nism
s su
ch a
s ce
rtai
n in
sect
s se
em to
have
bee
nab
le to
trad
e of
f m
uch
of th
eir
indi
vidu
ality
in o
rder
toha
veth
e co
mm
unity
, a s
ort o
f `s
uper
orga
nism
,' be
have
as
aun
it.B
ees
and
som
e an
ts h
ave
been
ver
y su
cces
sful
at t
his.
Inot
her
spec
ies
the
trad
e-of
f is
not
as
grea
t. In
any
cas
e, a
sth
eco
mpl
exity
(es
peci
ally
neu
rolo
gica
l) o
f an
indi
vidu
alor
gani
sm in
crea
ses,
the
need
for
the
com
mun
ityto
rec
ogni
zeth
is in
divi
dual
ity a
lso
incr
ease
s. H
untin
g do
gs d
epen
dfo
r
thei
r su
rviv
al o
n a
clos
e-kn
it co
mm
unity
, but
thei
rin
telli
genc
e pr
ohib
its th
eir
coop
erat
ing
onth
e le
vel o
f a
beeh
ive.
Yet
, whe
n ob
serv
ed in
the
wild
, the
dog
s'ac
cept
ance
of
indi
vidu
al b
ehav
ior
is m
anif
est e
spec
ially
inth
e pa
ttern
s of
dom
inan
ce.
"If
stud
y of
our
mon
key
rela
tives
as
wel
l as
arch
eolo
gica
lan
d an
thro
polo
gica
l evi
denc
e is
any
indi
catio
n, th
e ne
edof
our
spec
ies
for
com
mun
ity is
fai
rly
grea
t,bu
t mus
t be
bala
nced
by
a re
spec
t for
the
indi
vidu
ality
of
a ve
ry c
ompl
exan
imal
."A
Lea
rnin
g C
omm
unity
is b
io-l
ogic
al. A
s w
ith a
ll lif
efo
rms,
the
succ
ess
of o
ur s
peci
es d
epen
ds,
in la
rge
part
, on
the
delic
ate
bala
nce
stru
ck b
etw
een
com
mun
ity a
ndin
divi
dual
ity."
But
that
fir
m, c
lari
fied
exp
lana
tion
was
a lo
ng w
ay
17
32
dow
n th
e ro
ad f
rom
our
earl
y ba
by s
teps
tow
ard
the
Lea
rnin
g C
omm
unity
. It w
as la
te in
that
firs
t mee
ting
whe
nso
meo
ne f
inal
ly s
ugge
sted
that
we
shel
veth
e ph
iloso
phy
ofco
mm
unity
for
a w
hile
."I
f w
e're
goi
ng to
be
a sc
hool
, let
's d
eal w
ith a
sch
ool's
mos
t ind
igen
ous
qual
ity: a
cade
mic
s."
And
we
foun
d in
this
rea
lmou
r fi
rst a
nd m
ost b
asic
agre
emen
t. O
ur m
ini-
scho
ol w
ould
unde
rtak
e, o
n a
full
scal
e,to
impl
emen
t the
conc
ept t
hat o
ur p
erso
nalit
ies
and
expe
rien
ces
and
mod
es o
f te
achi
ngm
ost r
efle
cted
: the
inte
rdis
cipl
inar
y st
yle.
It b
ecam
e cl
ear
that
our
chie
fac
adem
ic f
unct
ion
shou
ld b
eto
hel
p ou
r st
uden
tsex
peri
ence
the
wor
ld a
s on
e. T
he id
eas
rush
ed f
orth
:"A
n in
terd
isci
plin
ary
cour
se in
whi
ch th
e en
tire
min
i-sc
hool
can
stu
dyon
e id
ea.
.."
"We
can
coor
dina
te a
rts
and
scie
nces
ski
lls c
ours
es s
ince
ther
e ar
e on
ly f
ive
ofus
..
.""E
ach
of u
s sh
ould
be
an a
dvis
or to
a f
ifth
of
the
stud
ents
to m
onito
r ea
ch k
id's
tota
l cur
ricu
lum
..
.""W
e ca
n te
ach
not j
ust o
ur c
ertif
ied
subj
ects
but
wha
teve
r in
tere
sts
us .
.."
All
of th
ese
goal
s, id
ealis
ticth
ough
ts u
nder
the
old
syst
em, b
ecam
e re
alis
tic d
ream
s.T
hey
and
doze
ns li
ke th
emal
l mat
eria
lized
and
are
aliv
e an
d w
ell n
ow in
the
Lea
rnin
gC
omm
unity
.T
hese
aca
dem
icgo
als
dem
ande
d th
e po
sitiv
e in
tera
ctio
nof
peo
ple.
All
of a
sudd
en, t
hing
s be
cam
e cl
ear.
Our
earl
ier
conv
ersa
tion
had
not b
een
an id
le w
aste
of
time.
We
wer
ehe
adin
g to
war
d a
smal
l, va
ried
com
mun
ity o
f st
uden
ts a
ndte
ache
rs w
orki
ng to
geth
erto
ful
fill
each
indi
vidu
al's
aim
sfo
ra
high
sch
ool e
duca
tion.
We
star
ted
calli
ng o
urse
lves
The
Lea
rnin
g C
omm
unity
.L
earn
ing
and
com
mun
ity f
oste
r ea
chot
her.
Tog
ethe
rth
ey n
urtu
re e
ach
indi
vidu
al. W
ede
dica
ted
ours
elve
s to
the
spir
it of
bre
akin
g ba
rrie
rs o
fkn
owle
dge
by b
reak
ing
barr
iers
amon
g pe
ople
.W
e w
ere
not o
ut to
cre
ate
a no
n-sc
hool
. The
Lea
rnin
gC
omm
unity
wou
ld p
rovi
dea
high
sch
ool e
duca
tion
with
all
18
33
the
sine
qua
non
inhe
rent
in s
uch
an in
stitu
tion.
How
ever
,su
ch r
ealit
ies
can
be a
dapt
ed a
nd r
edir
ecte
dnot
mer
ely
for
the
sake
of
chan
ge, b
ut a
s th
e m
eans
to a
vita
lly n
ew a
ndef
fect
ive
educ
atio
n.N
on-n
umer
ical
gra
ding
and
inde
pend
ent s
tudy
are
not
,in
them
selv
es, g
ood
educ
atio
n. B
ut a
s pa
rtia
l cau
ses
of th
eef
fect
of
com
mun
ity le
arni
ng, t
hey
are
sign
ific
ant.
Con
vers
ely,
uns
ched
uled
tim
e an
d re
defi
nitio
n of
rol
es a
reno
t bad
edu
catio
n. B
ut u
nles
s th
ey c
ontr
ibut
e to
com
mun
ityle
arni
ng, t
heir
eff
icac
y is
red
uced
.H
avin
g lo
cked
ont
o th
e cr
iteri
on f
or a
ccep
ting
orre
ject
ing
stru
ctur
al d
etai
ls o
f th
e L
earn
ing
Com
mun
ity, w
ew
ere
able
to p
repa
re a
moc
k-up
of
why
and
how
the
Com
mun
ity w
ould
ope
rate
. Fee
ling
we
wer
e on
theo
retic
ally
soun
d gr
ound
, we
invi
ted
stud
ents
to r
eact
to o
ur p
ropo
sals
.
1934
,411
66 _
_
35B
EST
CO
PYA
VA
ILA
BL
E
Cha
pter
Tw
o
CR
EA
TIN
G11
1111
U IT
Y36
A s
choo
l is
good
whe
nte
ache
rs f
oreg
o th
eir
role
as s
ole
auth
ority
fig
ures
, vie
wth
em-
selv
es a
s le
arne
rs, a
ndtr
y to
deve
lop
the
idea
of a
lear
ning
com
mun
ity in
whi
ch th
ete
ache
rfu
nctio
nsm
ore
as a
coo
rdin
ator
or f
acili
tato
r of
act
iviti
es th
ana
dict
ator
.N
eil P
ostm
an a
nd C
harl
es W
eing
artn
er,
The
Sch
ool B
ook
2
37
It w
as a
s ap
pare
nt to
us,
as
it is
to P
ostm
an a
ndW
eing
artn
er, t
hat t
he f
orm
atio
n of
a tr
ue s
choo
l com
mun
ityde
pend
s up
on th
e re
alig
nmen
t of
teac
her
and
stud
ent r
oles
.A
nd, c
onve
rsel
y, s
uch
role
ref
orm
atio
n in
exor
ably
lead
s aw
ayfr
om tr
aditi
onal
edu
catio
nal s
truc
ture
s. T
he a
ttem
pt to
de-
nazi
fy s
choo
l by
plac
ing
teac
her-
stud
ent r
elat
ions
hips
on
am
ore
hum
an b
asis
is n
ot li
mite
d to
com
mun
ity le
arni
ng. B
utit
is n
owhe
re a
s cr
ucia
l as
in a
Lea
rnin
g C
omm
unity
.T
he tr
aps,
how
ever
, are
eve
ryw
here
. It i
s no
t eas
y fo
ran
yone
to r
elin
quis
h po
wer
in b
usin
ess,
in p
oliti
cs o
r in
educ
atio
n. T
each
ers
and
adm
inis
trat
ors
usua
lly h
ave
cert
ain
goal
s th
ey w
ant t
heir
stu
dent
s to
rea
ch a
nd f
ear
yiel
ding
any
cont
rol o
ver
the
push
tow
ard
thos
e go
als.
Eve
n th
e ed
ucat
orw
ho is
sec
ure
enou
gh to
hav
e m
ade
the
gran
ting
of s
tude
ntfr
eedo
m a
nd c
hoic
e on
e of
his
aim
s ca
n be
so
over
zeal
ous
inhi
s id
ealis
m a
s to
enf
orce
rol
e ch
ange
s an
d de
man
d st
uden
t"i
ndep
ende
nce.
" H
e ha
s in
fac
t tyr
anni
zed
dem
ocra
cy. T
oor
der
stud
ents
to "
Cal
l me
by m
y fi
rst n
ame"
or
"Com
e up
with
a s
ylla
bus
you
wan
t and
get
it in
no
late
r th
anM
onda
y" o
r "B
e cr
eativ
e" m
ay s
eem
com
ical
, but
it h
ap-
pens
easi
ly. T
he e
nd r
esul
t of
such
abs
urdi
ty is
the
kind
of
illus
ory
chan
ge w
e di
scus
sed
in th
e fi
rst c
hapt
er. A
bene
vole
nt d
espo
tism
is s
till d
espo
tism
. The
pat
h to
war
d th
ein
stitu
tiona
lizat
ion
of s
tude
nt f
reed
om is
a n
arro
w o
ne. I
tm
ay b
e th
at a
con
cert
ed e
ffor
t to
"red
efin
e" r
oles
is it
self
am
ista
ke. "
Def
initi
on"
is a
ver
y fi
nal p
roce
ss. S
tude
nt a
ndte
ache
r ro
les
mus
t rem
ain
loos
e an
d un
defi
ned
enou
gh to
allo
w g
row
th a
nd c
oope
ratio
n w
here
ver
and
whe
neve
r th
eym
ay f
lour
ish.
Obv
ious
ly, t
hen,
at o
ur f
irst
mee
ting
with
stu
dent
s, w
eha
d to
be
care
ful n
ot to
pre
sent
the
Lea
rnin
g C
omm
unity
as
a fa
it ac
com
pli b
ut r
athe
r to
mak
e it
clea
r, m
ore
by o
urde
mea
nor
than
by
dict
um, t
hat t
he C
omm
unity
wou
ldde
velo
p fr
eely
.T
he m
eetin
g, h
eld
afte
r sc
hool
in th
e ph
ysic
s la
b, w
asop
en to
eve
ryon
e, a
lthou
gh, o
f co
urse
, we
pers
onal
ly s
ough
tou
t stu
dent
s w
e kn
ew w
ould
be
rece
ptiv
e to
our
pro
pose
dex
peri
men
t. A
bout
thir
ty s
tude
nts
fina
lly a
ttend
ed.
23
Con
trol
led
chao
s pr
evai
led.
The
open
for
um te
chni
que
prod
uced
as
man
y w
ild s
ugge
stio
nsas
had
bee
n vo
iced
at
our
own
firs
t ses
sion
:"C
an w
e ca
ll yo
u by
your
fir
st n
ames
?""Y
ou c
an c
all u
s w
hate
ver
you
wan
t.""W
hat i
f I
don'
t wan
t to
take
a ce
rtai
n su
bjec
t. D
o I
have
to?
I'm r
eally
sic
k of
Spa
nish
.""O
ne o
f us
will
be
your
adv
isor
. You
and
he w
ill ta
lkab
out y
our
inte
rest
s, y
our
abili
ties,
wha
tth
e st
ate
requ
ires
,w
hat y
ou n
eed
to g
radu
ate.
But
the
fina
lde
cisi
on h
as to
be
your
s."
"Why
do
we
have
to ta
ke a
nyth
ing?
""I
t'll b
e m
ight
y bo
ring
ifyo
u do
n't.
To
be a
com
mun
ityis
to d
o so
me
lear
ning
toge
ther
. And
if n
othi
ng th
at's
goi
ngon
inte
rest
s yo
u, it
will
be
up to
you
to p
rovi
deso
me
thin
gsth
at d
o."
"Are
we
gonn
a ha
ve s
tudy
pac
kets
?""O
nly
if it
mak
es s
ense
ina
part
icul
ar c
ours
e."
"How
big
is th
is g
oing
to b
e? I
f it'
ssu
ppos
ed to
be
aco
mm
unity
, it s
houl
dn't
be to
o bi
g, r
ight
?""R
ight
.""I
s th
ere
gonn
a be
any
pho
togr
aphy
... m
usic
...
film
... ?
""W
ell,
we
on th
e fa
culty
can
't do
ever
ythi
ng. H
ow a
bout
you?
" "Yea
h. A
nd w
e ca
n pu
t out
our
own
new
spap
er a
ndye
arbo
ok. A
nd s
tart
a f
arm
out
bac
k."
"How
are
we
gonn
a be
pic
ked?
Mar
ks?"
"Wha
t do
you
thin
k?"
"Mar
ks s
houl
dn't
mat
ter
that
muc
h.T
houg
h I
gues
s yo
ugo
tta lo
ok a
t the
m. W
hat s
houl
dm
atte
r is
if w
e're
ser
ious
orif
we
just
wan
t to
see
ifw
e ca
n go
of o
ff. A
lot o
f us
get
lous
ym
arks
'cau
se w
e ha
teou
r cl
asse
s."
Our
pro
posa
ls w
ere
som
ewha
t mod
ifie
d,al
thou
ghfu
ndam
enta
lly th
ey r
emai
ned
the
sam
e. D
ecis
ions
are
not
easi
ly m
ade
at s
uch
mee
tings
. Wha
tw
as b
orn,
how
ever
, was
the
daw
ning
of
real
inte
ract
ion
amon
g al
l of
us. A
fee
ling
ofsp
ecia
lnes
s, c
lose
ness
and
trus
tw
as b
uild
ing.
Com
mun
ity
24
39
spir
it da
wne
d. A
nd a
lthou
gh th
e st
uden
ts s
till r
elie
d on
us
for
fina
l dec
isio
ns (
desp
ite o
ur p
rote
stat
ions
, we
knew
that
itw
ould
take
tim
e fo
r st
uden
ts to
hav
e th
e co
nfid
ence
in th
eir
abili
ty to
ste
er th
eir
scho
ol),
they
did
beg
in to
rea
lize
that
they
wou
ld h
ave
a sa
y an
d an
act
ive
role
in th
e de
velo
pmen
tan
d op
erat
ion
of th
e L
earn
ing
Com
mun
ity.
In a
dditi
on, t
hey
left
with
the
apos
tolic
mis
sion
of
recr
uitin
g ap
plic
ants
. Som
e st
uden
ts le
ft n
ever
to r
etur
n. A
Lea
rnin
g C
omm
unity
is n
ot f
or e
very
stu
dent
only
for
eve
ryst
uden
t who
bel
ieve
s in
and
und
erst
ands
its
philo
soph
y an
dw
ho w
ants
to p
artic
ipat
e in
it.
The
app
licat
ion
for
entr
ance
into
the
Lea
rnin
gC
omm
unity
is n
ow, o
f co
urse
, mor
e so
phis
ticat
ed, b
ut th
ecr
ucia
l and
dec
idin
g pa
rt r
emai
ns a
s it
was
at t
he b
egin
ning
:"W
hy d
o yo
u w
ant t
o jo
in th
e L
earn
ing
Com
mun
ity?"
Prin
ted
belo
w a
re s
ome
of th
e ac
tual
res
pons
es f
rom
our
earl
y m
embe
rs:
"I h
ave
two
reas
ons.
I a
m ti
red
of g
oing
thro
ugh
clas
ses
like
a zo
mbi
e w
ithou
t car
ing.
The
idea
of
havi
ng to
be
atcl
ass
by th
e be
lls b
othe
red
me.
Als
o, I
like
the
idea
of
bein
gin
a c
omm
unity
(sm
all)
. The
cla
sses
off
ered
her
e ar
e w
hat I
wan
t." "I w
ant t
o ge
t out
of
the
scho
ol s
yste
m I
've
know
n fo
rte
n ye
ars.
Liv
ing
in a
meg
alop
olis
like
New
Yor
k, it
's a
goo
dfe
elin
g to
kno
w y
ou h
ave,
or
try
to h
ave,
a f
rien
dly
atm
osph
ere
with
125
stu
dent
s."
"I d
on't
wan
t to
be m
onop
oliz
ed b
y on
e te
ache
r'sop
inio
n. I
n th
e C
omm
unity
I w
ill b
e ha
ving
six
teac
hers
'id
eas
plus
the
idea
s of
the
stud
ents
in th
e L
earn
ing
Com
mun
ity."
"My
reas
on f
or jo
inin
g th
e L
earn
ing
Com
mun
ity is
for
ach
ange
. In
the
regu
lar
scho
ol y
ou k
now
the
sam
e pe
ople
and
the
syst
em o
f le
arni
ng is
the
sam
e. Y
ou g
et in
to a
rut
ver
yea
sily
. In
the
Com
mun
ity th
e le
arni
ng a
tmos
pher
e w
ill b
e
25
40
1
mor
e re
laxe
d an
d I'l
l be
able
to g
et h
elp
if I
hav
ean
ypr
oble
ms.
Als
o, p
eopl
e w
ill m
ake
an e
ffor
t to
get t
o kn
owea
ch o
ther
and
this
giv
esa
real
fee
ling
of p
eopl
e be
ing
toge
ther
."
"I w
ork
bette
r in
a g
roup
situ
atio
n. I
don
't lik
eto
be
push
ed in
to th
ings
bec
ause
I d
on't
lear
n th
atw
ay. A
ll I
do is
mem
oriz
e un
til a
test
and
then
for
get e
very
thin
g. I
nth
eC
omm
unity
, I th
ink
I'll b
e ab
le to
lear
nin
my
own
way
and
at m
y ow
n sp
eed.
"
"I w
ant t
o jo
in th
e L
earn
ing
Com
mun
ity b
ecau
seI
wan
tto
fin
ally
lear
n so
met
hing
in s
choo
l. Fo
r th
ree
year
s I'v
e ju
stbe
en g
oing
to c
lass
es, c
ram
min
g fo
rte
sts
and
forg
ettin
gth
ings
rig
ht a
way
. The
re c
ould
n't b
e an
ythi
ngw
orse
than
wha
t I'v
e be
en d
oing
. In
the
Com
mun
ity,
the
teac
hers
see
mto
car
e. C
ours
es s
eem
inte
rest
ing
and
it's
not
as s
truc
ture
das
the
big
scho
ol. I
don
't w
ant t
o be
lieve
that
ther
e's
no w
ayto
lear
n in
hig
h sc
hool
. I b
elie
ve th
at th
is is
the
way
I'll
fina
lly g
et a
cha
nce
to le
arn
and
unde
rsta
ndan
d ha
te s
choo
lle
ss a
nd le
ss."
"I w
ant t
o jo
in th
e L
earn
ing
Com
mun
ity b
ecau
seI
feel
it is
rea
lly a
goo
d m
ove
to m
ake.
I w
ould
like
to b
e on
am
ore
indi
vidu
al b
asis
with
all
the
teac
hers
, to
real
ly f
eel t
hesc
hool
is d
oing
som
ethi
ng f
orm
e. I
like
to w
ork
at m
y ow
n)a
ce. M
any
times
my
clas
ses
are
so b
orin
g be
caus
e th
eea
cher
has
to k
eep
expl
aini
ng th
esa
me
thin
g ov
er a
nd o
ver
o ev
eryb
ody
will
und
erst
and.
In
the
Com
mun
ity, i
tse
ems
eopl
e w
ill g
o ou
t of
thei
rw
ay to
try
to w
ork
thin
gs o
ut a
sou
wan
t. T
his
is th
e ki
nd o
f sc
hool
I w
ould
like
to b
elon
go.
Not
ice
I sa
id b
elon
g to
and
not
go
to. T
here
seem
s to
be
mor
e sp
irit
amon
g th
e pe
ople
join
ing
the
Lea
rnin
gC
omm
unity
than
whe
re I
am n
ow. A
spi
rit o
f ea
ch o
ther
."
"Whe
n I
foun
d ou
t abo
ut th
e ex
peri
men
tal L
earn
ing
Com
mun
ity I
was
stu
nned
. It
was
a jo
yous
occ
asio
n fo
r m
esi
nce
I kn
ew m
any
a do
or w
ould
be
open
edin
all
form
s of
t s P 37 t 26
41
lear
ning
. Tha
t day
a f
ew f
rien
ds a
nd I
dec
ided
to d
rop
byan
d fi
nd o
ut w
hat t
he C
omm
unity
was
rea
lly a
bout
. It
seem
ed a
s if
ther
e co
uld
be a
rea
l und
erst
andi
ng a
ndfr
iend
ship
bet
wee
n st
uden
ts a
nd te
ache
rs. T
hat a
fter
noon
, as
I sa
t in
the
war
m g
rass
at t
he p
ark
with
my
faith
ful S
aint
Ber
nard
, I th
ough
t of
the
fun
and
grea
t opp
ortu
nitie
saw
aitin
g m
e. A
nd I
dec
ided
to ta
ke a
wha
ck a
t it."
Alm
ost a
ny h
uman
ans
wer
was
acc
epte
d. G
ram
mar
didn
't m
atte
r; n
eith
er d
id s
ophi
stic
atio
n. W
hat w
asim
port
ant w
as th
at th
e qu
estio
n w
as a
sked
and
an
answ
ergi
ven.
A s
ense
of
com
mun
ity w
as a
nd is
the
only
cri
teri
onfo
r en
tran
ce in
to th
e C
omm
unity
. We
cert
ainl
y di
dn't
wan
tto
lim
it ou
r m
embe
rshi
p to
onl
y ce
rtai
n ki
nds
of s
tude
nts.
We
wan
ted
to a
void
bei
ng a
n ho
nor
com
mun
ity o
r a
jock
com
mun
ity o
r a
hipp
ie c
omm
unity
or
wha
teve
r. T
here
quir
emen
ts w
ere
the
sam
e as
they
are
for
any
com
mun
ityof
peo
ple
as o
ppos
ed to
a s
elec
t sec
t: ca
n w
e liv
e to
geth
erto
war
d hu
man
istic
end
s? O
nly
thro
ugh
pers
onal
mee
tings
and
inte
rvie
ws
in s
uppo
rt o
f th
e pr
elim
inar
y ap
plic
atio
n ca
nth
ese
deci
sion
s be
mad
e. A
nd v
astly
mor
e of
ten
than
not
,th
e fi
nal d
ecis
ion,
eith
er n
egat
ive
or p
ositi
ve, i
s a
mut
ual
one.
Our
s is
cle
arly
a v
ery
subj
ectiv
e sy
stem
of
sele
ctio
n.W
ith th
e ad
ditio
nal p
ress
ure
of ti
me
dead
lines
, the
re is
alw
ays
the
poss
ibili
ty o
f m
isju
dgm
ent a
nd u
nhap
pine
ss. B
utw
e be
lieve
that
any
thin
g m
ore
spec
ific
than
this
rul
e of
thum
b, a
nyth
ing
mor
e st
atis
tical
ly o
bjec
tive,
wou
ld d
ovi
olen
ce to
the
conc
ept o
f co
mm
unity
.E
ven
if a
stu
dent
, fei
gnin
g de
votio
n to
the
idea
l but
infa
ct in
tend
ing
to ta
ke a
dvan
tage
of
the
syst
em, w
ere
acce
pted
, we
wou
ld n
ot b
e ov
erly
wor
ried
. If
we
wer
e ri
ght i
nou
r ju
dgm
ents
in th
e m
ajor
ity o
f ca
ses
and
a tr
ue s
ense
of
com
mun
ity d
evel
oped
, we
are
conv
ince
d th
at it
s po
wer
wou
ld b
e co
ntag
ious
and
exe
rt it
s in
flue
nce
on th
e no
t-so
-w
illin
g. T
hat's
the
built
-in
mec
hani
sm th
at o
ften
ope
rate
sbe
nefi
cial
ly in
the
Lea
rnin
g C
omm
unity
with
out a
nyar
tific
ial a
id f
rom
the
facu
lty. T
hat's
(da
re w
e us
e th
e
27
BE
ST
CO
PY
AV
AIL
AB
LE42
phra
se)
peer
pre
ssur
e.In
the
spac
e of
a m
onth
,w
e or
gani
zed
the
stud
ents
into
advi
sor
grou
ps, r
evie
wed
cum
ulat
ive
reco
rds,
fin
aliz
edsc
hedu
ling
plan
s, a
nd p
rese
nted
a w
eek
of o
rien
tatio
n in
June
, the
pri
me
func
tion
of w
hich
was
to r
emin
d ea
ch o
ther
cont
inua
lly th
at w
e w
ere
seek
ing
to b
uild
a C
omm
unity
. The
Lea
rnin
g C
omm
unity
dep
ends
a lo
t on
self
-ful
filli
ngpr
ophe
cy.
At o
rien
tatio
n, th
e st
uden
tsw
ere
requ
este
d to
thin
kab
out m
ini-
cour
ses
they
mig
htev
entu
ally
like
to te
ach
orat
tend
. As
a bo
dy, w
e de
cide
don
the
topi
c fo
r th
e fi
rst
inte
rdis
cipl
inar
y co
mm
unity
them
e. T
hest
uden
ts g
ot to
know
eac
h ot
her,
at l
east
ina
supe
rfic
ial w
ay, a
nd th
ey w
ere
give
n th
e fa
culty
's p
hone
num
bers
and
addr
esse
s in
cas
edo
ubts
abo
ut th
e C
omm
unity
aros
e du
ring
the
long
sum
mer
.W
e, a
s a
facu
lty, c
ontin
ued
deba
ting
the
mec
hani
cs o
fth
e co
mm
unity
them
e, w
hat s
tude
nts
wou
ld d
o in
thei
run
sche
dule
d tim
e, h
oww
e w
ould
eva
luat
e st
uden
ts, a
nd h
owth
e he
ll fi
ve te
ache
rs c
ould
teac
h12
3 st
uden
ts a
nyw
ay. I
nsh
ort,
we
crea
ted
a sc
hool
and
wor
ked
at th
ose
nagg
ing
prob
lem
s, th
e so
lutio
ns to
whi
char
e co
ntai
ned
in th
ech
apte
rs o
f th
is v
olum
e.W
e ha
d co
me
face
to f
ace
with
the
chal
leng
eof
cre
atin
gin
pra
ctic
e w
hat h
ad s
ound
edso
fin
e on
pap
er. T
he w
eigh
tof
eve
n pi
cayu
ne p
robl
ems,
let a
lone
criti
cal o
nes,
und
er th
epr
essu
re o
f ou
r fe
ars
and
drea
ms
cont
inua
lly te
sted
our
own
embr
yoni
c co
mm
unity
spi
rit.
We
open
lyde
clar
ed th
at a
mon
gou
r ot
her
dutie
s w
as o
ne o
f ex
trem
e im
port
ance
:w
e w
ould
have
to b
ring
eac
h ot
her
up w
hen
disa
ppoi
ntm
ents
or
argu
men
ts o
r cr
itici
sm b
roug
htus
dow
n. A
nd th
ere
wer
epl
enty
of
each
. We
had
an id
ea a
nd a
fee
ling
that
we
wer
eaf
ter
som
ethi
ng s
o ex
citin
g an
dso
uni
que
that
not
hing
sho
rtof
tota
l dis
aste
r sh
ould
dis
suad
eus
. Aft
er a
ll, w
e ha
d tw
elve
othe
r m
ini-
scho
ols
toco
mpa
re o
urse
lves
with
. Soo
n, w
e ha
dto
test
our
bel
iefs
aga
inst
thei
rs.
The
pri
ncip
al o
f ou
r hi
gh s
choo
lw
as d
ism
isse
d an
d a
new
man
hir
ed w
ho d
ecla
red
that
onl
yon
e pi
lot m
ini-
scho
olw
ould
be
perm
itted
to e
xist
. We
cont
ende
dth
at th
e ch
osen
28
43
min
i-sc
hool
sho
uld
be a
via
ble
alte
rnat
ive
to th
e m
ain
scho
olra
ther
than
a m
inia
turi
zatio
n of
it. O
ur lo
gic
was
triu
mph
ant.
We
wer
e gr
ante
d th
e op
port
unity
to p
rove
that
a L
earn
ing
Com
mun
ity c
ould
rev
eal t
he E
mer
soni
an "
secr
etof
Edu
catio
n": "
I be
lieve
that
our
ow
n ex
peri
ence
inst
ruct
sus
that
the
secr
et o
f E
duca
tion
lies
in r
espe
ctin
g th
e pu
pil.
It is
not
for
you
to c
hoos
e w
hat h
e sh
all k
now
, wha
t he
shal
ldo
. It i
s ch
osen
and
for
eord
aine
d, a
nd h
e on
ly h
olds
the
keys
to h
is o
wn
secr
et. B
y yo
ur ta
mpe
ring
and
thw
artin
g an
d to
om
uch
gove
rnin
g he
may
be
hind
ered
fro
m h
is e
nd a
nd k
ept
out o
f hi
s ow
n. R
espe
ct th
e ch
ild."
Alth
ough
the
part
icul
ar c
ircu
mst
ance
s su
rrou
ndin
g ou
rbe
com
ing
the
sole
min
i-sc
hool
wer
e un
ique
, we
are
like
mos
tal
tern
ativ
e pr
ogra
ms
in b
eing
an
exce
ptio
n am
id a
larg
er a
ndm
ore
trad
ition
al s
choo
l. Su
ch a
pos
ition
is th
e so
urce
of
asp
ecia
lnes
s w
hich
enh
ance
s co
mm
unity
spi
rit.
Whe
n ou
rst
uden
ts r
etur
ned
in S
epte
mbe
r to
lear
n th
at th
eir
scho
olw
as s
o hi
ghly
reg
arde
d, th
ey f
elt a
n en
orm
ous
prid
e an
dex
cite
men
t and
yes-
-a s
uper
iori
ty w
hich
we
have
fou
ndw
orth
exp
loiti
ng th
roug
hout
the
year
. A L
earn
ing
Com
mun
ity is
, in
Cha
rles
Silb
erm
an's
phr
ase,
"le
ss a
met
hod
than
a s
et o
f sh
ared
atti
tude
s an
d co
nvic
tions
." 3
The
locu
s fo
r m
ost o
f th
e re
info
rcem
ent o
f ou
r at
titud
esan
d co
nvic
tions
as
wel
l as
for
the
spon
tane
ous
diss
ectin
gan
d di
scus
sion
of
our
prog
ram
is th
e ad
viso
r gr
oup.
It i
s th
egr
ass
root
s of
the
Com
mun
ity.
Atte
ndan
ce a
nd e
mer
genc
y ca
rds
and
mon
ey c
olle
ctio
ndo
take
pla
ce in
the
daily
fif
teen
min
utes
and
the
addi
tiona
lT
hurs
day
afte
rnoo
n ho
ur a
nd a
hal
f of
adv
isor
gro
ups.
But
an a
dvis
or s
essi
on is
mor
e th
an ju
st a
hom
e ro
om. I
t is
whe
re th
e pr
oces
s of
com
mun
ity is
mos
t mad
e m
anif
esto
nan
ext
raor
dina
rily
sim
ple
and
sens
ible
leve
l. T
he a
dvis
or g
ets
to k
now
his
adv
isee
s. H
e is
res
pons
ible
for
a f
ile o
n th
e to
tal
achi
evem
ent o
f ea
ch o
f hi
s st
uden
ts. M
ore
impo
rtan
tly, h
e is
resp
onsi
ble
for
the
accl
imat
ion
of h
is a
dvis
ees
to th
e so
ciet
yan
d ac
adem
ics
of th
e L
earn
ing
Com
mun
ity. T
hus,
the
advi
sor
grou
p is
som
etim
es a
bul
l ses
sion
, som
etim
es a
guid
ance
less
on, s
omet
imes
an
info
rmal
tow
n m
eetin
g at
29
whi
ch s
tude
nts
reac
t to,
com
plai
nab
out a
nd m
ake
sugg
estio
ns f
or th
e C
omm
unity
.T
he a
dvis
or g
roup
is th
e st
ate
inth
e fe
dera
l sys
tem
of
the
Com
mun
itybu
t in
a hi
ghly
per
sona
l and
dir
ect w
ay.
Whe
n an
adv
isor
gro
up d
iscu
sses
an is
sue
with
thei
r ad
viso
r,th
ey a
re a
lso
talk
ing
with
one
of th
eir
subj
ect t
each
ers,
an
adm
inis
trat
or, t
heir
gui
danc
e co
unse
lor,
thei
r fr
iend
. The
re is
no b
urea
ucra
cy. T
here
is n
o ne
ed o
fa
repr
esen
tativ
e st
uden
tgo
vern
men
t. T
he d
emoc
racy
is d
irec
t. St
uden
tsu
gges
tions
and
com
plai
nts
can
imm
edia
tely
be
disc
usse
d am
ong
the
teac
hers
and
am
ong
othe
r ad
viso
rgr
oups
for
pos
sibl
e ac
tion.
Are
stu
dent
des
ires
eve
r ov
erru
led?
Of
cour
se. W
e do
have
cer
tain
res
pons
ibili
ties
and
artic
les
of f
aith
whi
chca
nnot
be
com
prom
ised
. If
ther
e is
a qu
estio
n of
stu
dent
safe
ty o
r th
e w
ell-
bein
g of
the
Com
mun
ityas
a w
hole
, we
resp
ect p
rude
nce
over
dem
ocra
cy.
And
ther
e is
a f
urth
er r
estr
ictio
non
dem
ocra
cy a
t the
Lea
rnin
g C
omm
unity
. As
a sp
ecia
l Edu
catio
n U
.S.A
. rep
ort
has
disc
erne
d, "
A d
ange
r ex
ists
that
alte
rnat
ive
scho
ols
may
be to
o de
moc
ratic
for
thei
row
n go
od, w
ith e
very
littl
ede
cisi
on b
eing
ref
erre
d to
a co
mm
ittee
and
no
one
prep
ared
to ta
ke f
inal
res
pons
ibili
ty."
4 T
he f
acul
tyof
the
Com
mun
ityta
kes
all f
inal
res
pons
ibili
ty. H
owev
er,
our
deci
sion
to r
emai
nco
-equ
al w
ithou
t a d
irec
tor
and
our
com
mitm
ent t
o st
uden
tde
cisi
on-m
akin
g ca
n th
reat
en e
ffic
ienc
y.T
o be
con
stan
tlydi
scus
sing
and
vot
ing
on w
hen
the
danc
e w
ill b
e he
ldor
wha
t col
or th
e pa
int f
or h
ome
base
shou
ld b
e or
wha
t mov
ies
to r
ent w
ould
leav
e lit
tle ti
me
for
educ
atio
n.W
e on
ce s
pent
hour
s an
d ho
urs
deci
ding
whe
rea
fiel
d da
y sh
ould
be
held
.It
was
har
dly
wor
th it
. It i
s m
uch
bette
r, o
n pi
cayu
nem
atte
rs, t
o de
clar
e, "
We'
re g
oing
to B
ear
Mou
ntai
n on
May
3."
Eve
ryon
e, r
est a
ssur
ed, w
illw
ant t
o go
. And
thos
e w
hopr
efer
ano
ther
spo
t will
arra
nge,
at a
noth
er ti
me,
ano
ther
trip
to th
e C
atsk
ills.
Am
ong
the
facu
lty, e
ach
of u
s ha
sas
sum
ed o
ver
the
year
s th
ose
task
s an
dch
ores
and
are
as o
fde
cisi
on w
hich
are
mos
t ada
ptab
leto
his
ski
lls a
nd ta
lent
s.O
ne o
f us
pre
pare
s w
ritte
n m
ater
ials
;an
othe
r de
als
with
the
30
45
scho
ol a
dmin
istr
atio
n; a
noth
er s
ched
ules
; ano
ther
ove
rsee
sfi
nanc
es; e
tc.
Wha
t is
scru
pulo
usly
avo
ided
in a
ll th
ese
poss
ibili
ties
isto
res
pond
to a
col
leag
ue o
r st
uden
t, w
hen
an in
divi
dual
'sde
cisi
on is
cha
lleng
ed, w
ith "
Bec
ause
I s
ay s
o."
In th
eC
omm
unity
, suc
h a
stat
emen
t is
mea
ning
less
. All
deci
sion
s,no
mat
ter
how
irre
voca
ble,
mus
t be
expl
aine
d.T
he d
ecis
ion-
mak
er m
ust n
ot b
e in
sula
ted
but h
as to
be
will
ing
to p
ut h
islo
gic
and
belie
fs to
the
Com
mun
ity's
scr
utin
y.A
side
fro
m it
s po
litic
al s
ide,
the
advi
sor
grou
p ex
ists
toal
low
a p
erso
nal r
elat
ions
hip
to d
evel
op b
etw
een
each
stud
ent a
nd h
is a
dvis
or. T
he e
xcha
ngin
g of
pho
ne n
umbe
rsor
the
avai
labi
lity
of th
e ad
viso
r to
mee
t with
ast
uden
t at
any
time
is v
ital.
If th
e ad
viso
r gr
oup
does
n't w
ork,
the
Lea
rnin
gC
omm
unity
will
not
. If
stud
ents
are
to f
eel a
dir
ect
rela
tions
hip
with
teac
hers
and
if th
ey a
re to
fee
l rea
l con
trol
over
thei
r de
stin
ies,
they
mus
t beg
in to
feel
so
in th
e ad
viso
rgr
oup. It
take
s tim
e ge
tting
use
d to
bei
ng c
alle
d at
mid
nigh
tw
ith a
n "U
h, li
sten
, I h
ope
you
aren
't as
leep
but
I c
an't
fini
sh th
at s
hort
sto
ry.
.."
Or
bein
g gr
eete
d at
8:3
0 A
.M. w
ith a
doz
en s
tude
nts
decl
arin
g, "
We'
ve b
een
talk
ing
abou
t tha
t wri
tten
test
for
the
Com
mun
ity th
eme
and
we
thin
k it'
s an
unn
eces
sary
was
te o
f tim
e an
d w
e w
ant a
mee
ting
.."
But
we
did
get u
sed
to it
and
are
nev
er m
ore
prou
d of
the
Com
mun
ity th
an a
t suc
h m
omen
ts. T
he in
timac
yso
met
imes
pro
voke
s bo
ther
som
e in
cide
nts,
som
etim
esen
light
enin
g on
es. A
lway
s, h
owev
er, i
t ref
lect
s a
mea
sure
of
an a
dvis
ee's
gro
wth
as
an in
divi
dual
and
as
ast
uden
t.
3146
0
The
pla
cem
ent o
f ob
ject
s in
spac
eis
not
arb
itrar
yan
d ro
oms
rep-
rese
nt in
phy
sica
l for
mth
esp
irit
and
soul
of p
lace
s an
din
stitu
tions
.H
erbe
rt R
. Koh
l, T
he O
pen
Cla
ssro
om 5
49
"Wha
t do
you
mea
n 'p
erso
nal o
ffen
se' i
f I
talk
to y
ou h
igh?
""L
ook.
All
I'm s
ayin
g is
that
for
two
mon
ths
I th
ough
t Iw
as ta
lkin
g to
Fra
nk. B
ut it
's n
ot y
ou I
'm ta
lkin
g to
ifyo
u're
sm
okin
g gr
ass
in th
e ba
thro
om."
"Wai
t a m
inut
e, M
r. A
. Eve
rybo
dy d
oes
it, y
ou k
now
.""H
e's
craz
y,"
said
Joe
look
ing
up f
rom
his
qua
drat
iceq
uatio
ns, "
not e
very
body
at a
ll. J
ust t
he s
ame
grou
p al
l the
time.
" Fran
k co
ntin
ued
unda
unte
d, "
You
exp
ect u
s to
cha
nge?
We'
ve b
een
getti
ng s
tone
d in
sch
ool s
ince
fre
shm
an y
ear.
""N
o, w
e do
n't e
xpec
t mir
acle
s."
"But
," a
dded
ano
ther
teac
her
inte
rrup
ting
a co
nfer
ence
with
his
cre
ativ
e w
ritin
g st
uden
ts, "
we
can
and
do e
xpec
tso
me
hone
sty.
""I
am
bei
ng h
ones
t. I'm
adm
ittin
g w
hat I
do.
""W
e kn
ow. A
nd w
e re
ally
app
reci
ate
it an
d ad
mir
e yo
urtr
ust.
But
I'm
talk
ing
abou
t lon
g-ra
nge
hone
sty.
""R
ight
," s
poke
up
Mau
reen
ban
ging
the
lab
tabl
e at
whi
ch s
he w
as d
oing
her
ass
igne
d ex
peri
men
t. "W
e fo
unde
dth
is th
ing
toge
ther
on a
n ho
nest
bas
is. I
t's r
eally
impo
rtan
t.""W
hat t
he h
ell a
re y
ou ta
lkin
g ab
out?
" as
ked
Tom
my.
"Thi
s. W
e ca
n't h
ave
an h
ones
t com
mun
itype
ople
real
ly d
ealin
g w
ith e
ach
othe
rif
we'
re h
alf-
ston
ed a
nd h
alf-
stra
ight
.""T
omm
y, w
hat w
ould
you
thin
k if
I c
ame
in a
nd ta
ught
ston
ed?"
"Wou
ldn'
t bot
her
me.
""O
h, w
ait a
min
ute,
Tom
," A
l sai
d. "
Tha
t's n
ot tr
ue.
You
cou
ldn'
t tea
ch s
tone
d. Y
ou'v
e go
t to
be in
mor
eco
ntro
l.""A
nd y
ou?"
"It's
not
the
sam
e."
"But
it is
. If
we'
re a
fter
com
mun
ity h
ere,
we
have
got
tobe
on
as e
qual
and
com
mun
icat
ive
a pl
ane
as p
ossi
ble.
""O
h, d
amn,
" sa
id G
ary,
"th
is p
roje
ct c
an w
ait.
I've
got
to s
ay s
omet
hing
. Loo
k, I
get
sto
ned
in s
choo
l som
etim
es b
utI
thin
k yo
u're
rig
ht. I
t mig
ht r
eally
hur
t the
Com
mun
ity."
3550
"Why
do
you
get s
tone
din
sch
ool?
""I
enj
oy it
. I d
on't
thin
kit
real
ly h
urts
my
wor
k. B
ut I
neve
r re
ally
thou
ght a
bout
this
hon
esty
this
com
mun
ityth
ing
abou
t it."
"Get
ting
ston
ed is
kin
dof
sel
fish
, isn
't it?
Oh
sure
, you
can
groo
ve w
ith y
our
frie
nds
if y
ou're
all h
igh.
But
eve
n th
enyo
u're
hea
ring
and
talk
ing
in v
ery
indi
vidu
alw
ays.
You
'rein
to y
our
own
head
. The
re's
no w
ay w
e'll
have
a C
omm
unity
like
that
unle
ssw
e al
l get
sto
ned.
""T
hat s
ound
s go
od."
"I w
as b
eing
fac
etio
usas
you
wel
l kno
w. R
emem
ber
this
who
le d
iscu
ssio
n st
arte
din
cla
ss b
efor
ew
e ca
me
dow
n he
reto
hom
e ba
se. T
his
is n
ot ju
stan
y ki
nd o
f co
mm
unity
. Thi
sis
a L
earn
ing
Com
mun
ity."
"Loo
k, I
'm n
ot tr
ying
to m
ake
any
judg
men
ts a
bout
getti
ng s
tone
d or
get
ting
drun
k.A
ll I'm
say
inga
nd I
'mre
ally
cle
ar o
n th
isis
that
the
Com
mun
ity w
on't
wor
k th
atw
ay." "W
ow, t
hat w
as s
tran
ge,"
Fran
k sa
id. "
But
I'm
real
lygl
ad w
e're
get
ting
all o
fth
is o
ut n
ow."
And
we
did.
Unt
il si
x o'
cloc
k,ab
out h
alf
the
Com
mun
ity s
at a
roun
d ho
me
base
roo
m a
rgui
ng. W
hat
had
begu
n as
an
Eng
lish
clas
sde
velo
ped
into
one
of th
e m
ost
impo
rtan
t lea
rnin
g ex
peri
ence
sof
our
fir
st y
ear.
It
was
an
even
t tha
t had
pro
foun
d ef
fect
son
our
und
erst
andi
ng o
fco
mm
unity
spi
rit a
ndon
our
dea
lings
with
the
part
icul
arpr
oble
m o
f ge
tting
hig
hin
sch
ool.
Add
ition
ally
,it
dram
atic
ally
bro
ught
to li
ght t
he im
port
ance
of
the
hom
eba
se r
oom
.E
arly
in th
e de
velo
pmen
tof
the
Lea
rnin
g C
omm
unity
,it
beca
me
clea
r th
at th
e la
rge
room
on
the
grou
nd f
loor
was
evol
ving
into
muc
hm
ore
than
just
a b
ig c
lass
room
.O
n a
day
duri
ng th
esu
mm
er p
rior
to o
ur o
peni
ng,
agr
oup
of te
ache
rs a
nd s
tude
nts
grac
ious
lyac
cept
ed th
e of
fer
of th
e Fi
rst N
atio
nal C
ityB
ank
to c
lear
out
its
dow
ntow
nw
areh
ouse
of
all t
he o
ld f
urni
ture
we
and
our
rent
-a-t
ruck
coul
d ca
rry.
The
dec
or o
f th
e ho
me
base
,a
reco
nver
ted
lang
uage
lab,
36
51
depe
nded
mor
e up
on w
hat w
e co
uld
beg
and
borr
ow th
an o
nth
e id
eal o
pen
clas
sroo
m p
ictu
red
in th
e fa
ncie
r ed
ucat
iona
ljo
urna
ls a
nd b
roch
ures
. With
a b
udge
t as
min
iscu
le a
s ou
rs,
"scr
oung
e" is
the
oper
atin
g pr
inci
ple.
Mon
ey is
uni
mpo
rtan
tin
the
face
of
the
spir
it en
gend
ered
as
stud
ents
and
teac
hers
brin
g in
rug
s an
d pa
int a
nd o
ther
odd
s an
d en
ds to
lite
rally
build
thei
r ow
n sc
hool
. It i
s im
port
ant f
or e
very
one
to f
eel
a pa
rt o
f th
e ph
ysic
al p
lann
ing
of a
Com
mun
ity a
s w
ell a
sth
e ac
adem
ic. W
ith a
min
d's
eye
look
ing
back
to th
eaw
esom
e pi
onee
r sp
irit
whe
n co
mm
uniti
es b
uilt
thei
r sc
hool
sw
ith th
eir
own
hand
s an
d sw
eat,
we
mol
ded
our
smal
l win
gof
the
scho
ol b
uild
ing
into
as
usef
ul a
nd c
omfo
rtab
le a
n ar
ealo
okin
g as
littl
e lik
e a
scho
olas
our
ene
rgy,
imag
inat
ion
and
reso
urce
s al
low
ed.
Our
ori
gina
l pla
ns f
or a
com
mun
ity r
oom
(w
hich
wou
ldev
entu
ally
com
e to
be
know
n as
the
hom
e ba
se)
wer
e va
gue
at b
est.
We
knew
we
need
ed a
big
bul
letin
boa
rd f
or th
eth
eme
anno
unce
men
ts; w
e w
ante
d a
plac
e fo
r te
ache
rs to
mee
t with
stu
dent
s; th
e th
ree
teac
hers
who
had
exp
erie
nce
in s
ubje
ct r
esou
rce
cent
ers
expe
cted
to c
arry
ove
r th
e be
stas
pect
s of
thos
e; a
nd w
e ne
eded
a p
lace
for
stu
dent
s to
gath
er w
hen
they
wer
e no
t in
clas
s.A
lthou
gh w
e kn
ew, e
ven
then
, tha
t com
mun
ity c
ould
not
exis
t con
stan
tly s
epar
ated
into
cla
sses
and
adv
isor
gro
ups
but d
eman
ded
a ce
ntra
l mee
ting
plac
e, s
till w
e de
bate
dw
heth
er o
ur la
rge
room
wou
ld b
ette
r se
rve
by h
ousi
ngad
ditio
nal s
ubje
ct c
lass
es in
stea
d of
bei
ng o
pen
and
fund
amen
tally
uns
ched
uled
.W
e de
cide
d to
leav
e th
e ho
me
base
sac
rosa
nct.
It w
ason
e of
our
mor
e se
rend
ipito
us d
ecis
ions
. The
Com
mun
ity's
heal
th a
nd s
urvi
val i
s ro
oted
in th
at c
entr
al p
hysi
cal
loca
tion,
pro
vidi
ng, a
s it
does
, all
the
com
fort
s an
d re
sour
ces
to m
ake
com
mun
icat
ion
acro
ss s
ubje
ct a
reas
pos
sibl
e. A
nd it
mak
es p
ossi
ble
the
kind
of
even
t des
crib
ed a
t the
beg
inni
ngof
this
cha
pter
. But
suc
h an
inci
dent
is n
ot th
e no
rm. T
here
is n
o no
rm u
nles
s ce
asel
ess
vari
ety
is a
nor
m. T
he h
ome
base
take
s on
a li
fe o
f its
ow
n re
flec
ting
the
conc
erns
of
the
Com
mun
ity. I
ts d
evel
opm
entit
s fa
cets
, its
dep
artm
ents
, its
37
52
activ
ities
has
been
orga
nic,
gro
win
g fr
om th
ene
eds
and
inte
rest
s of
its
inha
bita
nts
rath
er th
an a
s or
dain
ed a
head
oftim
e. Wha
t we
stum
bled
on is
a s
econ
dary
sch
ool a
dapt
atio
nof
the
"ope
n cl
assr
oom
."O
bvio
usly
, thi
s st
umbl
ing
was
unco
nsci
ousl
y pr
edet
erm
ined
by th
e ph
iloso
phy
and
stru
ctur
es a
lrea
dy in
here
ntin
the
Lea
rnin
g C
omm
unity
idea
.T
here
can
be
no C
omm
unity
with
out
a co
mm
unity
roo
m.
The
re c
an b
eno
con
stan
cy o
f in
terd
isci
plin
ary
stud
y un
less
ther
e is
a p
lace
whe
rest
uden
ts a
nd te
ache
rs h
ave
the
oppo
rtun
ity to
eav
esdr
opan
d ev
en jo
in in
on w
hat t
heir
colle
ague
s ar
eup
to. T
here
can
be
no c
oord
inat
edin
terd
isci
plin
ary
com
mun
ityth
eme
with
out
an o
pen
room
inw
hich
the
arts
and
sci
ence
of a
sub
ject
are
aca
n be
dis
cuss
edan
d al
igne
d. A
nd if
teac
hers
are
to b
e m
ore
advi
sors
and
reso
urce
s, th
ere
mus
t be
the
visi
ble,
tang
ible
and
con
tinuo
usco
oper
atio
n be
twee
n th
eman
d th
eir
stud
ents
with
out
rest
rict
ions
of
time
or to
pic.
In k
eepi
ng w
ith th
isco
mm
itmen
t, w
e ev
acua
ted
the
priv
ate
top-
floo
r co
mpo
und
of f
acul
ty o
ffic
es a
nd m
oved
our
desk
s in
to h
ome
base
.A
ll ou
r "f
ree
time"
was
to b
e sp
ent
ther
e. F
ree
time
for
us, a
s fo
r ou
r st
uden
ts, e
vapo
rate
din
toth
e m
uch
mor
e se
lf-r
enew
ing
and
rela
com
mun
icat
ion
ofan
ope
n ro
om. O
ur d
esks
bec
ame
no m
ore
sacr
ed o
r pr
ivat
eth
an a
ny o
ther
hom
eba
se r
esou
rce.
It i
ssu
rpri
sing
how
easi
ly a
teac
her
gets
use
dto
spo
tting
a m
ark
book
und
erth
ree
need
lepo
int
patte
rns,
a S
crab
ble
boar
d,th
e C
olle
cted
Shor
t Sto
ries
of
Hem
ingw
ay,
a Pe
tri d
ish
and
a Sk
inne
r bo
x.T
he h
ome
base
has
bec
ome
a ca
tch-
all f
or a
ctiv
ities
both
pla
nned
and
spon
tane
ous,
aca
dem
ic a
ndno
n-ac
adem
ic,
nece
ssar
y an
d su
perf
luou
s. A
sa
resu
lt, h
ome
base
is a
lmos
tse
lf-m
otiv
atin
g. I
t is
the
plac
e to
be.
Inn
ate
curi
osity
is,
mor
e of
ten
than
not
, the
pri
ncip
lebe
hind
the
inte
ract
ion
ofpe
ople
and
dis
cipl
ines
.A
stu
dent
's s
ched
ule
allo
ws
him
a g
ood
deal
of
time
tosp
end
in h
ome
base
. Whe
nno
t in
clas
s, s
tude
nts
are
expe
cted
to b
e in
the
libra
ry,
our
outs
ide
gard
en o
r in
hom
eba
seof
ten
for
desi
gnat
edm
eetin
gs, c
onfe
renc
es;
38
53
assi
gnm
ents
, pro
ject
s, b
ut, a
s of
ten,
to p
oke
arou
nd w
ith th
ere
st o
f th
e C
omm
unity
.W
hat c
an h
appe
n? B
ill c
omes
to h
ome
base
to d
iscu
sshi
s re
cent
ly c
ompl
eted
ess
ay w
ith h
is E
nglis
h te
ache
r.A
noth
er s
tude
nt in
the
sam
e cl
ass
is h
angi
ng a
roun
d th
ete
ache
r's d
esk
tryi
ng to
do
som
e ho
mew
ork,
ove
rhea
rs th
eco
nver
satio
n, r
ealiz
es th
ey a
re d
iscu
ssin
g a
prob
lem
he
shar
es a
nd jo
ins
in th
e di
scus
sion
. A g
roup
of
stud
ents
are
build
ing
a m
odel
of
Wal
den
Tw
o fo
r th
eir
them
e pr
ojec
t and
are
turn
ed o
n to
a f
ilm b
eing
pre
view
ed b
y th
e bi
olog
yte
ache
r. S
tude
nts
com
plet
ing
thei
r w
ork
at th
e po
rtab
leph
ysic
s la
b ar
e re
crui
ted
to w
rite
an
artic
le o
n th
eir
expe
rim
ent f
or th
e C
omm
unity
new
spap
er. A
teac
her-
stud
ent
conf
eren
ce o
n re
ligio
n br
eaks
out
into
ope
n de
bate
, attr
actin
gth
e bu
sy a
nd n
on-b
usy
alik
e. A
stu
dent
ask
s a
grou
p sp
licin
gto
geth
er a
Lea
rnin
g C
omm
unity
pub
licity
film
wha
t the
hel
lth
ey're
doi
ng. S
tude
nts
disc
uss
the
shop
ping
list
and
pla
nsfo
r re
arra
ngin
g ho
me
base
in p
repa
ratio
n fo
r th
e C
omm
unity
dinn
er to
be
held
that
nig
ht. A
teac
her
adds
that
he'
ll m
ake
the
Cae
sar's
sal
ad.
The
evi
denc
e is
end
less
. Mos
t im
pres
sive
to m
any
are
the
way
s in
whi
ch th
e av
aila
bilit
y of
hom
e ba
se m
akes
lear
ning
mor
e pe
rson
al a
nd m
ore
effe
ctiv
e. A
wri
ting
teac
her
no lo
nger
has
to u
sele
ssly
ret
urn
red-
penc
illed
ess
ays
but c
anm
eet w
ith e
ach
of h
is s
tude
nts
indi
vidu
ally
on
a re
gula
rba
sis
to w
ork
over
and
dis
cuss
and
cor
rect
ass
ignm
ents
.O
ther
teac
hers
in th
e ar
ts u
se th
e co
nfer
ence
tech
niqu
e in
lieu
of m
ore
mec
hani
cal m
eans
of
chec
king
pro
gres
s. T
hesc
ienc
e te
ache
r, in
stea
d of
giv
ing
min
imal
atte
ntio
n to
eac
hof
ten
grou
ps in
a la
rge
lab,
sch
edul
es th
ree
stud
ents
at a
sing
le la
b ar
ea a
ccor
ding
to th
eir
free
tim
e w
ith e
ither
the
teac
her
or a
n ex
peri
ence
d st
uden
t ava
ilabl
e in
hom
e ba
se to
help
with
pro
blem
s.T
he h
ome
base
is a
val
uabl
e ba
rom
eter
of
the
heal
th o
fth
e C
omm
unity
. Whe
n th
e ro
om is
bus
tling
, all
is w
ell.
In ju
dgin
g th
e op
erat
ion
of h
ome
base
, we
mus
t for
ceou
rsel
ves
to b
e as
ope
n-m
inde
d in
pra
ctic
e as
we
are
inth
eory
abo
ut th
e L
earn
ing
Com
mun
ity. I
t too
k a
long
whi
le
39
BE
ST
CO
PY
AV
AIL
AB
LE
54
to f
eel c
omfo
rtab
le d
oing
acad
emic
wor
k w
ithon
e st
uden
tw
hen
othe
rs w
ere
play
ing
ches
s or
talk
ing
abou
tan
upco
min
g ro
ck c
once
rt. A
ndal
thou
gh w
e on
the
facu
lty,
from
the
begi
nnin
g, f
elt
priv
ilege
d to
sit
in w
ithou
r st
uden
tson
non
-aca
dem
ic r
aps
and
gam
es a
nd a
ctiv
ities
, we
did
not
easi
ly s
hed
the
guilt
incu
lcat
edby
the
puri
tan
scho
olw
ork
ethi
c. B
ut w
e re
sist
edou
r fe
ars
espe
cial
ly, o
ddly
eno
ugh,
whe
n th
ey m
ost s
urfa
cedu
pon
the
visi
t of
an a
dmin
istr
ator
who
se f
urro
wed
eye
brow
bes
poke
his
doub
ts a
s to
"w
hat t
hehe
ll ed
ucat
iona
l is
goin
gon
her
e?"
Our
def
ense
mec
hani
sms
trig
gere
d, w
e ag
ain
and
agai
nw
ent i
nto
verb
al b
arra
ges
toco
nvin
ce o
ur v
isito
r, a
ndou
rsel
ves,
of
wha
tw
e re
ally
do
know
and
hav
ese
en to
be
the
trut
h: th
e co
nven
tiona
l not
ion
of w
hat i
s ed
ucat
iona
l is
out
of jo
int;
unle
ss th
ero
om is
str
uctu
red
for
choi
ce, f
orsp
onta
neity
, for
info
rmal
ity, f
orva
riet
y, a
nd f
or a
goo
d de
alof
dis
orde
r, c
hanc
es th
ata
stud
ent w
ill c
hoos
e an
d en
joy
and
seek
out
lear
ning
are
redu
ced;
if a
sch
ool c
anm
ore
near
lyre
prod
uce
the
kind
of
envi
ronm
ent
stud
ents
live
in w
hen
they
're n
ot in
sch
oolw
here
they
lear
n m
ost o
f w
hat t
hey
know
educ
atio
n ha
sa
bette
r ch
ance
; and
that
soc
ializ
atio
n,ev
en in
"no
n-ac
adem
ic"
area
s, is
a g
ood
in it
self
.E
ven
if o
ur g
uest
s re
mai
nun
conv
ince
d, w
e ar
e re
new
edan
d re
com
mit
ours
elve
sto
the
dict
a of
Bea
tric
e an
d R
onal
dG
ross
: "T
he te
ache
rs b
egin
with
the
assu
mpt
ion
that
the
child
ren
wan
t to
lear
nan
d w
ill le
arn
in th
eir
fash
ion;
lear
ning
is r
oote
d in
fir
st-h
and
expe
rien
ce s
o th
at te
achi
ngbe
com
es th
e en
cour
agem
ent
and
enha
ncem
ent o
f ea
chch
ild's
own
thru
st to
war
d m
aste
ry a
nd u
nder
stan
ding
.R
espe
ct f
oran
d tr
ust i
n th
e ch
ildar
e pe
rhap
s th
e m
ost b
asic
pri
ncip
les
unde
rlyi
ng th
e op
en c
lass
room
."6
Unl
ike
a vi
sito
r to
the
hom
eba
se, w
e se
e th
e w
hole
pict
ure
five
long
day
sa
wee
k an
d kn
ow th
at s
tude
nt f
orst
uden
t, po
und
for
poun
d, id
eafo
r id
ea, t
here
ism
ore
"edu
catio
n,"
acad
emic
and
non-
acad
emic
, goi
ngon
in th
eL
earn
ing
Com
mun
ityth
an w
e ha
ve e
ver
seen
in a
ny o
ther
scho
ol.
But
ther
e ar
e va
lleys
. And
it is
impo
rtan
t for
us a
nd o
ur
40
55
stud
ents
to d
etec
t the
m. W
hen
thin
gs s
low
dow
n, w
hen
mor
est
uden
ts th
an u
sual
loun
ge in
cliq
ues,
whe
n ru
ts a
rede
velo
ping
, it's
tim
e to
con
scio
usly
fos
ter
new
act
iviti
es o
r to
disc
uss
in a
dvis
or g
roup
s th
e cr
eepi
ng m
alai
se a
nd h
ow to
com
bat i
t. It
is r
eass
urin
g an
d co
mfo
rtin
g no
t to
have
toke
ep s
uch
prob
lem
s as
"to
p se
cret
fac
ulty
bus
ines
s" o
r to
plot
cle
ver
mea
ns o
f m
otiv
atio
n. A
Com
mun
ity p
robl
em is
Com
mun
ity b
usin
ess
and
is th
eref
ore
open
for
gen
eral
disc
ussi
on a
nd s
olut
ion.
If
that
all-
impo
rtan
t Com
mun
itysp
irit
has
been
gen
uine
ly a
rous
ed, s
ucce
ss w
ill b
e ev
eryo
ne's
goal
. It is
that
sam
e pr
essu
re, e
qual
ly a
nd u
nive
rsal
ly f
elt,
tom
ake
the
Lea
rnin
g C
omm
unity
ope
rate
at i
ts p
oten
tial t
hat
obvi
ates
the
need
for
exp
licit
rule
s in
hom
e ba
se. A
res
earc
hst
udy
invo
lvin
g 1,
600
stud
ents
in a
sen
ior
high
sch
ool h
asco
nclu
ded
that
"w
hen
stud
ents
wer
e al
low
ed ti
me
and
plac
eto
'get
aw
ay' f
rom
the
cons
tant
pre
ssur
e of
atte
ndin
g cl
ass
and
stud
ying
or
wor
king
tow
ard
a cl
ass
assi
gnm
ent,
they
gene
rally
pro
ved
to a
ct r
espo
nsib
ly a
nd d
id n
ot te
nd to
take
unfa
ir a
dvan
tage
of
the
oppo
rtun
ity g
iven
them
." 7
We
have
foun
d it
very
muc
h si
mila
r. I
f ho
me
base
has
reg
ulat
ions
,th
ey a
re th
e un
spok
en b
ut u
nder
stoo
d on
es o
f th
e B
ritis
hIn
fant
Sch
ool:
"No
dest
royi
ng e
quip
men
t. N
o de
stro
ying
or
inte
rfer
ing
with
the
wor
k, p
lay
or a
ctiv
ities
of
othe
rch
ildre
n."
Nat
ural
ly, t
he h
ome
base
is n
ot c
onfl
ict f
ree.
Peo
ple
doge
t on
each
oth
er's
ner
ves;
peo
ple
do n
ot g
et a
long
with
ever
ybod
y; p
eopl
e ca
n be
sel
fish
; com
mun
ity d
oes
not i
mpl
yut
opia
.C
onsi
der
the
prob
lem
of
one
radi
o fo
r on
e hu
ndre
d an
dfi
fty
stud
ents
. Pau
l, a
blac
k st
uden
t who
had
join
ed th
eC
omm
unity
aft
er te
n ye
ars
of e
xper
ienc
e ha
ting
scho
ol,
whi
tes,
aut
hori
ty a
nd te
ache
rs, i
mm
edia
tely
cla
imed
con
trol
of th
e ra
dio
and
had
no c
ompu
nctio
n up
on e
nter
ing
hom
eba
se in
sw
itchi
ng th
e di
alno
mat
ter
who
was
list
enin
g to
wha
tto th
e lo
cal s
oul s
tatio
n, in
crea
sing
the
volu
me
tode
cibe
l lev
els
the
Gra
tefu
l Dea
d w
ould
dis
avow
. We
had
noqu
ick
clev
er s
olut
ion
nor
do w
e ha
ve o
ne n
ow e
xcep
t to
allo
w
4156
the
pres
sure
and
spi
rit
of c
omm
unity
wor
kits
will
. For
wee
ks th
ere
wer
ere
ques
ts, p
lead
ing,
arg
umen
tsan
d ev
ensc
ream
ing
mat
ches
. Alth
ough
clas
sica
l ten
ets
of te
ache
rde
mea
nor
mig
ht p
resc
ribe
othe
rwis
e, w
e to
o of
ten
act a
s ou
rem
otio
ns d
eman
d.W
e ha
d to
mai
ntai
n th
e"d
o no
t ove
rly
dist
urb"
mot
if o
fho
me
base
, but
, tru
eto
the
prin
cipl
e of
com
mun
ity,
we
did
not w
ant P
aul o
stra
cize
dor
mad
e a
pari
ah.
Paul
, of
cour
se,
was
hav
ing
trou
ble
adju
stin
gto
oth
eras
pect
s of
Com
mun
ity li
feas
wel
l. A
ll th
e m
achi
nery
of
the
Com
mun
ity w
as a
ctiv
ated
from
adv
isor
grou
p di
scus
sion
sab
out h
ome
base
in g
ener
alto
pri
vate
con
vers
atio
nsw
ithPa
ul o
r w
ith o
ther
stu
dent
sab
out t
he s
peci
fic
prob
lem
.T
here
was
no
sudd
enso
lutio
n. T
he c
risi
s ea
sed
as P
aul a
ndth
e ot
hers
rea
lized
we
wer
en't
abou
t to
expe
l Pau
lor
impo
und
the
radi
o. W
ew
ere
all g
oing
to h
ave
to w
ork
it ou
tto
geth
er. T
he C
omm
unity
resp
onde
d.A
s Pa
ul g
rew
toun
ders
tand
he
coul
dn't
turn
off
our
atte
ntiv
enes
s or
alie
nate
all
the
stud
ents
and
that
he w
asn'
tgo
ing
to b
e th
row
nou
t of
the
Com
mun
ity a
ndas
his
colle
ague
s gr
ew to
rea
lize
they
wou
ld h
ave
toap
proa
ch P
aul
and
deal
with
him
,w
e be
gan
to h
ear:
"Hey
Pau
l, is
that
Jam
esB
row
n? H
e's
okay
.""Y
eah.
You
wan
t it l
oude
r?"
A s
mile
."I
don
't lik
e it
that
muc
h."
"You
wan
t it o
ff, r
ight
?""N
o. J
ust a
littl
e lo
wer
,ok
ay?"
"Oka
" y.It
is s
omet
imes
fri
ghte
ning
to h
ave
to b
e so
vagu
e in
an
appr
oach
to p
robl
ems.
Yet
thes
e pr
oced
ures
are
at th
e he
art
of th
e L
earn
ing
Com
mun
ity.
The
y ar
e th
e be
stex
pres
sion
of
our
faith
in th
e po
wer
of
com
mun
ity. I
t doe
s w
ork.
Our
faith
is r
ewar
ded
in th
at th
eco
nfro
ntat
ion
and
angu
ish
over
our
cris
es a
llow
s th
e C
omm
unity
to f
eel i
ts o
wn
pow
er. A
nd,
thus
, it i
s fu
rthe
rst
reng
then
ed.
42
58
Whe
n I
thin
kba
ckO
n al
l the
crap
I le
arne
din
hig
h sc
hool
It's
a w
onde
rI
can
thin
kat
all
Paul
Sim
on, "
Kod
achr
ome"
8
One
way
of
look
ing
at th
e hi
stor
yof
the
hum
angr
oup
is th
at it
has
been
a co
ntin
uing
str
uggl
ea-
gain
st th
eve
nera
tion
ofcr
ap.
Nei
l Pos
tman
and
Cha
rles
Wei
ngar
tner
, Tea
chin
gas
aSu
bver
sive
Act
ivity
9
An
earl
y an
d es
sent
ial t
ask
in e
stab
lishi
ng a
nyal
tern
ate
scho
ol p
rogr
am is
the
dete
ctio
n an
d pr
even
tion
of th
ein
filtr
atio
n of
cra
p fr
om th
e pl
anne
dcu
rric
ulum
. Eve
ryon
e,in
clud
ing
ours
elve
s, c
an e
mpa
thiz
e w
ithPa
ul S
imon
'sm
emor
y. Y
et e
duca
tiona
l cra
pis
a s
ubje
ctiv
e an
d so
met
ime
thin
g w
ith m
any
caus
es.
Cra
p ca
n be
the
pers
onal
ly ir
rele
vant
. Ast
uden
t'squ
estio
ning
of
the
Pyth
agor
ean
The
orem
in te
rms
of "
Why
do I
hav
e to
lear
n th
is c
rap?
" m
ay b
ebe
tter
answ
ered
for
him
with
a "
You
're r
ight
" th
an th
e in
stin
ctiv
ede
fens
ive
stat
emen
t of
a m
ath
teac
her
such
as
"It's
impo
rtan
t if
you
wan
t to
build
a tr
iang
ular
tabl
e" o
r"I
t's a
n ex
erci
se in
thin
king
." F
or s
ome
stud
ents
thos
e an
swer
sm
ight
be
enou
gh; f
or o
ther
s, th
ey c
ome
off
as f
urth
erev
iden
ce o
f cr
apin
sch
ool.
Cer
tain
ly, d
ebat
e as
to th
e re
leva
nce,
the
beau
ty, t
hem
ajes
ty o
f th
e co
nten
t of
a co
urse
is v
alua
ble,
for
it m
ayw
ell a
llow
a s
tude
nt to
be
turn
ed o
n to
som
ethi
ng h
e ha
d no
inte
rest
in b
efor
e. A
nai
veté
in o
ne's
open
-min
dedn
esst
heea
sy a
ccep
tanc
e of
a s
tude
nt's
whi
m to
be
disi
nter
este
dis
as a
ppal
ling
as th
e st
ock
expl
anat
ions
of
"why
we
stud
y" o
rth
e fi
rm b
elie
f th
at a
ll hu
man
ity s
houl
d be
awed
by
wha
t ate
ache
r fi
nds
awes
ome.
Fact
off
ers
anot
her
com
mon
cat
egor
y of
cra
p.A
hea
vyre
lianc
e on
the
teac
hing
of
fact
s in
any
giv
ensu
bjec
t is
the
best
pat
h to
a c
rapp
y co
urse
. Whe
n Pa
ul S
imon
was
in h
igh
scho
ol, h
e le
arne
d th
at C
olum
bus
disc
over
edA
mer
ica,
that
the
Mao
ist r
egim
e w
as n
ot th
e re
al g
over
nmen
tof
Chi
na,
that
man
was
the
only
ani
mal
' to
mak
e to
ols.
It h
asn'
t bee
nth
at lo
ng. N
ot o
ne o
f th
ose
"fac
ts"
appe
ars
to b
e tr
ueto
day.
Asi
de f
rom
thei
r im
perm
anen
ce,
fact
s ac
cum
ulat
eat
ast
onis
hing
rat
es. N
inet
y pe
rcen
t of
ever
ythi
ng k
now
nin
198
0 w
ill h
ave
been
dis
cove
red
in th
e19
70's
. Mic
hael
A.
McD
anie
ld n
otes
the
dile
mm
a of
"ov
erch
oice
...f
or th
ede
sign
er o
f ed
ucat
iona
l cur
ricu
lum
in s
ocia
lst
udie
s: th
ere
isso
muc
h th
at c
ould
be
taug
ht th
at it
is a
lmos
t im
poss
ible
to d
ecid
e w
hat s
houl
d be
taug
ht."
"o T
o pr
edet
erm
ine
wha
tda
ta s
houl
d be
taug
ht is
, we
conc
ur, i
mpo
ssib
le.
The
4762
"way
" fo
r w
hich
McD
anie
ldye
arns
has
bec
ome
for
us th
em
akin
g of
ski
llsco
urse
s co
ncep
t-or
ient
ed.
It is
on
conc
epts
that
our
cou
rses
focu
s. F
acts
bec
ome
evid
ence
and
exam
ple
and
"cul
tura
l ref
eren
cepo
ints
" (i
n A
lvin
Tof
fler
's p
hras
e)in
the
dial
ogue
son
con
cept
s. S
kills
cour
ses
are
adve
ntur
esin
thin
king
, cre
atin
g,ad
aptin
g an
d un
ders
tand
ing
rath
erth
an d
aily
mne
mon
ic c
hore
s. I
fsu
cces
sful
, the
ypr
epar
est
uden
ts to
dea
lw
ith w
hate
ver
fact
s cr
opup
, fad
e aw
ayor
com
e in
to b
eing
inan
eve
r-ch
angi
ng w
orld
.Pe
rson
al ir
rele
vanc
ean
d fa
ct a
re d
ange
rous
.T
he m
ost
noto
riou
s ca
use
ofcr
ap, h
owev
er, i
scr
appy
met
hod
and
appr
oach
. Con
vers
e/y,
viab
le te
achi
ngm
etho
dolo
gyca
nvi
tiate
the
crap
-cre
atin
g te
nden
cies
of c
onte
nt. O
new
ould
be
hard
pre
ssed
to c
laim
that
wri
ting
is a
n ir
rele
vant
skill
or
that
it is
a fa
ct-d
omin
ated
sub
ject
.Y
et, a
dry
, for
mal
appr
oach
to th
ete
achi
ng o
f E
nglis
hca
n m
ake
it as
cra
ppy
as th
e m
ost i
rrel
evan
tof
fac
tual
cour
ses.
It w
as o
ur in
tent
ion
to r
efle
ct, i
n th
esc
hedu
ling,
the
sele
ctio
n an
dth
e op
erat
ion
of e
ach
clas
s of
each
cou
rse,
all
the
spir
it an
dve
rve
and
joy
infu
sed
into
the
Com
mun
ityat
larg
e. Our
obs
essi
onw
ith th
e de
tect
ion
and
elim
inat
ion
of c
rap
is n
ot a
t all
at o
dds
with
our
stro
ng c
omm
itmen
tto
ari
goro
us p
rogr
amof
aca
dem
ics.
To
sim
ulta
neou
sly
devo
teou
rsel
ves
to s
kills
and
the
expu
ngin
gof
cra
p is
topr
esen
tac
adem
icco
urse
s as
exc
iting
,w
orth
whi
le a
nd im
port
ant,
rath
er th
anas
a m
atte
r of
rot
e.It
is im
port
ant
for
stud
ents
to b
e pa
rt o
fcr
ap d
etec
tion.
If th
ey b
elie
veth
at w
e w
ant
to e
sche
wcr
ap a
nd if
they
belie
ve th
atw
e w
ant t
heir
own
anal
ysis
of
wha
tth
ey're
lear
ning
, stu
dent
sw
ill h
ave
mor
e tr
ust i
n ou
r de
cisi
ons
as to
wha
t we
feel
ised
ucat
iona
llyne
cess
ary.
As
idyl
licas
the
Lea
rnin
g C
omm
unity
may
be
at a
nygi
ven
mom
ent,
it ha
s a
seri
ous
purp
ose.
Som
e of
our
colle
ague
s in
the
mai
n sc
hool
fin
dth
is h
ard
to b
elie
ve.
One
even
told
us
that
our
stud
ents
cou
ldn'
tbe
lear
ning
, "th
ey're
too
happ
y."
Non
ethe
less
,w
e st
rong
ly a
gree
with
Nat
iona
lSc
hool
Pub
licR
elat
ions
Ass
ocia
tion
that
"in
ord
erto
sur
vive
,48
63
an a
ltern
ativ
e sc
hool
,lik
e tr
aditi
onal
sch
ools
and
fre
esc
hool
s, m
ust d
emon
stra
te th
at it
doe
s no
tov
erlo
ok th
ete
achi
ng o
f ba
sic
skill
s. I
f al
tern
ativ
esc
hool
s ov
erlo
ok th
ees
sent
ials
in th
eir
enth
usia
sm f
or th
e no
vel,
pare
nts
and
stud
ents
may
rig
htly
turn
els
ewhe
re.
..
.W
hate
ver
philo
soph
y an
d ap
proa
ch a
n al
tern
ativ
esc
hool
use
s, it
shou
ld b
e ce
rtai
n th
at it
s st
uden
ts a
rele
arni
ng th
e m
ore
diff
icul
t ski
lls a
s w
ell a
s th
e ea
sier
one
s."
No
mat
ter
how
man
y va
ried
kin
ds o
f su
cces
ses
we
have
had
in o
ur e
xper
ienc
e, u
nles
s w
e ar
eab
le to
say
, "St
uden
tsle
arn
mor
e an
d be
tter
in th
e L
earn
ing
Com
mun
ity,"
we
are
not s
atis
fied
.O
ur c
rite
ria
for
the
dete
rmin
atio
n of
wha
t ski
lls a
Com
mun
ity s
tude
nt s
houl
d m
aste
r ar
e no
tne
cess
arily
cong
ruen
t with
thos
e of
the
stat
e or
our
high
sch
ool
adm
inis
trat
ion.
The
Lea
rnin
g C
omm
unity
doe
sad
here
to th
est
atut
ory
requ
irem
ents
of
New
Yor
kin
asm
uch
as o
urst
uden
ts e
arn
the
stip
ulat
ed n
umbe
r of
cred
its in
des
igna
ted
fiel
ds o
f st
udy.
We
have
nev
er b
othe
red
tore
bel a
gain
stth
ese
requ
irem
ents
. The
y're
har
mle
ss e
noug
h.A
s lo
ng a
s w
eco
ntin
ue to
hav
e th
e le
eway
to g
rant
Eng
lish
cred
it fo
r a
Bob
Dyl
an m
ini-
cour
se a
nd A
mer
ican
His
tory
cre
dit f
or a
com
mun
ity th
eme
on U
rban
Man
, the
man
date
dre
quir
emen
ts a
re li
ttle
mor
e th
an s
ecre
tari
al c
once
rns
or,
atm
ost,
adde
d co
nsid
erat
ions
for
stu
dent
s as
they
pla
n th
eir
sche
dule
s.W
e su
ppos
e th
at th
e in
tent
ion
of th
efo
rmer
s of
cor
ecu
rric
ulum
req
uire
men
ts w
as to
turn
out
the
"wel
l-ro
unde
d"st
uden
t. W
e sh
are
that
nob
le g
oal b
ut f
ind
it m
ore
bene
fici
al
to in
corp
orat
e in
terd
isci
plin
ary
mat
ter
in a
s m
any
cour
ses
aspo
ssib
le r
athe
r th
an to
dem
and
that
stu
dent
ssp
end
cert
ain
num
bers
of
hour
s in
sub
ject
-seg
rega
ted
clas
ses.
Skill
s co
urse
s in
the
Lea
rnin
g C
omm
unity
are
desi
gned
to r
espo
nd to
the
need
s of
stu
dent
sin
term
s of
thei
rm
atur
atio
n as
peo
ple
and
thei
r su
cces
s in
colle
ge o
r ca
reer
.T
hey
are
broa
d en
ough
in c
onte
nt to
insu
rehe
tero
gene
ous
stud
ent g
roup
ings
and
to a
llow
for
inte
rdis
cipl
inar
yad
ditio
nsto
the
sylla
bus.
Yet
, the
y ar
e na
rrow
enou
gh s
o th
at e
ach 64
stud
ent w
ill b
eaw
are
of th
e m
ater
ial h
ew
ill b
e ex
pect
edto
mas
ter
duri
ng th
eco
urse
, and
thus
he
can
judg
e w
heth
er h
ew
ants
or
need
s th
ecl
ass.
Cle
arly
, the
re a
repa
ralle
ls to
the
trad
ition
alba
ttery
of
requ
ired
cou
rses
. We
are
not,
for
exam
ple,
afr
aid
to o
ffer
Cal
culu
s or
Bas
icSk
ills
of E
nglis
hor
Che
mis
try
if th
eym
eet
the
dem
ands
of
our
stud
ents
or
our
best
judg
men
t as
educ
ator
s of
wha
tou
r st
uden
ts s
houl
d be
expo
sed
to. S
kills
cour
ses
are
the
mos
ttr
aditi
onal
aspe
cts
of th
e C
omm
unity
prog
ram
sin
ce th
ey a
re c
onst
ruct
edto
mee
t the
mos
ttr
aditi
onal
end
s of
a hi
gh s
choo
l edu
catio
n.H
owev
er, t
heC
omm
unity
env
iron
men
t has
a p
rofo
und
effe
ct o
n th
ew
ay in
whi
ch s
kills
are
off
ered
.Sk
ills
are
requ
ired
in g
ener
al f
or a
llst
uden
ts, b
ut n
ot in
part
icul
ar.
Eac
h st
uden
tm
ust t
ake
thre
e sk
ills
and
no m
ore
than
five
.T
he d
ecis
ion
as to
wha
t he
will
take
is m
ade
in c
onsu
ltatio
nw
ith th
e ad
viso
r.O
bvio
usly
, cho
ices
are
limite
d to
the
arra
yof
cou
rses
sch
edul
edea
ch s
emes
ter.
Tha
tis
the
oper
atin
gle
vel o
fre
quir
emen
t. E
ven
that
rest
rict
iven
ess
iste
mpe
red
by s
tude
nt in
put i
nto
wha
t is
give
n. S
kills
cour
ses
in d
ram
a,cu
rren
t eve
nts
and
art a
nd m
usic
hist
ory
all w
ere
inco
rpor
ated
into
the
Com
mun
ity a
t the
requ
est o
f st
uden
tsw
ho e
ither
nee
ded
or d
esir
ed th
ose
subj
ects
. Not
all
such
sugg
estio
ns c
an b
e ac
com
mod
ated
in th
e sk
ills
sche
dule
.M
ore
spec
ific
fie
lds
of s
tudy
bet
ter
serv
e as
min
i-co
urse
s,as
do e
sote
ric
subj
ects
. Are
as o
f in
tere
stto
onl
y on
e or
two
stud
ents
can
be
prov
ided
on
anin
depe
nden
t bas
is.
In g
ener
al,
a sk
ills
cour
se s
houl
dof
fer
nece
ssar
ykn
owle
dge
for
atw
entie
th-c
entu
ry h
uman
and
/or
appr
opri
ate
prep
arat
ion
for
acad
emic
and
care
erop
port
uniti
es th
roug
han
und
erst
andi
ng o
fw
ritte
n, o
ral a
nd v
isua
lco
mm
unic
atio
n,aw
aren
ess
of o
ne's
his
tori
cal
posi
tion,
an
unde
rsta
ndin
gof
the
mec
hani
cs o
fon
e's
gove
rnm
ent,
expe
rien
ces
inan
alyt
icth
inki
ng, a
naw
aren
ess
of s
cien
ce a
ndte
chno
logy
, and
/or
voca
tiona
l ski
lls.
Con
side
r th
efo
llow
ing
cour
sede
scri
ptio
ns o
f a
few
Lea
rnin
g C
omm
unity
skill
s co
urse
s:W
RIT
ING
and
CR
ITIC
ISM
: Thi
sco
urse
sho
uld
be50
65
cons
ider
ed th
e av
erag
e E
nglis
h co
rse
that
will
acc
omm
o thda
teal
l tho
se w
ho w
ish
to im
prov
eth
eir
wri
ting
skill
s an
dei
r
abili
ty to
cri
ticiz
e al
l wor
ksof
art
in a
l fie
lds.
The
clan
gsss w
ill
be a
naly
zing
, in
wri
ting,
poe
ms,
stor
iesl,
pho
t os,
and
the
like.
CR
EA
TIV
E W
RIT
ING
: Thi
s co
urse
isin
tend
ed f
or a
nyst
uden
t who
enj
oys
wri
ting
and
inte
nds
to d
osi
he b
aor
igin
a sl fo
r th
wor
k eov
er th
e ye
ar. S
tude
ntw
ritin
g w
ill p
rovi
de t
cour
se, a
lthou
gh s
ome
wel
l-kn
own
auth
ors
will
be
used
as
BA
SIC
SK
ILL
S O
F E
NG
LIS
H: T
his
cour
seis
des
igne
dex
ampl
es.
for
stud
ents
who
nee
d or
wan
t to
brus
h up
on
the
basi
cs o
fw
ritin
g an
d re
adin
g. T
his
is n
ot, h
owev
er,
a co
urse
in
gram
mar
. Im
prov
emen
toc
curs
thro
ugh
a pr
oces
sof
wri
ting,
rew
ritin
g, a
naly
zing
and
a s
erie
sof
app
oint
men
ts w
ith th
ete
ache
r in
add
ition
to c
lass
wor
k.St
uden
ts w
ho h
ave
been
disc
oura
ged
or d
isap
poin
ted
with
thei
r w
ritin
g ar
eur
ged
tota
ke th
is c
ours
e to
res
tore
thei
rco
nfid
ence
in th
eir
abili
ty to
expr
ess
them
selv
es.
AM
ER
ICA
N H
IST
OR
Y: T
hose
who
hav
efo
und
hist
ory
diff
icul
t can
take
this
cou
rse.
The
cla
ssw
l use
an
inqu
iry
appr
oach
to th
e su
bjec
t. St
uden
tsw
ill r
eadil
firs
t-ha
ndac
coun
ts o
f hi
stor
y by
peo
ple
who
wer
eth
ere
and
exam
ine
phot
os, c
arto
ons,
son
gs, e
tc.
Stud
ents
will
com
pare
thei
r ow
nco
nclu
sion
s w
ith th
ose
of h
isto
rian
san
d jo
urna
lists
.SC
IEN
CE
TO
PIC
S: A
sci
ence
cou
rse
for
ever
yone
.The
topi
cs to
be
cove
red
depe
nd o
nth
e in
tere
sts
of th
e cl
ass.
Som
e pr
evio
usly
inve
stig
ated
wer
e E
colo
gy,
Evo
lutio
n,A
stro
nom
y, N
utri
tion,
Fir
stA
id, G
eolo
gy, a
ndO
cean
ogra
phy.
CIV
ILIZ
AT
ION
: Thi
s co
urse
trac
es th
ear
tistic
mov
emen
ts in
mus
ic, p
aint
ing,
scu
lptu
rean
d ar
chite
ctur
ean
d pl
aces
them
into
the
hist
oric
al p
erio
dsth
at g
ave
them
rise
. Exa
mpl
es o
f m
usic
and
art
will
be
freq
uent
, as
are
fiel
dtr
ips
to th
e m
useu
ms
and
halls
hou
sing
the
orig
inal
s in
New
Yor
k C
ity. A
s m
uch
as p
ossi
ble,
atte
mpt
s ar
em
ade
to ji
beth
is c
ours
e w
ith o
ther
Lea
rnin
gC
omm
unity
cou
rses
inSc
ienc
e, P
hilo
soph
y, E
nglis
han
d H
isto
ry.
51
66
In th
esa
me
sem
este
r in
whi
chth
e co
urse
sde
scri
bed
abov
e w
ere
offe
red,
stu
dent
s co
uld
choo
se P
hilo
soph
yan
dL
itera
ture
, Dra
ma
Wor
ksho
p, C
onfl
ict a
ndC
onse
nsus
inA
mer
ican
His
tory
,In
term
edia
teA
lgeb
ra, G
eom
etry
, Pre
-C
alcu
lus,
Col
lege
Phys
ics,
Che
mis
try,
The
orie
s of
Hum
anB
ehav
ior
and
The
ism
and
Ath
eism
inM
oder
n Ph
iloso
phy.
The
impo
rtan
cegi
ven
to s
kills
ista
citly
und
ersc
ored
byth
eir
bein
g th
em
ost p
erm
anen
tpa
rt o
f th
e C
omm
unity
sche
dule
. Fro
m 9
:00
to 1
1:30
eac
hda
y, th
ere
are
thre
efo
rty-
five
min
ute
bloc
ksof
ski
lls. I
tm
ay s
eem
terr
ibly
old
-fa
shio
ned
to h
ave
time
limits
on c
lass
es, b
utw
eun
asha
med
ly a
dmit
that
fort
y-fi
ve m
inut
es is
usua
lly a
bout
as lo
ng a
s a
clas
s sh
ould
go. A
lso,
ther
e m
ust b
eso
me
syst
em in
suri
ng th
at e
ach
skill
get
son
e of
our
roo
ms
thre
etim
es a
wee
k. I
nan
y ev
ent,
the
sche
dule
doe
sno
t rea
llylim
it an
ythi
ng. I
t'sno
t unu
sual
tose
e a
hist
ory
disc
ussi
onbe
gin
in th
e ha
llou
tsid
e a
room
as s
tude
nts
wai
t for
aca
lcul
us c
lass
toco
mpl
ete
its s
essi
on. I
t'slia
ble
to b
efi
ve,
ten,
or
fift
een
min
utes
befo
re a
tent
ativ
ekn
ock
dare
s to
inte
rrup
t. M
ore
impo
rtan
tly, t
he s
kills
sche
dule
rem
ains
flex
ible
and
ever
with
in o
ur c
ontr
olto
cha
nge
atan
inst
ant.
If e
xtra
cla
sses
or g
roup
mee
tings
or s
tude
nt-t
each
erco
nsul
tatio
ns a
rene
eded
, the
y ca
n be
cal
led
duri
ng th
e da
yin
hom
e ba
se. I
fa
two-
hour
ses
sion
isne
eded
for
a f
ilmor
an a
ll-da
y cl
ass
for
a fi
eld
trip
, tha
tca
n be
arr
ange
d to
o. A
sm
uch
as p
ossi
ble,
we
try
to f
it su
chex
tens
ions
at t
imes
whe
n st
uden
tsar
e no
t oth
erw
ise
occu
pied
. But
we
are
not
afra
id to
sch
edul
eco
nflic
ts f
rom
tim
eto
tim
e. I
fa
stud
ent
mus
t mis
s a
clas
s, h
esi
mpl
y fi
lls o
ut a
nan
ti-cu
tting
for
mst
atin
g th
e re
ason
and
arra
nges
to m
eet h
is te
ache
r in
hom
eba
se to
mak
eup
wha
t he
mis
ses.
It's
quite
eas
y si
nce
we
all
live
toge
ther
inou
r L
earn
ing
Com
mun
ityco
mpo
und.
Con
flic
ts o
ften
occu
r w
hen
a st
uden
t is
taki
ng a
cou
rse
in th
e m
ain
scho
olbe
caus
e th
eC
omm
unity
doe
sn't
offe
rit.
Sinc
e th
e tw
osc
hedu
les
vary
, con
flic
ts w
ill s
tagg
erth
roug
hout
the
wee
k.T
he m
ain
scho
olco
urse
is a
lway
s gi
ven
prio
rity
in te
rms
ofst
uden
t atte
ndan
ce,
sinc
e it
isva
stly
52
67
easi
er to
kee
p cu
rren
t with
a C
omm
unity
cou
rse
than
one
inth
e m
ain
scho
ol.
A f
requ
ent d
ebat
e be
twee
n ad
min
istr
ator
s an
d th
eC
omm
unity
fac
ulty
sur
roun
ds th
e tim
e st
uden
ts s
pend
incl
ass.
"H
ow c
an a
stu
dent
spe
ndin
g tw
o an
d a
quar
ter
hoiir
sin
cla
ss in
the
Com
mun
ity c
ours
e re
ceiv
e th
e sa
me
cred
it as
a m
ain
scho
ol s
tude
nt w
ho is
in e
ach
cour
sefo
r m
ore
than
four
hou
rs e
ach
wee
k?"
we
are
aske
d ag
ain
and
agai
n. W
etr
y to
exp
lain
that
the
two
hour
s an
dfi
ftee
n m
inut
es d
oes
not i
nclu
de c
onsu
ltatio
n tim
e, g
roup
wor
k, in
-sch
ool
rese
arch
, lib
rary
ass
ignm
ents
and
oth
er o
ut-o
f-cl
ass
acco
uter
men
ts to
eac
h co
urse
. Mor
e to
the
poin
t is
our
belie
fth
at ti
me
is h
ardl
y th
e be
st m
easu
rem
ent o
f a
stud
ent's
rela
tions
hip
to h
is s
tudi
es. A
stu
dent
can
and
man
y do
slee
p th
roug
h m
ore
than
fou
r ho
urs
of c
lass
eac
hw
eek.
The
who
le id
ea o
f sk
ills
cour
ses
and
Lea
rnin
g C
omm
unity
educ
atio
n in
gen
eral
is to
eng
age
the
stud
ent i
n ac
tive
lear
ning
. It i
s w
orth
whi
le to
sac
rifi
ce c
lass
tim
e in
fav
orof
indi
vidu
aliz
ed in
stru
ctio
n, f
ield
trip
s an
d su
ppor
tive
mod
esof
edu
catio
n.O
ur d
esir
e fo
r ac
tive
enga
gem
ent m
ilita
tes
agai
nst t
heca
refu
l tim
ing
and
rigi
dity
of
less
on p
lans
. Wha
t tea
cher
,af
ter
all,
can
mea
sure
out
the
life
of a
cou
rse
or th
ede
velo
pmen
t of
a co
ncep
t in
coff
ee s
poon
s w
ithou
tde
scen
ding
into
Pru
froc
kian
abs
urdi
ty?
Whe
n th
e M
itche
ll-St
ans
tria
l ope
ned
in N
ew Y
ork,
our
Am
eric
an H
isto
ry c
lass
for
sook
thei
r st
udy
of th
e 19
20's
and
stud
ied
inst
ead
hist
ory
as it
was
mad
e in
the
1970
's. T
akin
gfu
ll ad
vant
age
of th
e C
omm
unity
's f
lexi
bilit
y, th
e cl
ass
did
not m
erel
y di
scus
s ne
wsp
aper
rep
orts
or
wat
ch a
vid
eo ta
pe,
but,
with
a q
uick
wor
d to
the
rest
of
the
facu
lty, m
et a
tth
eFe
dera
l cou
rtho
use
at 6
A.M
. for
thre
e da
ys r
unni
ng a
ndat
tend
ed th
e tr
ial.
The
y fo
llow
ed th
is u
p w
ith c
lass
disc
ussi
ons
back
at t
he C
omm
unity
. Who
can
gau
ge th
eim
pact
this
exp
erie
nce
mus
t hav
e ha
d w
hen
the
clas
sre
turn
ed to
the
1920
's a
nd S
acco
-Van
zetti
and
Tea
pot
Dom
e?
5368
The
stu
dy o
fpo
etry
, tra
ditio
nally
a s
ubje
ctw
ith a
cas
tor
oil a
ppea
l, ha
ssi
mila
rly
been
enl
iven
edby
the
stud
ents
'fr
eedo
m to
dea
l with
vers
e on
thei
r ow
n te
rms.
In
a m
oder
npo
etry
cla
ss, a
stu
dent
who
sem
ajor
inte
rest
had
bee
nm
usic
set E
liot's
"T
he L
ove
Song
of
J. A
lfre
d Pr
ufro
ck"
to s
ong
and
perf
orm
ed it
for
the
clas
s. W
hen
Alle
nG
insb
erg
appe
ared
loca
lly, a
noth
ergr
oup
atte
nded
his
per
form
ance
,ta
ped
his
read
ings
and
play
ed th
em f
or th
e re
st o
fth
e cl
ass.
The
fle
xibi
lity
of s
kills
cour
sesa
nd o
ur r
elia
nce
onst
uden
t inp
utca
nno
bet
ter
be e
vide
nced
than
in th
eab
rupt
and
tota
l shi
ft m
ade
in o
ur P
oliti
cal S
cien
ceco
urse
at m
id-s
emes
ter.
Stu
dent
inte
rest
in th
e th
eory
of
gove
rnm
ent a
s pr
esen
ted
in th
ecl
asse
s w
aned
quic
kly.
Hom
eba
se a
nd th
eco
urse
itse
lf b
ecam
e fo
rum
sfo
r th
e di
sgru
ntle
dst
uden
ts: "
We
don'
t wan
t lec
ture
s on
cong
ress
es a
ndco
mm
ittee
s an
dad
min
istr
atio
ns. W
e co
uld
read
a bo
ok a
ndno
t go
to c
lass
and
lear
nas
muc
h."
Bas
ed o
n st
uden
tsu
gges
tions
for
ada
ptat
ion,
the
clas
sw
as r
emod
eled
into
a m
ini-
fede
ral
gove
rnm
ent i
n w
hich
stud
ents
org
aniz
edth
emse
lves
into
"con
gres
sion
alco
mm
ittee
s" a
nd le
arne
dab
out t
hego
vern
men
t by
bein
g a
gove
rnm
ent.
Nor
did
they
ape
real
ity b
y "s
ettli
ng"
ques
tions
of tr
ade
and
fore
ign
polic
y, b
ut th
ey w
orke
don
the
real
issu
es o
f th
eC
omm
unity
. The
ir d
ecis
ions
had
a re
alim
pact
inst
ead
of a
vic
ario
uson
e, a
nd th
ey le
arne
d ab
out t
heef
fici
ency
and
eff
ectiv
enes
s of
Am
eric
an r
epre
sent
ativ
ede
moc
racy
. The
new
syst
em d
eman
ded
muc
hm
ore
wor
km
ost o
f it
on th
e st
uden
ts' f
ree
timeb
utth
ey w
ere
will
ing
to d
o it.
It w
as th
eir
idea
.W
hat a
trem
endo
usex
peri
ence
this
was
for
all
ofus
inth
e C
omm
unity
.U
nder
a m
ore
trad
ition
alst
ruct
ure,
we,
as
teac
hers
, wou
ld h
ave
prob
ably
fel
t bitt
erne
ss in
resp
onse
tost
uden
t dis
satis
fact
ion.
Onl
y in
a L
earn
ing
Com
mun
ityw
here
com
mun
icat
ion
is s
oop
en a
nd h
ones
t, w
here
teac
hers
and
stud
ents
hav
efo
rsak
en th
eir
role
sas
ene
mie
s tr
ying
toou
tman
euve
r ea
ch o
ther
, and
whe
re te
ache
rsar
e co
mm
itted
to a
llow
ing
cour
ses
to f
low
, cou
ld s
uch
frie
ndly
reb
ellio
n ta
kepl
ace.
54
69
Ano
ther
man
ifes
tatio
n of
our
theo
ry o
f fl
exib
ility
mad
ere
al is
the
abili
ty, t
he m
anda
te, o
f ea
ch te
ache
r to
tack
lesu
bjec
ts o
utsi
de h
is c
ertif
ied
fiel
d. I
n m
ost
othe
r sc
hool
syst
ems,
suc
h an
occ
urre
nce
is a
bur
den
incu
rred
whe
n an
Eng
lish
teac
her
quits
and
a h
isto
ry te
ache
r is
enl
iste
aver
dtota
ke o
ver
beca
use
"any
one
can
teac
h E
nglis
h."
The
age
adm
inis
trat
ion
wou
ld r
arel
y, h
owev
er, e
ntru
st te
ache
rsw
ith a
new
or
nove
l cou
rse
outs
ide
his
disc
iplin
esi
mpl
y be
caus
e of
his
eage
rnes
s to
take
a g
roup
of
stud
ents
on
a le
arni
ngad
vent
ure
with
him
.In
the
Lea
rnin
g C
omm
unity
, des
ire
to te
ach
and
desi
reto
lear
n is
rea
son
enou
gh to
est
ablis
h a
cour
se.
Such
des
ire
to te
ach
a ne
w s
kill,
pro
vide
d on
e is
con
fide
ntan
dco
mpe
tent
as
scho
lar
and
teac
her
in h
is o
wn
fiel
d, m
ore
than
com
pens
ates
for
lack
of
expe
rtis
e. A
teac
her's
eag
erne
ssis
cont
agio
us in
cla
ss. O
pen
inqu
iry
is a
nat
ural
resu
lt as
stud
ents
und
erst
and
that
they
are
eng
aged
in a
gro
uple
arni
ng e
xper
ienc
e ra
ther
than
a s
erie
s of
lect
ures
.N
owhe
re is
true
indu
ctiv
e le
arni
ng m
ore
appa
rent
than
in th
e co
urse
whe
re th
e te
ache
r is
, in
fact
, mor
e m
oder
ator
than
ora
cle,
mor
e le
arne
r th
an e
xper
t. "I
nduc
tion"
as
itis
prac
ticed
els
ewhe
re is
less
sub
stan
ce th
an s
ham
.If
a te
ache
rse
eks
to h
ear
the
"rig
ht"
answ
er, b
ut le
ngth
ens
his
ques
tioni
ng to
for
ty-f
ive
min
utes
rat
her
than
ten
seco
nds,
he
has
not c
ondu
cted
an
indu
ctiv
e le
sson
. Whe
n, h
owev
er, a
capa
ble
teac
her
prov
okes
a c
lass
alo
ngun
trod
line
s,in
duct
ion
does
take
pla
ce.
Con
side
r th
e C
omm
unity
's f
ound
ing
mat
h te
ache
r w
hose
inte
rest
in p
hilo
soph
y ha
d be
en a
hob
by, w
ho b
egan
todi
scus
s ph
iloso
phy
with
stu
dent
s in
them
e se
min
ars
and
inho
me
base
, who
vis
ited
relig
ion
and
liter
atur
e cl
asse
san
dde
bate
d ph
iloso
phic
al c
once
pts
with
stu
dent
s an
d te
ache
rs,
who
sou
ght t
o in
corp
orat
e A
rist
otel
ian
logi
c in
to h
isge
omet
ry c
ours
e, w
ho a
long
with
a g
row
ing
num
ber
ofst
uden
ts d
ecid
ed th
at th
e L
earn
ing
Com
mun
ity n
eede
d a
skill
s co
urse
in p
hilo
soph
y, w
ho m
ade
prep
arat
ion
for
such
aco
urse
his
sum
mer
pro
ject
, who
mad
eth
e G
reat
Phi
loso
pher
son
e of
the
mos
t exc
iting
Com
mun
ity e
xper
ienc
es,
and
who
is
55
70
now
pur
suin
g a
post
-gra
duat
ede
gree
in p
hilo
soph
y.N
o on
e m
anca
n te
ach
ever
ythi
ng. A
ndon
e do
es n
otha
ve to
be
a da
Vin
cito
teac
h in
aL
earn
ing
Com
mun
ity.
We
do n
ot c
onsi
der
ours
elve
s R
enai
ssan
cem
en. W
e si
mpl
ybe
lieve
that
ifa
teac
her
has
mas
tere
d th
eab
ility
to d
eal
with
, lea
d an
d gu
ide
stud
ents
and
if h
is c
lass
room
tech
niqu
eis
com
pete
nt, t
hen
hesh
ould
exp
loit
his
inte
rest
san
dav
ocat
ions
and
mel
d th
emw
ith th
e cu
rios
ity o
f hi
sst
uden
tsin
new
and
dif
fere
ntar
eas
of s
tudy
. Tea
cher
sm
ust o
f co
urse
be w
arne
dag
ains
t ove
rloa
ding
them
selv
esw
ith n
ew c
ours
esle
st th
e tim
e an
den
ergy
exp
ende
d in
sel
f-pr
epar
atio
nex
haus
t the
m a
nd le
ssen
thei
r ab
ility
to b
eev
er o
n th
eir
toes
and
awak
e on
dut
ydu
ring
and
bey
ond
the
scho
olda
y. T
here
are
no h
idin
g pl
aces
,no
clo
sed
door
fac
ulty
room
s, n
o pr
eppe
riod
s, n
o sl
eepy
thir
d fl
oor
hall
dutie
s fo
r th
eL
earn
ing
Com
mun
ity te
ache
r.M
ost o
f a
teac
her's
load
, the
refo
re, s
houl
dre
mai
n w
ithin
his
prim
ary
fiel
d of
stud
y. E
ven
in th
ese
fiel
ds, t
houg
h, th
esa
me
kind
of
verv
e de
scri
bed
abov
e ca
n be
mai
ntai
ned
byal
low
ing
each
cour
se, a
t stu
dent
or
teac
her
sugg
estio
n, to
delv
e in
toar
eas
not e
ndle
ssly
over
taug
ht.
We
are
hard
lyen
dors
ing
igno
ranc
e as
the
crite
rion
for
curr
icul
um. W
e ar
eun
equi
voca
lly s
tatin
g th
at r
eal
grou
pin
vest
igat
ion
is m
ore
valid
than
moc
k gr
oup
inve
stig
atio
n.T
each
ers
who
hav
em
oane
d "O
h,no
; thr
ee c
lass
es o
ffr
eshm
an E
nglis
h an
da
slow
juni
or c
lass
; I d
on't
thin
k I
can
face
Tom
Saw
yer
agai
n" s
houl
d be
fre
ed o
f th
atbu
rden
.T
each
er c
reat
ivity
ises
sent
ial i
n fo
ster
ing
stud
ent
crea
tivity
.Ju
st a
s te
ache
rsar
e en
cour
aged
to b
ring
with
them
thei
rw
ide
arra
y of
inte
rest
sto
enr
ich
clas
ses,
stu
dent
sar
e lik
ewis
eur
ged.
Stu
dent
hob
bies
are
anot
her
reso
urce
inC
omm
unity
acad
emic
life
. One
of
our
stud
ents
had
set
up a
n el
abor
ate
ster
eo s
yste
m f
or th
eC
omm
unity
's C
hris
tmas
part
y. H
e w
asqu
ickl
y re
crui
ted
by th
e te
ache
rof
Phy
sics
to d
emon
stra
tean
d di
scus
s hi
sex
tens
ive
know
ledg
e of
audi
o-el
ectr
onic
s as
ale
sson
. It's
qui
tea
natu
ral p
heno
men
on a
nd it
is e
asy
toim
agin
e th
e cl
ass'
ent
husi
asm
for
thei
r co
lleag
ue's
effo
rts.
56
71
Eve
n in
term
s of
eva
luat
ion
of a
stud
ent i
n a
cour
se,
indi
vidu
als'
tale
nts
and
inte
rest
s ar
e ta
ken
into
acc
ount
.Sk
ills
are
not d
esig
ned
to p
repa
re s
tude
nts
for
exam
s. I
n
som
e co
urse
s, w
ritte
nan
d/or
ora
l tes
ts a
re u
sefu
l dev
ices
for
alig
ning
the
conc
epts
sca
ttere
d th
roug
hout
a te
rm. B
ut a
nor
igin
al e
xper
imen
t in
the
scie
nces
or
part
icip
atio
n in
aso
cial
act
ion
prog
ram
in s
ocia
l stu
dies
is o
ften
vas
tly m
ore
wor
thw
hile
. Mor
e im
port
ant t
han
cram
min
gfo
r a
test
is a
stud
ent's
und
erst
andi
ng o
f ho
w h
is li
fe o
ren
viro
nmen
t is
affe
cted
by
the
conc
epts
of
a co
urse
. A p
oem
can
be ta
ught
so th
at a
stu
dent
isfo
rced
to m
emor
ize
it an
d re
gurg
itate
ast
anza
on
a te
st, o
r a
poem
can
be ta
ught
inso
far
as it
sth
eme
and
tech
niqu
e ar
e co
mpa
red
to a
rock
son
g w
hich
ast
uden
t has
mem
oriz
ed n
ot b
y co
mm
and
but b
y co
nsta
ntlis
teni
ng. W
e op
t for
the
seco
nd te
chni
que.
The
sty
le a
nd m
etho
ds w
e de
scri
be a
re a
dapt
able
inno
n-C
omm
unity
situ
atio
ns. W
e ar
e su
reth
at th
e be
stte
ache
rs h
ave
alw
ays
soug
ht to
mak
e th
eir
clas
ses
crap
less
.B
ut th
e L
earn
ing
Com
mun
ityin
stitu
tiona
lizes
thes
epo
ssib
ilitie
s. I
ts w
hole
str
uctu
rean
d ph
iloso
phy
are
desi
gned
to e
nhan
ce th
ese
chan
ges.
The
clas
sroo
m c
an o
nly
ultim
atel
ybe
rei
nvig
orat
ed w
hen
it be
com
es a
par
tan
d no
t the
tota
lity
of e
duca
tion.
The
cla
ssro
om h
as a
soci
al a
nd m
otiv
atio
nal
impo
rtan
ce, b
ut s
houl
d be
com
e on
ly a
tile
in th
e m
osai
c of
ast
uden
t's li
fe o
f le
arni
ng.
We
coul
d no
t bet
ter
desc
ribe
our
hop
efo
r sk
ills
cour
ses
than
by
letti
ng a
Com
mun
ity s
tude
nt d
iscu
sshe
r ex
peri
ence
:"P
erso
nally
, the
Com
mun
ity s
how
ed m
eth
at te
ache
rs a
repe
ople
; the
y de
serv
e re
spec
t,bu
t fri
ends
hip
is a
pos
sibi
lity.
In th
e C
omm
unity
, I f
ind
mys
elf
hung
ryfo
r cl
ass,
som
ethi
ngth
at I
ord
inar
ily d
read
ed. T
he C
omm
unity
kind
led
acu
rios
ity. I
lear
n be
caus
e I
wan
t to
know
. The
Com
mun
itygi
ves
me
free
dom
and
res
pons
ibili
tyan
d sh
owed
me
that
you
can'
t hav
e on
e w
ithou
t the
oth
er. A
sth
e fi
re g
rew
with
in m
yhe
art,
I sa
w le
arni
ng f
rom
teac
hers
was
n't t
he o
nly
sour
ce o
fkn
owle
dge.
Boo
ks c
ame
befo
re m
y ey
esan
d a
love
gre
wbe
twee
n us
. My
peer
s ta
ught
me
and
I th
em. I
saw
that
5772
lear
ning
was
n't s
omet
hing
that
hap
pene
dst
rict
ly in
acl
assr
oom
but
at
ever
y se
cond
of
life.
The
wor
ld o
utsi
deis
fille
d w
ithkn
owle
dge.
It i
s ev
eryw
here
,no
t jus
t in
scho
olan
d no
t jus
t in
the
min
ds o
f a
few
.E
very
one
has
som
ethi
ngto
off
er a
nd e
very
thin
gha
s a
mys
tery
abo
utit
wor
thin
vest
igat
ing.
"
58d3
Cha
pter
Fiv
e
EX
PE
RIE
NC
ING
TH
E W
OR
LDA
S O
NE
:T
HE
I T
ER
-D
I CI L
IA
RV
CO
mun
nyT
HE
ME
The
wor
ldan
d hu
man
expe
rien
cear
e on
e w
hole
. The
rear
e no
dotte
d lin
esin
it s
epar
atin
gH
isto
ry f
rom
Geo
grap
hyor
Mat
hem
atic
s fro
m S
cien
ceor
Che
mis
try
from
Phy
sics
. In
fact
,ou
t the
re, t
here
are
no s
uch
thin
gsas
His
tory
or
Geo
grap
hyor
Che
mis
try
or P
hysi
cs. O
utth
ere
isou
t the
re.
John
Hol
t, Fr
eedo
man
d B
eyon
d 12
76
As
crap
less
, as
inno
vativ
e, a
sfl
exib
le, a
s in
terd
isci
plin
ary,
as
aliv
e, a
s su
cces
sful
, as
educ
atio
nal a
s w
ebe
lieve
the
Lea
rnin
g C
omm
unity
ski
lls c
ours
es a
re,
they
are
stil
l, fo
r us
,m
ore
esse
ntia
ls o
f an
yhi
gh s
choo
l tha
n em
blem
s of
an
alte
rnat
ive
high
sch
ool a
nd m
ore
adju
ncts
of
a L
earn
ing
Com
mun
ity th
an th
e so
ul o
f a
Lea
rnin
gC
omm
unity
. It
wou
ld b
e qu
ite f
easi
ble
to o
pera
te a
ned
ucat
iona
lly s
ound
and
som
ewha
t inn
ovat
ive
scho
olw
ith ju
st a
ful
l sch
edul
e of
skill
s co
urse
s as
we
purs
ue th
em.
But
, in
our
judg
men
t, it
wou
ld r
emai
n fu
ndam
enta
lly a
goo
dtr
aditi
onal
min
i-sc
hool
and
"out
ther
e" w
ould
stil
l be
"out
ther
e."
The
leap
fro
m m
ini-
scho
ol to
Lea
rnin
g C
omm
unity
mus
tbe
ref
lect
ed ta
ngib
ly in
a C
omm
unity
cou
rse.
The
sam
eur
genc
y to
pro
vide
acad
emic
ess
entia
ls in
ski
lls c
ours
es m
ust
arou
se th
e co
nstr
uctio
nof
a p
rogr
am d
edic
ated
pri
mar
ily to
bein
g co
mm
unity
ori
ente
dand
tobe
ing
inno
vativ
e.E
spec
ially
whe
n a
scho
ol d
oesn
'tha
ve th
e co
mpl
ete
free
dom
to b
e to
tally
"w
ithou
t wal
ls,"
inno
vativ
e ex
peri
ence
sar
e va
luab
le s
heer
ly f
orth
e sa
ke o
f be
ing
inno
vativ
e.In
nova
tion,
thou
gh, i
s be
st s
erve
d w
hen
it is
con
join
ed w
ithot
her
educ
atio
nal g
oals
. For
us,
they
are
inte
rdis
cipl
inar
yst
udy
and
com
mun
ity s
piri
t. T
o at
tem
ptto
bri
ng w
hat's
"out
ther
e" in
, we
offe
r th
ein
terd
isci
plin
ary
com
mun
ityth
eme. If le
arni
ng is
to b
e a
trul
y liv
ing
expe
rien
ce, t
hein
terd
epen
denc
e of
sub
ject
mat
ter
ough
t to
flow
nat
ural
ly.
The
art
ific
ial d
ivis
ions
of
the
trad
ition
al s
choo
l do
not e
xist
"out
ther
e."
We
ther
efor
e pr
esen
tth
emes
in w
hich
the
entir
eC
omm
unity
can
par
ticip
ate.
Cor
e re
adin
gsan
d id
eas
are
sim
ulta
neou
sly
exam
ined
by
stud
ents
and
teac
hers
of
diff
eren
t dis
cipl
ines
and
inte
rest
s.O
ne th
eme
is v
iew
ed f
rom
a ho
st o
f po
ints
of
view
, eac
h di
scip
line
nece
ssar
y fo
rth
e
othe
r's s
urvi
val.
The
con
cept
of
a th
eme
can
best
be e
xpla
ined
by
desc
ribi
ng a
t the
out
set t
he f
irst
one
the
Lea
rnin
gC
omm
unity
enc
ount
ered
: "T
he F
utur
e of
Soci
ety.
" E
ach
stud
ent w
as r
equi
red
to r
ead
Bra
ve N
ewW
orld
, Wal
den
Tw
oan
d Fu
ture
Sho
ck. E
very
wee
k, th
efa
culty
and
a v
aryi
ng
6377
grou
p of
stu
dent
s fo
rmul
ated
ses
sion
s(s
emin
ars,
fie
ld tr
ip,
lect
ures
, pre
sent
atio
ns)
rela
ted
to o
ur w
ide
topi
c to
be
pres
ente
d th
e fo
llow
ing
Mon
day
thro
ugh
Wed
nesd
ayaf
tern
oons
. Fri
days
wer
e re
serv
ed f
or f
ilms
of th
eth
eme,
and
on T
hurs
day
afte
rnoo
n ad
viso
rse
ssio
ns w
ere
mai
ntai
ned.
Abu
lletin
boa
rd f
ull o
f se
ssio
nop
tions
was
pre
sent
ed to
the
Com
mun
ity e
ach
wee
k, a
nd e
ach
wee
k a
mad
rus
h of
stud
ents
ass
aulte
d th
e bo
ard
to s
ign
up f
or th
ose
even
ts th
atm
ost i
nter
este
d th
em. T
here
wer
e no
per
man
ent r
oste
rsor
grou
ping
s. D
iffe
rent
stu
dent
s an
dte
ache
rs f
ollo
wed
dif
fere
ntpa
ths,
con
stan
tly m
ixin
g an
dre
mix
ing.
A s
tude
nt c
ould
choo
se, o
n th
eav
erag
e, s
ix s
essi
ons
from
mor
e th
anth
irty
offe
red
each
wee
k fo
rei
ght w
eeks
. As
the
them
epi
cked
up
mom
entu
m, m
ore
stud
ents
vol
unte
ered
to b
e se
min
arle
ader
s, f
reei
ng te
ache
rs to
do
a he
fty
shar
e of
team
teac
hing
.A
fin
al w
eek
of th
e th
eme
was
set
asi
de f
or o
ral
exam
inat
ions
and
sub
mis
sion
of
the
logs
stu
dent
s ha
d to
keep
and
thei
r fi
nal p
roje
cts.
Ori
gina
lity
and
inge
nuity
are
enco
urag
ed in
the
proj
ects
. One
grou
p of
stu
dent
s bu
ilt a
mod
el o
f a
utop
ian
com
mun
ity; o
ther
s tr
aine
d a
whi
tera
ta
la S
kinn
er;
a st
uden
t wro
te a
pla
y ab
out t
heau
thor
s of
the
them
e bo
oks;
ano
ther
prep
ared
an
exha
ustiv
e st
udy
ofSh
aw a
nd h
is v
isio
n of
the
futu
re.
The
them
e is
pro
babl
y th
esi
ngle
mos
t im
port
ant
aspe
ctof
Com
mun
ity e
duca
tion.
To
fully
und
erst
and
itsm
otiv
atio
n,its
exc
item
ent,
itsva
lue,
it is
nec
essa
ry to
expe
rien
ce it
. One
stud
ent w
rote
of
the
them
e: "
Itjo
ins
all t
he s
tude
nts
into
afa
mily
. The
fut
ure
scie
ntis
ts le
arn
from
the
futu
re a
rtis
ts.
The
poe
ts-t
o-be
lear
n fr
omth
e pr
e-m
athe
mat
icia
ns. E
ach
acce
pts
the
othe
r's o
ffer
ing
of s
elf
beca
use
each
sel
f m
akes
the
them
e w
ork.
"It
was
just
as
exci
ting
for
us, a
s te
ache
rs, t
o di
scus
sal
lth
e ra
mif
icat
ions
of
a th
eme
such
as
The
Fut
ure
ofSo
ciet
y.W
e w
ere
like
kids
with
a ne
w to
y. W
e w
ere
deal
ing
with
ato
pic
man
y of
us
had
refe
rred
to in
our
prev
ious
ly s
epar
ate
clas
sroo
m. N
ow w
ew
ere
lear
ning
fro
m e
ach
othe
r an
dbe
ing
mut
ually
stim
ulat
ed e
ven
in th
epl
anni
ng o
f a
wee
k of
64
78
activ
ities
. Am
ong
us, a
s am
ong
the
stud
ents
,ac
adem
ics
was
build
ing,
and
not
dis
trac
ting
from
,co
mm
unity
spi
rit.
The
fir
st th
ree
them
es r
esul
ted
from
the
insi
ghts
of th
efa
culty
. A th
eme
mus
t be
wid
e en
ough
to s
usta
in e
ight
wee
ks o
f st
udy,
spe
cifi
c en
ough
to b
e gr
aspe
dan
d m
aste
red
by a
wid
e ra
nge
of s
tude
nts,
rea
listic
ally
inte
rdis
cipl
inar
y,an
d su
ppor
tabl
e by
ava
ilabl
e re
adin
g an
dau
dio-
visu
alm
ater
ials
and
fie
ld tr
ip p
ossi
bilit
ies.
It i
s no
eas
yta
sk to
deci
de o
n an
idea
whi
ch m
eets
all
thos
ecr
iteri
a. S
elec
ting
two
each
yea
r, to
alte
rnat
e w
ith m
ini-
cour
ses,
can
be
awes
ome.
Our
sec
ond
them
e ar
ose
at a
long
ago
nizi
ng m
eetin
gin
the
mid
dle
of D
ecem
ber,
late
on
a Fr
iday
afte
rnoo
n. W
e ha
dto
ssed
aro
und
the
poss
ibili
ty o
f do
ing
a co
urse
on
"Eig
htG
reat
Men
," b
ut f
ound
our
selv
es f
rust
rate
dab
out t
hem
echa
nics
of
read
ing
mat
eria
ls, a
nd, m
ore
impo
rtan
tly,
we
wer
e no
t rea
lly "
psyc
hed"
abo
utth
e id
ea. "
Gre
at M
en"
wou
ld p
roba
bly
be a
goo
d th
eme
but t
he p
assi
onfo
r a
them
eon
the
part
of
the
facu
ltyis
a c
ruci
al e
lem
ent.
At t
hat t
ime,
that
cer
tain
spa
rk w
as n
ot li
t in
us f
or"G
reat
Men
." A
tab
out 6
P.M
., a
spar
k w
as li
t whe
n on
e of
us
sugg
este
d,"H
ey, w
hy n
ot d
o a
them
e on
the
lifet
ime
of o
ur s
tude
nts?
""Y
eah.
Why
not
?""S
ound
s gr
eat.
We
coul
d ca
ll it
'The
Las
t Six
teen
Yea
rs.'
"It
was
fin
ally
sle
nder
ized
to "
The
Nin
etee
nSi
xtie
s" a
ndbe
cam
e th
e se
cond
com
mun
ity th
eme.
The
fol
low
ing
year
, we
sim
ilarl
y de
bate
d an
ddi
scus
sed
until
"U
rban
Man
" be
cam
e ou
r fa
ll th
eme.
The
pre
cede
nts
havi
ng b
een
esta
blis
hed
for
the
sele
ctio
nan
d op
erat
ion
of th
e co
mm
unity
them
e, w
e w
ere
prep
ared
to
yiel
d th
e de
cisi
on-m
akin
g pr
oces
sfo
r th
e fo
urth
them
e to
the
stud
ents
. Aft
er ta
lkin
g to
our
adv
isor
gro
ups
on a
Thu
rsda
yaf
tern
oon
abou
t the
pla
n, w
e an
noun
ced
anaf
ter-
scho
olm
eetin
g to
for
m a
com
mitt
ee to
org
aniz
eth
e ne
xt th
eme.
With
in th
e ne
xt tw
o w
eeks
, a g
roup
of
fift
een
stud
ents
disc
usse
d th
eme
poss
ibili
ties
(Dea
th, t
he S
even
ties,
Gre
at
Men
, Com
mun
icat
ions
, Rus
sia)
,re
sear
ched
boo
ks a
nd, f
ilms
6579
for
each
, nar
row
ed th
elis
t, an
d co
nduc
ted
asu
rvey
of
opin
ion
amon
g th
e C
omm
unity
afte
r su
ppor
ters
of
each
them
e de
bate
d th
e m
erits
.T
he s
tude
nts,
with
the
bles
sing
of
the
facu
lty, d
ecid
ed th
at"C
omm
unic
atio
ns"
wou
ld b
eth
ene
xt th
eme.
The
sel
ectio
n of
mat
eria
lsfo
r a
them
e is
as
vita
las
the
sele
ctio
n of
the
them
e its
elf.
The
re m
ust b
e av
aila
ble
a bo
okor
a g
roup
of
book
s an
d fi
lms
that
appr
oach
the
them
e in
an
inte
rdis
cipl
inar
y m
anne
r. B
ooks
mus
t be
read
able
for
hig
hsc
hool
stu
dent
s an
d ha
veto
stim
ulat
e se
min
ar d
iscu
ssio
nson
subs
tant
ive
issu
es. W
e fo
und
Bra
ve N
ew W
orld
and
Wal
den
Tw
o pa
rtic
ular
ly v
alua
ble
inth
e "F
utur
e of
Soc
iety
."D
esm
ond
Mor
ris'
The
Hum
anZ
oo w
as a
com
preh
ensi
vein
trod
uctio
n to
"U
rban
Man
."Fe
atur
e fi
lms,
as
oppo
sed
toth
e dr
y ru
n-of
-the
-mill
educ
atio
nal v
arie
ty,
cons
iste
ntly
wor
kbe
st. S
ched
uled
as th
ey a
re o
n Fr
iday
aft
erno
ons
(with
fol
-lo
w-u
p se
min
ars
on M
onda
y),
they
off
er a
n en
rich
ing
and
yet
rela
fin
ish
to a
hec
tic w
eek
ofse
min
ars,
dis
cuss
ions
,le
ctur
es a
nd f
ield
trip
s.A
lthou
gh th
e bu
lk o
f th
e M
onda
yth
roug
h Fr
iday
sess
ions
are
hel
d in
sch
ool,
spec
ial e
vent
s of
rel
evan
ce to
the
them
e ar
e fr
eque
nt. N
oon
e te
ache
r ha
s a
mon
opol
yon
idea
sfo
r sp
eake
rs o
r tr
ips.
One
clas
sic
exam
ple
occu
rred
at th
ebe
ginn
ing
of "
Urb
an M
an."
Sin
ceT
he H
uman
Zoo
was
our
firs
t rea
ding
, one
teac
her
deci
ded
to ta
ke a
grou
p of
stu
dent
sto
an
anim
al z
oo in
the
mid
dle
of th
e hu
man
zoo
: Cen
tral
Park
Zoo
. The
trip
prov
ed s
o su
cces
sful
that
in th
ene
xt f
eww
eeks
, all
stud
ents
and
teac
hers
mad
e th
e sa
me
excu
rsio
n.B
esid
es p
rovi
ding
a le
arni
ng e
xper
ienc
e im
poss
ible
todu
plic
ate
insi
de th
e sc
hool
build
ing,
the
trip
for
ced
stud
ents
and
teac
hers
to s
ocia
lize
and
thus
had
a w
onde
rful
carr
y-ov
er in
Com
mun
ity li
fe. I
t is
the
natu
re o
f th
e th
eme
toto
pple
bar
rier
s: b
etw
een
the
clas
sroo
man
d th
e ou
tsid
ew
orld
, bet
wee
n st
uden
ts a
ndte
ache
rs, b
etw
een
lear
ning
and
fun,
bet
wee
n on
e su
bjec
t and
anot
her.
New
Yor
k ob
viou
sly
prov
ided
man
y tr
ips
duri
ng "
Urb
anM
an."
Eve
n in
a th
eme
like
"Com
mun
icat
ions
,"th
ough
, we
wer
e pl
easa
ntly
sur
pris
ed b
you
tings
to r
adio
and
tele
visi
on
66
80
stat
ions
, new
spap
er o
ffic
es, c
ompu
ter
cent
ers
and
thea
ters
.D
urin
g th
at th
eme,
one
stud
ent s
ugge
sted
we
go to
a
gram
mar
scho
ol to
rem
ind
ours
elve
s ho
wch
ildre
n ar
e ta
ught
to c
omm
unic
ate.
Ano
ther
stud
ent t
old
us th
at h
er m
othe
rw
orke
d in
a s
choo
l for
the
reta
rded
and
wou
ld b
e ha
ppy
toha
ve o
ur s
tude
nts
com
e ov
er a
ndob
serv
e an
d ev
en h
elp
with
the
child
ren.
Sev
eral
gro
ups
took
adv
anta
geof
this
uni
que
oppo
rtun
ity a
nd a
doz
enst
uden
ts a
rran
ged
a m
ini-
cour
se in
the
spri
ng f
or w
hich
they
ser
ved
aste
ache
r ai
des
at th
esc
hool
.In
-sch
ool t
hem
e se
ssio
ns a
re a
s va
ried
as
the
myr
iad
sub-
topi
cs o
f ou
r su
bjec
t and
the
thou
sand
s of
teac
hing
tech
niqu
es e
ver
thou
ght u
pand
som
ene
ver
befo
re
conc
eive
d.D
urin
g th
e "F
utur
e of
Soc
iety
,"th
e sc
ienc
e an
d E
nglis
hte
ache
rs le
d a
deba
te a
s to
the
valu
e of
sci
ence
fic
tion;
ase
min
ar c
ente
red
arou
nd th
e pl
ayin
gof
com
pute
r m
usic
ala
Bra
ve N
ew W
orld
; a s
tude
ntle
d a
disc
ussi
on o
n th
e pl
ace
of le
arni
ng c
omm
uniti
es in
the
futu
reof
edu
catio
n; th
esc
hool
pri
ncip
al le
ctur
ed o
n th
e pl
ace
of r
elig
ion
in th
e ne
xt
fift
y ye
ars.
For
"Urb
an M
an,"
a s
tude
nt c
ompa
red
New
Yor
k w
ith
the
city
of
his
child
hood
, Rio
de
Jane
iro;
oppo
sing
cand
idat
es f
or th
e N
ew Y
ork
City
Cou
ncil
argu
ed th
eir
posi
tions
and
res
pond
ed to
stud
ent q
uest
ioni
ng; a
teac
her
play
ing
"dev
il's
advo
cate
"m
aint
aine
d th
at a
ccor
ding
toD
esm
ond
Mor
ris
man
has
mad
e no
pro
gres
ssi
nce
the
daw
nof
tim
e; a
poe
try
read
ing
of c
ity v
erse
s w
ashe
ld; a
mai
nsc
hool
psy
chol
ogy
teac
her
expl
aine
dth
e ne
uros
es a
ndps
ycho
ses
pecu
liar
to th
e ci
tydw
elle
r; s
tude
nts
from
Har
lem
visi
ted
us a
nd r
elat
ed w
hat t
he c
itym
eant
to th
em.
Dur
ing
"Com
mun
icat
ions
," a
sem
inar
was
hel
d in
whi
chve
rbal
com
mun
icat
ion
was
out
law
ed; a
gue
stsp
eake
rle
ctur
ed o
n E
ric
Seve
reid
; a s
tude
nt's
brot
her,
a c
ompu
ter
tech
nici
an a
t IB
M, b
roug
ht in
a b
arra
geof
equ
ipm
ent a
ndpr
inte
d re
ad-o
ut c
alen
dars
and
draw
ings
, usi
ng th
eC
omm
unity
tele
phon
e as
a li
nk to
his
com
pany
's c
ompu
ter;
stud
ent h
obby
ists
in th
e oc
cult
held
a s
eanc
e; a
gro
upof
67
BE
ST C
PY
AV
AIL
AB
LE
81
stud
ents
and
teac
hers
exam
ined
the
"gob
bled
ygoo
k"of
polit
ical
spe
eche
s;ev
eryo
ne tr
ied
to f
igur
e ou
t Mar
shal
lM
cLuh
an.
Sem
inar
s, s
lide
show
s,m
ovie
s, d
ebat
es, l
ectu
res,
perf
orm
ance
s, r
eadi
ngs,
mus
icth
epo
ssib
ilitie
s ar
e en
dles
s.Pa
rtic
ular
ly u
sefu
l are
thos
e se
ssio
nsle
d by
team
s of
two
orth
ree
teac
hers
. In
such
case
s, th
e in
terd
isci
plin
ary
natu
re o
fth
e th
eme
is m
ost
visi
bly
pres
ent.
Stud
ent-
teac
her
team
s ar
eal
so p
opul
ar a
ndw
orth
whi
le. M
ore
ofte
n th
anno
t, th
est
uden
t, un
der
guid
ance
fro
m th
ete
ache
r be
fore
the
sess
ion
begi
ns, i
s ab
le n
ot to
just
hol
d hi
sow
n, b
ut to
take
ful
lch
arge
, with
the
teac
her
liste
ning
and
toss
ing
in a
com
men
tno
w a
nd th
en.
Indi
vidu
al s
essi
ons
are
cons
tant
ly e
nric
hed
as s
tude
nts
and
teac
her
form
link
san
d co
nnec
tions
with
oth
erse
ssio
nsth
at th
ey, b
ut n
otev
eryo
ne, h
ave
atte
nded
. The
refo
re,
as a
resu
lt of
the
pecu
liar
stru
ctur
e of
sch
edul
ing
of th
eth
eme,
idea
s an
dco
ncep
ts d
o no
t end
at t
he c
oncl
usio
n of
any
one
sem
inar
but
are
abs
orbe
dan
d in
terp
rete
d an
d in
fuse
dba
ckin
to c
ircu
latio
n at
subs
eque
nt e
vent
s.T
o de
scri
be th
e m
echa
nics
of th
e th
eme,
we
shal
l tak
ean
imag
inar
y w
eek
begi
nnin
gM
onda
y, J
anua
ry 2
9, th
e fi
rst
wee
k, w
e sh
all
assu
me,
of
a ne
w th
eme.
A m
eetin
g to
pla
n th
eth
eme
sess
ions
mus
t be
held
ten
days
pri
or to
the
wee
kbe
ing
orga
nize
d. I
n th
isca
se, s
tude
nts
and
teac
hers
wou
ldga
ther
in h
ome
base
on
the
afte
rnoo
n of
Frid
ay, J
anua
ry 1
9. I
t is
no s
mal
l pro
blem
to a
lway
s be
soah
ead
of o
urse
lves
. Not
infr
eque
ntly
, in
the
stup
or o
fa
late
Frid
ay c
aucu
s, a
tire
d vo
ice
asks
, "W
ait a
min
ute.
Isn
'tth
ere
a ho
liday
on th
at W
edne
sday
?""N
o, th
at's
this
wee
k."
"Wha
t wee
k?"
"Nex
t wee
k, I
mea
n:"
"Rig
ht. N
ext w
eek.
""N
o, n
o, n
o. T
his
com
ing
wee
k, n
ot th
e w
eek
we'
repl
anni
ng."
"Oh,
that
's r
ight
."It
isne
cess
ary
to e
ngag
e in
this
fut
uris
mso
that
the
68
82
disc
ussi
on to
pics
can
be
post
ed th
ataf
tern
oon
on th
e va
stth
eme
bulle
tin b
oard
, thu
s al
low
ing
stud
ents
eno
ugh
time
(Mon
day
thro
ugh
Wed
nesd
ay)
tode
cide
on
and
sign
up
for
the
sess
ions
. On
our
imag
inar
y tim
e lin
e,st
uden
ts w
ill b
e
sign
ing
up J
anua
ry 2
2 th
roug
h24
.St
uden
ts a
re a
lway
s an
xiou
s to
atte
ndth
e m
eetin
gs, i
nco
ntra
st to
the
norm
al F
rida
yru
sh to
get
hom
e. A
fter
all,
they
hel
ping
to d
ecid
e ho
w th
ey'll
be s
pend
ing
thei
r sc
hool
time.
At t
imes
the
best
tim
esst
uden
ts c
ome
upw
ith a
rash
of
idea
s fo
r th
eme
sess
ions
whi
ch th
ey th
emse
lves
will
lead
. One
Fri
day,
dur
ing
the
"Com
mun
icat
ions
" th
eme,
agr
oup
deci
ded
that
they
wou
ld p
lan
and
run
the
entir
ew
eek
with
onl
y ad
vice
fro
m th
e te
ache
rs.
Eac
h m
eetin
g be
gins
with
a d
iscu
ssio
nof
the
gene
ral
focu
s of
the
wee
k in
que
stio
n. A
larg
eth
eme
is b
est s
tudi
edin
uni
ts. E
ach
wee
k th
eref
ore
focu
sed
on a
sub-
them
e,us
ually
one
or
a po
rtio
n of
one
of th
e co
re b
ooks
. The
foc
uses
tabl
ishe
d, th
e st
uden
ts a
nd te
ache
rsbo
unce
pos
sibi
litie
sar
ound
unt
il a
wee
k of
ses
sion
s is
fina
lized
.O
ur o
rigi
nal p
lan
for
thre
e di
ffer
ent p
erio
dsof
them
ese
ssio
ns e
ach
afte
rnoo
n (e
xcep
t for
the
Thu
rsda
yad
viso
rse
ssio
n) p
rove
d to
o dr
aini
ng f
or u
s an
d to
om
uch
a m
atte
r of
frus
trat
ing
over
choi
ce f
or th
e st
uden
ts.
As
a re
sult,
the
past
thre
e th
emes
hav
e op
erat
ed w
ith tw
o se
tsof
ses
sion
s ea
ch
day
from
Mon
day
thro
ugh
Wed
nesd
ayw
ith a
film
on
Frid
ay.
Eac
h af
tern
oon
sess
ion
is u
sual
ly r
epea
ted,
ser
ving
to f
urth
erre
duce
teac
her
prep
arat
ion,
ther
eby
impr
ovin
gqu
ality
, and
to e
xpos
e m
ore
mem
bers
of
the
Com
mun
ityto
sim
ilar
topi
cs.
As
each
ses
sion
is d
ecid
ed u
pon,
a s
ign-
upsh
eet i
s
prep
ared
:
6983
LE
AR
NIN
G C
OM
MU
NIT
YT
HE
ME
SE
SSIO
N.
DA
Y:
TIM
E:
RO
OM
:T
ITL
E:
DE
SCR
IPT
ION
:
ASS
IGN
ME
NT
:M
OD
ER
AT
OR
(S):
Thi
s se
ssio
n is
lim
ited
tost
uden
ts.
Plea
se s
ign
nam
es b
elow
.If
the
sess
ion
is f
illed
and
you
sugg
est i
t be
offe
red
agai
n,si
gn th
e re
vers
e of
this
she
et.
Ass
ignm
ents
are
cru
cial
. No
mat
ter
how
exci
ting
apr
opos
ed s
essi
on m
ight
sou
nd,
livel
y di
scus
sion
is a
lway
sab
ette
d w
hen
stud
ents
are
prep
ared
for
it a
s th
e re
sult
ofpr
ior
read
ing.
It is
sim
ilarl
y im
port
ant t
hat
stud
ents
be
able
toju
dge
the
sess
ion
in te
rms
of th
eir
own
aptit
ude.
Thu
s, th
ede
scri
ptio
n sh
ould
incl
ude
a co
mm
ent r
egar
ding
the
diff
icul
ty o
f th
e se
ssio
n.A
ll th
e si
gnup
she
ets
are
mou
nted
on
our
them
ebu
lletin
boa
rd in
hom
e ba
seso
that
the
entir
e w
eek'
ssc
hedu
le is
mad
eap
pare
nt. F
or e
xam
ple,
the
Bra
ve N
ewW
orld
wee
k of
"Fu
ture
of
Soci
ety"
was
org
aniz
edas
fol
low
s:
MO
ND
AY
Firs
t Per
iod:
Intr
oduc
tion
to th
e N
ovel
Hux
ley
the
Man
Hux
ley
and
His
tory
The
Bio
logy
of
a B
rave
New
Wor
ld
Seco
nd P
erio
d:.
Sam
e se
ssio
ns a
s fi
rst
peri
od
All
Aft
erno
on:
Exp
erim
ents
in M
ind
Con
trol
70
84
TU
ESD
AY
Firs
t Per
iod:
Intr
oduc
tion
to th
e N
ovel
Art
and
the
Bra
ve N
ew W
orld
God
and
the
Bra
ve N
ew W
orld
Com
pute
r M
usic
Seco
nd P
erio
d:Sa
me
sess
ions
as
firs
t per
iod
All
Aft
erno
on:
Fiel
d T
rip
Mul
ti-M
edia
The
atre
:A
t the
Fee
lies
WE
DN
ESD
AY
Firs
t Per
iod:
Wou
ld Y
ou W
ant t
o L
ive
The
re?
Mor
ality
in th
e B
rave
New
Wor
ldT
he I
ndiv
idua
l in
Bra
ve N
ewW
orld
Bra
ve N
ew W
orld
and
Wal
den
Tw
o: C
ompa
riso
nsan
d C
ontr
asts
Seco
nd P
erio
d:Sa
me
sess
ions
as
firs
t per
iod
All
Aft
erno
on:
Gue
st L
ectu
re: I
s th
e U
.S. a
Bra
ve N
ew W
orld
?
TH
UR
SDA
YA
ll A
fter
noon
:A
dvis
or G
roup
Mee
tings
FRID
AY
All
Aft
erno
on:
Feat
ure
Film
: 198
4
71
Mon
day
mor
ning
is u
sual
lya
diff
icul
t tim
e to
get
stud
ents
(no
t to
men
tion
teac
hers
) m
ovin
g.T
his
is n
otso
inat
leas
t one
are
a of
Lea
rnin
gC
omm
unity
life
.T
here
is r
eal
exci
tem
ent b
efor
e cl
ass
or d
urin
g fr
ee ti
me
as s
tude
nts
crow
din
fro
nt o
f th
e bu
lletin
boar
d ch
ecki
ng th
eof
feri
ngs
and
sign
ing
up f
or th
eir
sele
ctio
ns.
As
stud
ents
sig
nup
they
als
o pr
epar
e tw
oco
pies
of
asc
hedu
le f
or th
ew
eek.
The
y ke
epon
e co
py; t
he o
ther
goes
toad
viso
rs. A
sam
ple
copy
wou
ld lo
ok li
ke th
is:
LE
AR
NIN
G C
OM
MU
NIT
YT
HE
ME
SE
SSIO
NS
WE
EK
BE
GIN
NIN
G
TIT
LE
ASS
IGN
ME
NT
Mo
1 IN
0 -r
o /4
0M
o 2
Tu
1T
u 2
We
1 A
loW
e 2
1214
1T
h 1
Th
2
s
TIM
E M
OD
. RO
OM
ME
LD
AT
WO
OA
ds'
u L
h20
AD
VIS
OR
Stud
ents
giv
e th
eir
advi
sors
the
sche
dule
at th
eT
hurs
day
mee
tings
.A
t the
beg
inni
ngof
eac
h ye
ar, m
uch
ofth
e lo
ng m
eetin
gsis
spe
nt r
evie
win
gst
uden
t sch
edul
es,
insu
ring
that
adv
isee
sar
e re
ceiv
ing
as w
ide
a ra
nge
ofte
ache
rs a
ndar
eas
of in
terd
isci
plin
ary
stud
y as
pos
sibl
e.T
he o
rigi
nal s
ign-
upsh
eets
are
rem
oved
from
the
bulle
tin b
oard
and
dist
ribu
ted
to m
oder
ator
sto
ser
ve a
sat
tend
ance
list
s du
ring
the
sess
ions
.A
stu
dent
rec
eive
scr
edit
for
the
them
eba
sed
on h
isfu
lfill
men
t of
four
basi
c re
quir
emen
ts:
part
icip
atio
n in
the
72
86B
EST
CO
PYA
VA
tLA
B E
sess
ions
incl
udin
g pr
epar
ator
y re
adin
g,th
e ke
epin
g of
ath
eme
log,
pas
sing
an
oral
exa
min
atio
nan
d co
mpl
etin
g a
proj
ect.
Eac
h ad
viso
r is
pri
mar
ilyre
spon
sibl
e fo
r th
e pr
ogre
ssof
his
stu
dent
s in
the
them
e an
d is
expe
cted
to h
elp
his
advi
sees
ada
pt th
ose
gene
ral g
oals
toth
eir
pers
onal
apt
itude
san
d ta
lent
s. I
n pa
rtic
ular
, the
cor
ere
adin
gs c
an p
rove
to b
eto
o m
assi
ve a
bur
den
for
som
est
uden
ts. T
he a
dvis
or a
ndst
uden
t, in
suc
h ca
ses,
can
arr
ange
repl
acem
ent t
exts
, or
trun
cate
the
list,
or m
ake
use
ofth
e th
eme
book
s as
text
s in
rem
edia
l rea
ding
ski
lls c
ours
es, o
r ar
rang
e a
tuto
rial
prog
ram
. The
pro
gres
s of
acad
emic
ally
slo
wer
stu
dent
s ne
eds
to b
e m
onito
red
care
fully
dur
ing
the
them
e an
d, a
s a
rule
, as
the
sun
sets
on
Frid
ay e
veni
ngs,
the
Com
mun
ity f
acul
tyco
nclu
des
its m
eetin
gs b
y co
mpa
ring
not
es o
nin
divi
dual
stud
ents
.T
he lo
g is
a c
ombi
natio
nno
tebo
ok-d
iary
-com
posi
tion
book
. In
gene
ral,
a st
uden
t is
expe
cted
toke
ep tr
ack
of w
hat
goes
on
at e
ach
them
ese
ssio
n, b
ut n
o H
arva
rd o
utlin
es a
rew
ante
d in
a lo
g. S
tude
nts
are
urge
d to
rela
te w
hat t
hat
sess
ion
mea
nt to
them
, wha
t the
y ag
reed
with
and
wha
t the
yth
ough
t asp
ired
onl
y to
hog
was
h, w
hat w
asri
ght a
nd w
rong
with
the
sess
ion,
wha
t con
nect
ion
one
sess
ion
mak
es w
ithot
hers
. In
shor
t, th
e lo
g sh
ould
not
be
the
secr
etar
ial m
inut
esof
a th
eme,
but
rat
her
the
stor
y of
the
enco
unte
r of
a th
eme
by a
you
ng h
uman
bei
ng.
Log
s ar
e ev
alua
ted
by a
dvis
ors
each
wee
k an
d fi
nally
at
the
them
e's
conc
lusi
on. C
lear
ly, s
ince
logs
are
per
sona
ldo
cum
ents
, the
y ca
nnot
be
judg
ed c
ompa
rativ
ely,
but o
nly
subj
ectiv
ely.
Som
e, n
atur
ally
, are
bet
ter
than
othe
rs. M
ost
impr
essi
ve w
ere
thos
e as
toun
ding
ly h
ones
tan
d se
nsiti
veco
mm
ents
abo
ut th
e se
ssio
ns th
atha
d re
al im
pact
: one
stud
ent w
ent o
n fo
r fi
ve p
ages
on
how
she
was
mov
ed b
y th
epl
ight
of
anim
als
she
had
seen
on
a fi
eld
trip
; oth
ers
wro
teab
out t
he d
oubt
s an
d co
nfus
ion
they
fel
tre
gard
ing
cert
ain
cont
rove
rsia
l que
stio
ns r
aise
d in
sem
inar
s.T
he a
dvis
or is
allo
wed
a r
are
acce
ss to
the
pers
onal
thou
ghts
of h
is s
tude
nts
in a
n im
port
ant a
rea
of C
omm
unity
life
.T
he lo
g se
rves
,th
eref
ore,
not
onl
y as
aca
dem
ic a
ccou
ntab
ility
,bu
t as
a
73
87
furt
her
mea
ns o
fco
mm
unic
atio
n be
twee
n st
uden
tan
dte
ache
r. A
s su
ch, l
ogs
rem
ain
priv
ate
betw
een
advi
sor
and
advi
see
unle
sspe
rmis
sion
is o
btai
ned
from
the
stud
ent,
as it
has
been
for
the
follo
win
g:"M
oder
niza
tion
of M
an S
essi
on:
Man
wor
ks a
t ari
dicu
lous
pace
. Why
? B
ecau
se h
e is
on
a sc
hedu
le. N
otic
eho
w c
ity d
wel
lers
hav
em
ore
ulce
rs th
an c
ount
ry d
wel
lers
.A
nd h
eada
ches
and
fatig
ue a
s w
ell.
Why
? T
his
pace
of
livin
g. I
s it
heal
thy
to li
veat
the
pace
we
do?
Itm
ust t
ake
asp
ecia
l kin
d of
pers
on to
mak
e it
beca
use
ther
ear
e m
any
who
can
't ha
ndle
it.
(Ner
vous
bre
akdo
wns
are
not
unco
mm
on.)
Bef
ore
ente
ring
any
city
, the
re s
houl
d be
a s
ign,
`Ent
er a
tyo
ur o
wn
risk
.'"R
io D
e Ja
neir
o an
dN
.Y.C
. Ses
sion
:M
arce
lo, a
stu
dent
in th
e C
omm
unity
, tal
ked
abou
t his
chi
ldho
od in
Bra
zil.
Ire
ally
lear
ned
a lo
t. T
hepe
ople
are
sai
d to
be
unpr
ejud
iced
beca
use
they
all
have
a lit
tle b
lood
fro
m a
ll th
era
ces.
But
whe
n I
aske
d ab
out
inte
rrac
ial m
arri
ages
, Mar
celo
said
they
wer
e no
go
in th
eup
per
clas
ses.
We
had
the
opin
ions
of
anup
per
clas
s B
razi
lian.
I'd
als
o lik
e to
hear
fro
m s
omeo
ne in
the
mid
dle
or lo
wer
clas
s. I
won
der
how
muc
hpe
rsec
utio
ngo
es o
n th
at n
obod
y he
ars
abou
t. It
seem
s as
if th
ego
vern
men
t cat
ers
to th
e pe
ople
with
mon
ey. M
arce
lo s
poke
as if
Bra
zil w
as th
e id
eal,
but I
won
der.
Doe
s th
e fa
ct th
atpe
ople
hav
e th
e ri
ght t
ovo
te m
ake
a co
untr
ya
dem
ocra
cy?
Iw
onde
r. N
ot if
the
peop
le k
now
not
hing
abo
ut th
epe
ople
ingo
vern
men
t or
how
the
gove
rnm
ent w
orks
. And
that
's w
hat
it se
ems
to b
e lik
e in
Bra
zil."
Com
plem
entin
g th
e w
ritte
nlo
g ar
e th
e or
al e
xam
sgi
ven
by a
dvis
ors
to e
ach
of th
eir
stud
ents
at t
hem
e's
end.
Whi
lese
rvin
g as
an
impo
rtan
t che
ckon
how
muc
h th
e st
uden
t has
part
icip
ated
in th
e th
eme,
it e
nabl
esth
e C
omm
unity
topi
ece
toge
ther
all
the
loos
een
ds o
f ei
ght w
eeks
into
aco
hesi
ve w
hole
thro
ugh
a co
nclu
ding
fif
teen
-min
ute
dial
ogue
.O
rals
can
be
incr
edib
ly s
timul
atin
g fo
r bo
thpa
rtic
ipan
tsw
hen
they
are
wel
lpr
epar
ed in
telle
ctua
lly a
ndem
otio
nally
for
solid
dis
cuss
ion.
Som
e st
uden
ts, o
fco
urse
, hav
e to
be
prop
erly
mot
ivat
ed a
gain
stth
inki
ng th
at a
n or
al is
just
a
74
88
bull
sess
ion.
On
the
othe
r ha
nd, h
ard-
wor
king
stud
ents
are
ofte
n ov
erly
terr
ifie
d of
thin
king
on
thei
r fe
etw
ithou
t the
isol
atio
n of
the.
wri
tten
test
with
whi
ch th
ey a
re s
ofa
mili
ar.
Goo
d or
al e
xam
s sh
ould
be
poin
ted,
but
rela
xed.
Stud
y gu
ides
for
the
oral
s ar
edi
stri
bute
d to
sup
plem
ent
the
stud
ents
' log
s. T
he g
uide
is u
sed
as a
spr
ingb
oard
in th
eex
am it
self
. The
com
plet
efo
rmat
var
ies,
as
it sh
ould
, with
each
stu
dent
. An
advi
sor's
goa
l is
to e
licit
insi
ghts
into
the
maj
or id
eas
of th
e th
eme
and
poss
ible
com
pari
sons
and
cont
rast
s am
ong
the
read
ings
and
ses
sion
s.W
hen
an o
ral
beco
mes
a m
utua
l sha
ring
of
idea
s, th
e ex
amre
ache
s its
apex
. For
man
y st
uden
ts th
e pr
ojec
t is
real
lyth
e cu
lmin
atio
nof
the
them
e. I
deal
ly, t
he p
roje
ct r
epre
sent
sth
e st
uden
t'scr
eativ
e us
e of
his
ow
n sk
ills,
whe
ther
wri
ting,
film
-mak
ing,
hand
iwor
k, m
odel
bui
ldin
g, r
esea
rch,
or
expe
rim
enta
tion,
conj
oine
d w
ith th
e co
ncep
ts o
f a
Com
mun
ityth
eme.
Pro
ject
sar
e pl
anne
d ea
rly,
dis
cuss
ed e
ndle
ssly
in a
dvis
or g
roup
s an
dho
me
base
, oft
en w
orke
d ou
t dur
ing
the
day
in s
choo
l, an
dsh
ared
alo
ng th
e w
ay a
nd a
t the
end
with
the
entir
eC
omm
unity
. Sop
hist
icat
ed a
nd s
omet
imes
cyn
ical
teen
ager
sal
low
them
selv
es to
be
caug
ht u
p in
the
old
"sho
w a
nd te
ll"ex
cite
men
t of
gram
mar
sch
ool d
ays.
We
have
alr
eady
men
tione
d so
me
proj
ects
com
plet
ed in
pre
viou
sth
emes
.O
ther
s in
clud
e th
e sc
ale
mod
el o
f th
e N
ewY
ork
Wor
ld's
Fai
rco
nstr
ucte
d fo
r "S
ixtie
s,"
tape
d in
terv
iew
s w
ith p
eopl
e on
long
line
s w
aitin
g to
see
The
Exo
rcis
t for
"C
omm
unic
atio
ns,"
an o
rigi
nal r
adio
dra
ma
duri
ngth
e sa
me
them
e, a
nd a
nec
olog
ical
ana
lysi
s of
the
Eas
t Riv
er f
or"U
rban
Man
."M
any
of o
ur s
tude
nts
have
clai
med
that
they
wor
kha
rder
for
a th
eme
than
they
do
in a
six
-mon
thsk
ills
cour
se.
The
re a
re a
fter
all
four
ful
l aft
erno
ons
each
wee
k of
act
iviti
esas
wel
l as
a he
fty
read
ing
load
and
all
the
othe
rre
quir
emen
ts. A
ll th
is w
ork
notw
ithst
andi
ng,
the
them
e is
,fo
r m
ost,
the
mos
t sat
isfy
ing
aspe
ct o
fthe
Com
mun
ity's
acad
emic
pro
gram
.
75
89
90B
EST
CO
PY A
MIA
BL
E
Cha
pter
Six
T E
EO
MIm
oE
INI I
um.
ST
DE
NT
:A
CA
EM
IC91
Spec
ial i
nter
est s
tudi
es g
ive
equa
l im
port
ance
to w
hat y
oung
-st
ers
them
selv
esno
min
ate
asw
orth
stu
dyin
g.E
dwin
Mas
on, C
olla
bora
tive
Lea
rnin
g 13
It is
a fa
llacy
to s
uppo
se th
at b
yom
ittin
ga
subj
ect y
ou te
ach
noth
ing
abou
t it.
On
the
cont
rary
, you
teac
h th
atit
is to
be o
mitt
ed.
Sir
Wal
ter
Mob
erly 92
"Cut
you
r ha
ir f
or th
e sc
hool
com
mun
ity!"
"Don
't co
mpl
ain
abou
t the
caf
eter
ia f
ood
for
the
sake
of
the
scho
ol c
omm
unity
.""B
ened
ict A
rnol
d H
igh
has
the
mos
t man
icur
ed la
wn
inA
mer
ica.
It's
goo
d pu
blic
rel
atio
ns f
or th
e sc
hool
com
mun
ity.
Don
't w
alk
on it
.""F
or th
e sa
ke o
f th
e sc
hool
com
mun
ity, d
on't
prin
t tha
tar
ticle
abo
ut s
tude
nt d
issa
tisfa
ctio
n w
ith c
ours
es."
Com
mun
ity!
Has
ther
e ev
er b
een
a w
ord
mor
e m
isus
ed,
mor
e cl
iche
d, m
ore
perv
erte
d in
edu
catio
nal p
arla
nce?
"Com
mun
ity"
is to
o of
ten
used
as
a co
de w
ordm
uch
like
"law
and
ord
er"
or "
natio
nal s
ecur
ity"f
or th
e su
bjug
atio
nof
stu
dent
fre
edom
and
cho
ice.
Sch
ools
usi
ng th
e sl
ogan
spr
inte
d ab
ove
are
dem
andi
ng th
at s
tude
nts
adhe
re to
onl
yce
rtai
n m
odes
of
beha
vior
for
wha
t is
calle
d a
"com
mun
ity"
but w
hat i
s, in
rea
lity,
a w
ell-
oile
d bu
reau
crac
y de
man
ding
subs
ervi
ence
for
the
sake
of
effi
cien
cy.
Such
inst
itutio
ns m
ake
"com
mun
ity"
and
"ind
ivid
ualit
y" a
ppea
r to
be
cont
radi
ctor
y te
rms.
The
ysh
ould
not
hav
e to
be.
We
have
dis
cove
red
that
a L
earn
ing
Com
mun
ity c
anon
ly e
xist
if a
stu
dent
und
erst
ands
that
com
mun
ity d
epen
dsup
on h
is in
divi
dual
ity a
nd s
eeks
not
to s
uppr
ess
it.In
divi
dual
izat
ion!
If
a w
ord
com
pete
s w
ith "
com
mun
ity"
for
the
dist
inct
ion
of b
eing
mos
t mis
used
, clic
hed
and
perv
erte
d, it
is c
erta
inly
"in
divi
dual
izat
ion.
" T
he e
xces
ses
ofth
e fa
ds o
f in
divi
dual
izat
ion
and
the
mis
conc
eptio
ns a
bout
its r
amif
icat
ions
pro
vide
the
sing
le g
reat
est c
ause
of
the
curr
ent b
ackl
ash,
as
repo
rted
in c
urre
nt n
ews
med
ia, a
gain
stin
nova
tive
educ
atio
nal p
rogr
ams.
We,
too,
wer
e bu
rned
by
half
-bak
ed s
chem
es in
the
1960
's. A
t our
hig
h sc
hool
one
yea
r, th
e or
der
cam
e do
wn
tous
to in
divi
dual
ize.
As
subs
eque
nt d
irec
tives
exp
lain
ed, t
oin
divi
dual
ize
mea
nt to
incu
lcat
e "i
ndep
ende
nt s
tudy
."(T
here
's a
noth
er w
onde
rful
ly c
onfu
sed
piec
e of
arg
ot.)
All
teac
hers
of
all s
tude
nts
in a
ll cl
asse
s w
ere
to p
rovi
de s
tudy
pack
ets
and
arra
nge
to m
eet s
tude
nts
in d
epar
tmen
tal
reso
urce
cen
ters
. In
Janu
ary,
whe
n ev
alua
tive
sess
ions
wer
e
79
93
held
am
ong
stud
ents
and
teac
hers
, thi
s is
wha
tw
e he
ard:
"I d
on't
unde
rsta
nd w
hat's
so
grea
t abo
ut th
is. W
hat's
the
big
chan
ge?
All
that
hap
pens
is th
atyo
u ge
t all
your
assi
gnm
ents
at t
he b
egin
ning
of
the
term
ina
fat s
tack
of
ditto
pap
ers.
Big
dea
l.""I
thin
k it
stin
ks. W
e're
sup
pose
d to
get
hel
p fr
omou
rte
ache
rs. B
ut w
hen
I'm f
ree,
he'
s no
t. I
keep
fal
ling
behi
nd."
"I d
on't
see
any
indi
vidu
al s
tudy
. Eve
ryon
e in
the
cour
sesi
n m
ost a
nyw
ayge
ts th
e sa
me
pack
et w
ith th
esa
me
due
date
s. I
t's li
ke a
n as
sem
bly
line.
""Y
eah.
I'v
e be
en d
oing
oka
y. B
ut it
's to
o im
pers
onal
.I
mig
ht ju
st a
s w
ell b
e le
ft a
lone
with
a te
xtbo
okor
ate
achi
ng m
achi
ne."
For
teac
hers
, it w
as a
n im
poss
ible
task
, in
a la
rge
scho
olw
ith a
ful
l cla
ss lo
ad, t
o co
pe w
ith th
e to
ns o
fpa
per
and
the
prob
lem
s of
reg
ular
ly s
eein
g an
d ev
alua
ting
stud
ent
wor
k.O
nly
in th
ose
depa
rtm
ents
whi
ch r
eorg
aniz
ed c
lass
esan
dsc
hedu
les
and
prep
ared
all
teac
hers
tose
rve
as r
esou
rce
pers
onne
l for
all
stud
ents
cou
ld p
erso
nal a
ttent
ion
take
plac
e. We
lear
ned
from
that
exp
erie
nce
and
it af
fect
ed th
ew
ayw
e pl
anne
d th
e L
earn
ing
Com
mun
ity. W
e le
arne
d th
at th
ego
al s
houl
d, in
deed
, be
indi
vidu
aliz
atio
n, b
ut th
atin
depe
nden
t stu
dy is
not
syn
onom
ous
with
that
end
,al
thou
gh it
may
, in
som
e ca
ses,
be
a to
ol. W
e le
arne
d th
atin
divi
dual
izat
ion
on a
mas
s sc
ale
can,
whe
n im
prop
erly
adm
inis
tere
d, b
ear
an u
nhap
py r
esem
blan
ceto
ana
rchy
. We
lear
ned
that
rea
l ind
ivid
ualiz
atio
n de
man
dsva
st o
utpo
urin
gsof
tim
e an
d at
tent
ion
and
effo
rt. W
e le
arne
d th
atto
rea
llyin
divi
dual
ize
is n
ot to
for
cean
y on
e m
etho
d of
lear
ning
on
ast
uden
t.C
omm
unity
and
indi
vidu
ality
:on
e ca
nnot
out
wei
gh th
eot
her.
The
key
is b
alan
ce. W
hen
thos
etw
o id
eals
are
co-
equa
l in
a sc
hool
pro
gram
, the
y do
not
con
trad
ict
each
oth
er;
they
fos
ter
each
oth
er. T
his
chap
ter
focu
ses
on th
e ca
refu
lba
lanc
e in
thin
gs a
cade
mic
. A la
ter
chap
ter
will
pro
beco
mm
unity
and
indi
vidu
ality
as th
ey a
ffec
t the
per
sona
lva
lues
of
stud
ents
.
80
94
Our
Com
mun
ity th
eme
does
, as
we
have
exp
lain
ed, o
ffer
the
oppo
rtun
ity f
or in
divi
dual
cho
ice
and
initi
ativ
e. T
he lo
g,th
e or
al e
xam
and
the
proj
ect a
re th
e m
ost p
erso
naliz
edki
nds
of c
ours
e re
quir
emen
ts. T
here
is n
o de
nyin
g, h
owev
er,
that
com
prom
ises
are
mad
e fo
r th
e be
nefi
t of
the
who
leC
omm
unity
: bri
ght s
tude
nts
mus
t hav
e pa
tienc
e w
ith s
low
ercl
assm
ates
in p
artic
ular
sem
inar
s; s
tude
nts
have
var
ying
leve
ls o
f in
tere
st in
the
subj
ect m
atte
r; th
e th
eme
proc
eeds
at r
elat
ivel
y th
e sa
me
pace
for
all;
cor
e re
adin
gs a
re "
not t
ooea
sy a
nd n
ot to
o ha
rd."
The
com
prom
ises
are
mad
e to
prov
ide
a tr
uly
com
mun
al p
rogr
am. A
bal
ance
is s
truc
k.C
onve
rsel
yand
impo
rtan
tlysk
ills
cour
ses
in th
eL
earn
ing
Com
mun
ity, w
hile
hom
ogen
eous
ly p
opul
ated
and
dem
andi
ng a
gen
eral
cur
ricu
lum
of
conc
epts
to b
e m
aste
red,
are
bala
nced
by
the
abili
ty o
f th
e te
ache
rs in
our
sm
all a
ndin
timat
e C
omm
unity
to p
erso
naliz
e th
e co
urse
s fo
r ea
chst
uden
t out
side
the
fram
ewor
k of
for
mal
cla
ss m
eetin
gs.
Bas
ic S
kills
of
Eng
lish
is a
s tr
aditi
onal
and
non
-in-
divi
dual
a s
ound
ing
cour
se ti
tle a
s ha
s ev
er e
xist
ed. I
t mus
tco
njur
e up
vis
ions
of
spel
ling
bees
and
sen
tenc
e di
agra
mm
ing
and
who
-who
m q
uizz
es. B
ut it
is f
ar f
rom
all
of th
at. I
ts g
oal
is f
or e
ach
stud
ent t
o re
ad a
nd w
rite
as
wel
l as
he c
an.
Cla
sses
are
mot
ivat
iona
l, se
tting
a n
ew p
roje
ct b
efor
e th
est
uden
ts. R
esul
ting
assi
gnm
ents
are
not
col
lect
ed, r
ed-p
en-
cille
d an
d re
turn
ed to
line
stu
dent
was
te b
aske
ts. T
he r
eal,
hard
wor
k is
don
e at
wee
kly
indi
vidu
al c
onsu
ltatio
ns b
etw
een
stud
ent a
nd te
ache
r (o
n th
eir
"fre
e" ti
me
in h
ome
base
) at
whi
ch, t
oget
her,
ass
ignm
ents
are
rev
iew
ed, p
robl
ems
diag
nose
d an
d im
prov
emen
ts r
ecom
men
ded.
With
in a
mon
th,
alth
ough
all
stud
ents
are
wor
king
on
the
sam
e ba
sic
proj
ects
,so
me
will
be
imita
ting
Hem
ingw
ay a
nd o
ther
s w
ill h
ave
just
disc
over
ed th
e co
mm
a. B
alan
ce.
Vir
tual
ly e
very
ski
lls c
ours
e in
corp
orat
es th
is k
ind
ofap
poin
tmen
t sys
tem
to in
sure
that
eac
h st
uden
t cor
rect
s hi
spr
oble
ms
and
expl
oits
his
tale
nts.
Aw
are
of in
divi
dual
nee
ds in
a g
iven
cou
rse,
the
teac
her
has
the
furt
her
oppo
rtun
ity a
nd r
espo
nsib
ility
to ta
ilor
clas
sas
sign
men
ts. I
n Sc
ienc
e T
opic
s, f
or in
stan
ce, B
ill r
equi
res
81
95
two
maj
or a
nd s
ix m
inor
pro
ject
s. W
hat c
onst
itute
sa
proj
ect
is a
n op
en-e
nded
que
stio
n fo
r ea
ch s
tude
nt w
ho,
as h
e ch
ats
with
Bill
, dec
ides
wha
t wou
ld b
e m
ost i
nter
estin
g an
dbe
nefi
cial
to d
o.Su
ffic
e it
to s
ay th
at in
divi
dual
izat
ion
is th
e ru
le in
Com
mun
ity c
ours
es. W
hat i
s ex
cept
iona
l,as
we
firm
lybe
lieve
it s
houl
d be
, is
inde
pend
ent s
tudy
. It i
s em
ploy
edfo
rth
e ve
ry s
peci
al ta
lent
, the
ver
y sp
ecia
l int
eres
tor
the
very
spec
ial p
robl
em. A
nd th
e st
uden
t is
alw
ays
ina
posi
tion
ofch
oice
with
reg
ard
to in
depe
nden
ce. H
e is
neve
r fo
rced
and
only
rar
ely
not a
llow
ed to
pur
sue
such
stu
dyas
long
as
cont
inuo
us te
ache
r-st
uden
t con
sulta
tion
and
eval
uatio
n is
mai
ntai
ned.
Geo
rgin
a's
flai
r an
d ta
lent
for
poe
try
was
so
far
inad
vanc
e of
that
of
the
othe
r st
uden
ts in
her
Cre
ativ
e W
ritin
gcl
ass
that
the
cour
se, b
y its
elf,
wou
ld h
ave
been
mor
est
agna
ting
than
hel
pful
. As
she
said
, "Y
ou s
houl
d m
ake
me
com
e up
with
abo
ut tw
o th
ousa
nd w
ords
a w
eek
even
if y
oune
ver
read
it. I
've
got t
o pr
oduc
e."
Her
usu
al r
eact
ion
tocl
ass
assi
gnm
ents
was
, "L
et m
e w
ork
on th
is id
ea I
hav
ein
stea
d, o
kay?
" It
bec
ame
clea
r. A
wri
ter
like
Geo
rgy
need
sto
fol
low
her
ow
n in
stin
cts.
Why
els
e do
so
man
y no
velis
tsan
d po
ets
reca
ll ho
w s
choo
l str
angl
ed th
eir
crea
tivity
unt
ilth
ey h
ad to
dec
ide
betw
een
form
al e
duca
tion
and
hitti
ngth
ero
ad o
f th
eir
own
mak
ing?
In
the
Com
mun
ity, G
eorg
yar
rang
ed to
spe
nd h
our
upon
hou
r w
orki
ng a
t her
cra
ft. B
utsh
e w
as n
ot le
ft c
ompl
etel
y al
one
eith
er. O
ften
, eac
hw
eek,
she'
d ap
pear
in h
ome
base
with
a s
tack
of
type
dpa
pers
and
say,
"O
kay,
Joh
n, y
ou w
ant t
o ta
ke a
look
? I
like
this
one
the
best
." N
or w
as s
he s
epar
ated
fro
m th
e cl
ass.
She
did
atte
nd a
nd h
er p
oetr
y be
cam
e th
e lo
cus
of c
ritic
aldi
scus
sion
s. H
er im
med
iate
goa
l was
to e
nter
a na
tiona
lcr
eativ
e w
ritin
g co
ntes
t, an
d re
actio
n fr
om h
er f
ello
wst
uden
ts w
as a
s im
port
ant t
o he
r as
the
exam
ple
of h
erca
non
was
to th
em. I
t was
no
smal
l thr
ill, a
t yea
r's e
nd, f
orth
e gr
oup
to d
iscu
ss G
eorg
y's
priz
e w
inne
ras
it a
ppea
red
inth
e pa
ges
of th
e sp
onso
ring
mag
azin
e.G
eorg
y's
devo
tion
to p
oetr
y co
ntin
ues
as d
o he
r ha
bits
of
82
96
hard
wor
k. S
he w
rote
to u
s la
st s
umm
er, "
The
wee
k af
ter
grad
uatio
n I
wor
ked
from
nin
e to
twel
ve a
t nig
ht a
nd lo
ved
ever
y m
inut
e of
it. I
thin
k if
I h
ad m
ore
time,
I c
ould
hav
epu
lled
off
anot
her
priz
e-w
inni
ng s
tory
or
poem
. Aft
er th
at I
was
tota
lly e
xhau
sted
and
my
wri
ting
slow
ed d
own
a bi
t. Y
etI
was
alw
ays
thin
king
of
wha
t I w
as g
oing
to w
rite
nex
t."Sh
e st
ill d
rops
in f
rom
tim
e to
tim
e, s
its in
on
clas
ses
and
disc
usse
s th
e ho
ws
and
why
s of
her
new
wor
k.Ji
mm
y w
asn'
t aft
er a
ny li
tera
ry p
rize
s. H
e ha
d ju
stab
out c
onqu
ered
the
sim
ple
sent
ence
whe
n he
join
ed th
eC
omm
unity
. He
didn
't fi
nd c
ours
es to
o in
hibi
ting,
but
too
adva
nced
. With
out e
xcep
tion,
all
of u
s, a
s C
omm
unity
teac
hers
, fou
nd it
nec
essa
ry to
set
up
spec
ial p
rogr
ams
ofre
med
ial a
id in
clud
ing
diff
eren
t ass
ignm
ents
, rea
ding
s an
d a
beef
ed u
p sc
hedu
le o
f co
nsul
tatio
ns in
add
ition
to, n
ot a
s a
repl
acem
ent f
or, a
reg
ular
pro
gram
of
Com
mun
ity c
ours
es.
Jim
my
was
, by
this
met
hod,
pre
pare
d fo
r th
e w
ork
his
colle
ague
s w
ere
stud
ying
in c
lass
and
cou
ld, t
here
fore
, mak
eso
me
prog
ress
.In
the
mid
dle
of h
is s
enio
r ye
ar, M
att d
isco
vere
d th
atth
e co
llege
he
was
aim
ing
for
dem
ande
d a
year
of
high
scho
ol c
hem
istr
y as
a p
rere
quis
ite. H
e ha
dn't
cons
ider
edta
king
it b
efor
e, b
ut a
rran
ged
with
Bill
to u
se f
ree
and
afte
r-sc
hool
tim
e fo
r st
udy
and
read
ing
and
expe
rim
enta
tion
and
cons
ulta
tion,
ear
ning
the
need
ed c
redi
t.M
ike'
s kn
owle
dge
of m
athe
mat
ics
wen
t bey
ond
the
norm
al h
igh
scho
ol s
ylla
bus.
He
was
rea
dy to
tack
le c
olle
gele
vel c
alcu
lus
and
anal
ytic
geo
met
ry. N
orm
ally
, his
onl
yre
cour
se w
ould
be
to s
tudy
the
subj
ect c
ompl
etel
y on
his
own
and
fore
go f
urth
er m
ath
in s
choo
l unt
il he
rea
ched
Col
umbi
a U
nive
rsity
. Ins
tead
, at t
he L
earn
ing
Com
mun
ity,
Ang
elo
orde
red
colle
giat
e te
xts
for
Mik
e an
d pr
ovid
ed h
imw
ith tu
tori
ng in
hom
e ba
se. T
he p
rogr
am w
as s
o su
cces
sful
that
in th
e se
cond
sem
este
r M
ike
deci
ded
to te
ach,
with
Ang
elo'
s gu
idan
ce, a
min
i-co
urse
in c
alcu
lus
to o
ther
adva
nced
mat
h st
uden
ts.
The
se e
xam
ples
mak
e al
mos
t too
muc
h se
nse
to m
ake
new
s. G
iven
the
time
and
oppo
rtun
ity, i
s th
ere
any
teac
her
83
97
who
wou
ld n
ot p
refe
r to
be
able
to d
o th
ings
this
way
?Si
mpl
y, th
e L
earn
ing
Com
mun
ity in
sure
s th
at ti
me
and
oppo
rtun
ity a
re in
deed
pro
vide
d.Pe
rhap
s m
ore
unco
nven
tiona
l are
the
way
s in
whi
chst
uden
ts c
an p
ursu
e in
tere
sts
beyo
nd th
e ke
n of
sta
ndar
dC
omm
unity
sub
ject
s an
d so
met
imes
bey
ond
the
rang
e of
the
abili
ties
of th
e fa
culty
. Thi
s is
whe
n in
depe
nden
t stu
dym
akes
the
mos
t sen
se. S
ince
, as
long
as
it is
par
t of
Com
mun
ity li
fe, a
cou
rse
is n
ever
tota
lly in
depe
nden
t,w
eca
ll th
ese
prog
ram
s "o
ne s
tude
nt c
ours
es."
Oce
anog
raph
y, b
otan
y, S
hake
spea
re, C
omm
unis
mth
ese
and
doze
ns o
f ot
her
area
s of
stu
dyw
ere
sugg
este
d as
ful
l-sc
ale
cour
ses
by in
divi
dual
stu
dent
s. U
nfor
tuna
tely
, the
rew
asn'
t a la
rge
enou
gh r
espo
nse
to w
arra
nt th
eir
incl
usio
non
the
sche
dule
. The
stu
dent
s w
ho o
rigi
nally
ask
ed f
or th
emw
ere
not e
asily
det
erre
d, h
owev
er, a
nd a
rran
ged
with
us
prog
ram
s of
rea
ding
s an
d pr
ojec
ts a
nd a
ppoi
ntm
ents
so
they
coul
d fo
llow
thro
ugh
on th
ese
inte
rest
s an
d re
ceiv
e cr
edit
for
thei
r w
ork.
And
wha
t of
even
mor
e es
oter
ic p
ursu
its?
Wha
t of
the
enri
chin
g ar
eas
all t
oo o
ften
, and
unf
airl
y, c
lass
ifie
das
ext
ra-
curr
icul
ar w
hen
they
rep
rese
nt to
indi
vidu
al s
tude
nts
the
mos
t im
port
ant a
spec
t of
thei
r ed
ucat
ion?
A s
tude
nt w
ho,
like
Tom
my,
is f
asci
nate
d w
ith g
arde
ning
and
hor
ticul
ture
,w
ho h
as s
tart
ed a
sid
e bu
sine
ss la
ndsc
apin
g ho
mes
and
busi
ness
es in
his
nei
ghbo
rhoo
d, a
nd w
ho w
ants
to s
pend
his
life
gree
ning
his
thum
b, d
eser
ves
to s
pend
sch
ool t
ime
lear
ning
as
muc
h as
pos
sibl
e ab
out t
he f
ield
and
to r
ecei
veac
adem
ic c
redi
t for
it. B
ut n
o on
e of
us k
new
eno
ugh
abou
tpl
ants
to d
are
to te
ach
Tom
my.
Som
ehow
,a
stud
y pa
cket
seem
ed a
bsur
d. A
gar
dene
r sh
ould
get
dir
t, no
t ink
,on
his
hand
s. W
ith a
few
pho
ne c
alls
, Bill
man
aged
to g
et T
omm
yan
app
rent
ices
hip
at th
e Q
ueen
s B
otan
ical
Gar
dens
two
days
each
wee
k. T
omm
y w
as e
valu
ated
by
the
staf
f at
the
Gar
dens
and
by
Bill
via
the
log
whi
ch T
omm
y ke
pt a
ndsu
bmitt
ed to
him
.W
ith th
e G
arde
ns a
s a
prec
eden
t, th
e C
omm
unity
beca
me
less
and
less
lim
ited
by a
nyon
e sc
hool
bui
ldin
g
8498
whe
n sp
ecia
l int
eres
ts w
ere
conc
erne
d. W
e di
d ou
r be
st to
arra
nge
for
the
use
of a
vaila
ble
faci
litie
s an
d ex
pert
ise
arou
nd th
e ci
ty to
sup
plem
ent t
he r
esou
rces
of
the
Com
mun
ity.
Jerr
y sp
ent a
n af
tern
oon
a w
eek
wor
king
in th
e B
orou
ghPr
esid
ent's
off
ice
lear
ning
fir
st-h
and
the
proc
edur
es o
fgo
vern
men
t and
pol
itics
. Yea
rnin
g to
act
ualiz
e th
e ri
sing
cons
ciou
snes
s of
his
bla
ckne
ss, G
ary
wor
ked
Thu
rsda
ym
orni
ngs
at a
nea
rby
Com
mun
ity C
ente
r se
rvin
g hi
sne
ighb
orho
od. P
atti
spen
t Sat
urda
ys a
t a n
earb
y co
llege
's a
rtw
orks
hop.
Dav
id to
ok a
six
-wee
k co
urse
on
the
Am
eric
anIn
dian
at t
he B
rook
lyn
Mus
eum
. A s
mal
l gro
up o
f st
uden
tsw
orke
d as
stu
dent
aid
es in
a lo
cal g
ram
mar
sch
ool p
rogr
amfo
r th
e m
enta
lly r
etar
ded.
Som
e of
thes
e st
uden
ts m
ay h
ave
enga
ged
in th
ese
volu
ntee
r pr
ogra
ms
with
or
with
out t
he C
omm
unity
. Mos
tpr
obab
ly w
ould
not
hav
e. I
t is
up to
the
scho
olan
d it
isth
e po
licy
of th
e L
earn
ing
Com
mun
ityto
enc
oura
ge th
isw
ork
and
to g
rant
aca
dem
ic c
redi
t for
it, r
athe
r th
an to
retr
eat,
as s
o m
any
scho
ols
do, w
ith a
"T
his
shou
ld b
e do
neon
you
r ow
n tim
e. I
t has
not
hing
to d
o w
ith a
cade
mic
s or
getti
ng a
dip
lom
a. I
t's e
xtra
-cur
ricu
lar.
" A
t the
Lea
rnin
gC
omm
unity
, the
line
bet
wee
n cu
rric
ular
and
ext
ra-c
urri
cula
rgr
ows
fain
ter
and
fain
ter.
Stud
ents
who
run
a C
omm
unity
new
spap
er d
eser
vecr
edit
at le
ast a
s m
uch
as th
ose
who
take
a f
orm
aljo
urna
lism
cou
rse;
thos
e st
uden
ts w
ho s
pend
long
hou
rsst
agin
g dr
amat
ic p
rodu
ctio
n fo
r th
e am
usem
ent o
f th
e re
st o
fth
e C
omm
unity
des
erve
cre
dite
ven
thou
gh th
ey e
njoy
wha
tth
ey're
doi
ng a
nd w
ould
do
it w
ithou
t cre
dit;
a st
uden
t who
orga
nize
s th
e C
omm
unity
to b
oyco
tt gr
apes
or
recy
cle
alum
inum
or
regi
ster
vot
ers
is le
arni
ng s
ocia
l sci
ence
in a
nac
tive
and
rew
ardi
ng m
anne
r an
d de
serv
es c
redi
t.R
emem
beri
ng th
at b
alan
ce is
the
key,
how
ever
, we
are
mos
t ple
ased
whe
n th
e sp
ecia
l int
eres
ts o
f an
indi
vidu
al c
anbe
sha
red
with
the
othe
r in
divi
dual
s of
the
Com
mun
ity. A
sw
e m
entio
ned,
Mik
e ta
ught
a c
ours
e in
cal
culu
s. T
omm
yre
turn
ed to
the
Com
mun
ity w
ith th
e ex
pert
ise
gain
ed a
t the
85
99
Bot
anic
al G
arde
ns, c
laim
eda
plot
of
land
out
side
the
hom
eba
se a
nd ta
ught
oth
er s
tude
nts
vege
tabl
e fa
rmin
g.C
arlo
s,w
ho b
orro
wed
a s
tora
ge r
oom
in th
e sc
hool
and
turn
ed it
into
a d
ark
room
, wou
nd u
p of
feri
nga
cour
se in
pho
togr
aphy
and
deve
lopi
ng to
his
col
leag
ues.
The
se a
nd d
ozen
sof
oth
ersp
ecia
l int
eres
ts h
ave
been
inst
itutio
naliz
ed f
or th
ebe
nefi
t of
the
who
le a
s pa
rt o
f th
e C
omm
unity
min
i-co
urse
prog
ram
.M
ini-
cour
ses
are
hard
ly r
evol
utio
nary
; the
yar
e, b
y no
w,
wid
espr
ead
in s
econ
dary
edu
catio
n. I
n th
e C
omm
unity
,w
eto
ok th
e no
tion
but a
pplie
d it
to th
e sp
ecia
l int
eres
tsof
our
stud
ents
so
that
ful
ly 8
5% o
f C
omm
unity
min
i-co
urse
sre
sult
from
stu
dent
sug
gest
ions
and
, dur
ing
our
mos
t rec
ent
sem
este
r, h
alf
wer
e ta
ught
by
stud
ents
with
the
facu
ltyse
rvin
g as
aid
es, a
dvis
ors
and
mod
erat
ors.
As
each
Com
mun
ity th
eme
draw
s to
a cl
ose,
stu
dent
sar
e as
ked
to s
tart
com
ing
up w
ith id
eas.
"T
his
is th
e pa
rt o
fth
e C
omm
unity
pro
gram
of
whi
chyo
u ca
n be
mos
t in
char
ge. I
f an
idea
has
cro
pped
up in
a s
kills
or
in th
e th
eme
that
you
'd li
ke to
get
dee
per
into
, pla
na
min
i-co
urse
on
it.If
ther
e's
a fi
eld
you
feel
has
thus
far
bee
n ig
nore
dan
d yo
u'd
like
to le
arn
abou
t it,
sugg
est.
Ifyo
u ha
ve a
hob
by o
r ta
lent
to s
hare
with
the
rest
of
us, t
each
a m
ini-
cour
se y
ours
elf.
We'
ll he
lp y
ou p
lan
it an
d or
gani
ze it
, but
ifyo
u kn
ow m
ore
than
we
do in
a s
ubje
ct, y
ou, n
otus
, sho
uld
teac
h."
Tw
o ki
nds
of m
ini-
cour
ses
have
dev
elop
edov
er th
eye
ars:
"do
ing"
and
"kn
owin
g."
The
kno
win
g co
urse
s m
eet
on f
unda
men
tally
the
sam
e ba
sis
as s
kills
, thr
ee c
lass
sess
ions
per
wee
k fo
r th
ree
grou
ps o
fco
urse
s. S
tude
nts
take
two
or th
ree
know
ing
cour
ses.
The
"do
ing"
cour
ses,
whi
chal
low
mem
bers
to p
ract
ice
and
lear
n ab
out p
lant
ing
orbu
ildin
g or
dan
cing
or
cook
ing
or s
port
ing,
ope
rate
two
full
afte
rnoo
ns e
ach
wee
k.B
ut m
ini-
cour
ses
expl
ode
all
over
at a
ll tim
es. S
ince
ther
e m
ust a
lway
s be
a f
acul
ty m
embe
r in
atte
ndan
ceat
all
clas
ses
(tha
t's a
sch
ool r
ule)
,w
e ar
e lim
ited
as to
how
man
ym
ini-
cour
ses
can
be s
ched
uled
on
a st
anda
rd s
choo
l day
.T
hus
the
Com
mun
ity h
as f
orsa
ken
all "
stan
dard
s."
Las
tse
mes
ter,
for
inst
ance
, Ron
nie
and
Dar
lene
off
ered
to te
ach
8610
0
cart
ooni
ng. S
ince
onl
y a
hand
ful o
f st
uden
ts w
ante
d th
eco
urse
, it w
as g
iven
aft
er s
choo
l eve
ry d
ay f
or f
un o
r fo
rcr
edit.
Sim
ilarl
y, o
ur p
erso
nal t
ypin
g co
urse
ope
rate
s on
that
basi
s. W
ill s
tude
nts
stay
aft
er s
choo
l? I
n tw
o ye
ars,
fif
tyC
omm
unity
mem
bers
hav
e co
mpl
eted
the
typi
ng c
ours
e.T
he C
omm
unity
film
stu
dy c
ours
e is
hel
d at
wee
kly
four
-hou
r ev
enin
g se
ssio
ns. T
he th
rill
of b
eing
abl
e to
scr
een
a fe
atur
e fi
lm w
ithou
t slic
ing
it up
to f
it fo
rty-
thre
e m
inut
epe
riod
s ca
n on
ly r
eally
be
unde
rsto
od b
y a
teac
her
who
has
hear
d th
e pa
ssin
g be
ll ri
ng d
urin
g th
e O
dess
a St
eps
mon
tage
in P
otem
kin.
Eac
h se
mes
ter,
abo
ut o
ne-t
hird
of
the
scho
olsi
gns
up to
mak
e W
edne
sday
a tw
elve
-hou
r sc
hool
day
, fro
mni
ne to
nin
e, to
incl
ude
the
film
cou
rse.
One
nig
ht th
e fi
lmst
uden
ts g
ot to
geth
er w
ith th
e co
okin
g co
urse
kid
s to
pla
n a
banq
uet p
rior
to A
Nig
ht a
t the
Ope
ra. N
ow, t
hat's
inte
rdis
cipl
inar
y!E
ven
the
regu
larl
y sc
hedu
led
min
i-co
urse
s sp
ill o
ver
into
wee
kend
s an
d ev
enin
gsan
d so
met
imes
daw
n. B
ill's
eco
logy
doin
g co
urse
mee
ts o
n M
onda
y at
the
Am
eric
an M
useu
m o
fN
atur
al H
isto
ry. O
n W
edne
sday
, the
gro
up m
eets
at t
hesc
hool
at 6
:30
A.M
. to
bus
for
a da
y's
hike
at H
arri
man
Stat
e Pa
rk o
r B
ear
Mou
ntai
n, r
etur
ning
, tir
ed a
ndbe
drag
gled
, for
that
eve
ning
's f
ilm.
Ang
elo'
s T
hore
au k
now
ing
cour
se c
ulm
inat
ed in
a th
ree-
day
visi
t to
Wal
den
Pond
in M
assa
chus
etts
. The
Cam
ping
cour
se in
clud
ed th
ree
cam
ping
wee
kend
s. T
he d
ram
a cl
ass
sign
ed u
p to
atte
nd a
ser
ies
of f
our
play
s at
the
Am
eric
anPl
ace
The
atre
eve
n th
ough
the
last
pla
y w
as s
ome
six
mon
ths
afte
r th
e co
urse
con
clud
ed. D
ave'
s Ps
ycho
logy
min
i-co
urse
s ha
ve in
clud
ed n
ight
-ow
l jau
nts
to P
sych
o-D
ram
a an
dM
ind
Con
trol
wor
ksho
ps.
And
ther
e ha
s be
en th
e N
ovel
s of
Hes
se, t
he L
yric
s of
Bob
Dyl
an, t
he L
itera
ture
of
Hor
ror,
Sha
kesp
eare
, Wom
en in
Lite
ratu
re, P
oetr
y an
d R
ock,
and
Huc
kleb
erry
Fin
n.A
nd A
naly
tic G
eom
etry
and
Tri
gono
met
ry a
ndC
onsu
mer
Mat
h an
d Fi
nite
Mat
h an
d L
ogic
.A
nd F
irst
Aid
and
Sex
Edu
catio
n an
d Ps
ycho
logy
of
Lov
e an
d M
arri
age
and
the
Exi
sten
tial S
earc
h.
8710
1
And
Woo
dwor
king
and
Kar
ate
and
Ten
nis
and
Aut
oM
echa
nics
and
Sew
ing
and
Gui
tar.
And
eve
n a
spec
ial p
rogr
am in
whi
ch C
omm
unity
stud
ents
wor
ked
as a
ssis
tant
s to
teac
hers
of
the
reta
rded
(see
pho
to p
. 60)
.A
nd s
o it
goes
. Bal
ance
.A
nnie
wro
te to
us
of th
is b
alan
ce a
nd o
f he
rye
ar in
the
Com
mun
ity:
"In
my
prev
ious
yea
rs in
sch
ool,
I di
d al
l the
wor
kI
had
to d
o, b
ut n
o m
ore.
In
the
Lea
rnin
g C
omm
unity
, I b
egan
tow
ant t
o go
hom
e an
d re
ad o
r se
e a
film
that
was
dis
cuss
edth
at d
ay. T
he w
orld
bec
ame
one
huge
cla
ssro
om.
"Com
mun
icat
ion
with
oth
er p
eopl
e is
ess
entia
lto
any
one
pers
on's
edu
catio
n. T
he C
omm
unity
pro
vide
da
trem
endo
us o
ppor
tuni
ty f
or th
is. W
e sh
ared
and
com
bine
dou
r kn
owle
dge
with
eac
h ot
her.
Dur
ing
the
time
spen
t in
hom
e ba
se, I
cou
ld c
onsu
lt w
ith te
ache
rs a
ndot
her
stud
ents
on a
n in
divi
dual
bas
is. I
had
so
man
y w
ise
and
exci
ting
and
insi
ghtf
ulan
d ju
st p
lain
enj
oyab
leco
nver
satio
ns.
"We
had
muc
h fr
eedo
m in
the
Com
mun
ity. I
neve
r fe
ltst
ifle
d. I
f w
e ev
er h
ad c
ompl
aint
s,w
e w
ere
free
to b
ring
them
up
to a
ny o
r al
l of
the
teac
hers
. Our
argu
men
ts w
ere
alw
ays
liste
ned
to a
nd c
onsi
dere
d w
ithgr
eat o
penn
ess
and
resp
ect.
The
teac
hers
wer
e al
way
s se
nsiti
ve to
our
need
s an
dou
r id
eas.
Not
onl
y di
d th
ey te
ach
us; t
hey
wer
e an
xiou
s to
lear
n fr
om u
s."
We
wer
e; w
e ar
e; w
e ha
ve in
the
past
; and
we
cont
inue
to le
arn.
And
we
cont
inue
to d
eal w
ithou
r st
uden
ts a
sse
para
te, e
xtra
ordi
nary
indi
vidu
als,
wor
king
and
lear
ning
toge
ther
in c
omm
unity
.
88
1.02
103
Cha
pter
Sev
en
ME
UR
MG
AC
AD
EM
ICA
CM
E E
ME
NT
Bes
ides
, wha
t doe
san
"A
"m
ean?
If
all s
choo
lsw
ere
com
-pa
rabl
e,a
grad
e m
ight
hav
eso
me
mea
ning
, but
they
are
n't
and
it do
esn'
t. N
otev
en c
lass
rank
mea
ns m
uch.
But
a fo
lder
full
of th
e st
uden
ts' p
aper
s an
dth
e te
ache
rs' c
omm
enta
ries
allo
w o
nepa
rent
or c
olle
ge a
d-m
issi
ons
offi
cert
om
ake
are
ason
able
eva
luat
ion.
It's
com
ing.
Hen
ry F
. Bee
chho
ld, T
heC
reat
ive
Cla
ssro
om 1
4
"But
wha
t if
I fai
l?"
Han
ssu
gges
ted
shyl
y."F
ail?
" T
he g
ood
man
sto
pped
shor
t. "F
ailin
g is
abso
lute
lyou
t of
the
ques
tion.
Com
plet
ely
impo
ssib
le. W
hat a
n id
ea!"
Her
man
n H
esse
, Ben
eath
the
Whe
el 1
5
105
4
..
and
I ho
pe th
e C
omm
unity
will
be
diff
eren
t in
term
sof
gra
des.
I'm
tire
d of
alw
ays
wor
king
for
gra
des.
A te
st f
ora
grad
e. A
pap
er f
or a
gra
de. A
n an
swer
for
a g
rade
. Gra
des,
grad
es, g
rade
s. T
hat's
all
anyo
ne s
eem
s to
car
e ab
out i
n th
eol
d sy
stem
. And
not
onl
y te
ache
rs. E
ven
in th
e ca
fete
ria,
you
alw
ays
hear
, 'W
hat d
id y
ou g
et o
n th
e te
st?'
Or
'I go
ta
bette
r m
ark
than
you
.' I
real
ly h
ope
the
Lea
rnin
gC
omm
unity
won
't be
like
that
."So
did
we.
For
yea
rs, l
ong
befo
re th
e C
omm
unity
was
even
thou
ght o
f, w
e ha
d ha
d si
mila
r co
mpl
aint
s. A
s te
ache
rs,
we
mig
ht h
ave
hate
d gr
ades
eve
n m
ore.
In
thre
e ye
ars,
we
had
been
ord
ered
to c
hang
e m
arki
ng s
yste
ms
thre
e tim
es.
We
wen
t fro
m a
num
eric
al s
yste
m to
an
alph
abet
ical
sys
tem
to le
tter
grad
es p
lus
an e
xpla
nato
ry p
arag
raph
. One
afte
rnoo
n in
the
facu
lty r
oom
, und
er th
at la
st s
yste
m, w
ithei
ghty
teac
hers
atte
mpt
ing
to s
ort o
ne h
undr
ed f
ifty
gra
desh
eets
eac
h in
to f
orty
dif
fere
nt h
omer
oom
env
elop
es, w
ould
mak
e th
e m
ost S
part
an o
f te
ache
rs s
hudd
er. M
any
stud
ents
even
tual
ly w
ound
up
with
a f
inge
rpri
nt b
edec
ked
fold
er f
ull
of s
hred
ded
and
dog-
eare
d pa
pers
. It t
ook
a m
aste
r of
jigs
awpu
zzle
dom
to d
eter
min
e w
hich
gra
de w
ent w
ith w
hat c
lass
alon
g w
ith w
hich
par
agra
ph.
We
hate
d gr
ades
. We
hate
d th
eir
supp
osed
accu
racy
. We
hate
d th
e co
mpe
titio
n th
ey e
ngen
dere
d. W
e ha
ted
the
way
they
fed
stu
dent
neu
rose
s. W
e ha
ted
thei
r na
tura
l ten
denc
yto
mak
e st
uden
ts m
ore
grad
e-co
nsci
ous
than
lear
ning
-con
-sc
ious
. And
, fin
ally
, we
hate
d th
inki
ng a
bout
gra
des.
We
even
hate
d co
mpl
aini
ng a
bout
gra
des.
The
y ha
d to
exi
st (
sow
eha
d be
en tr
aine
d to
bel
ieve
). B
ut d
idw
e re
ally
hav
e to
thin
kan
d ta
lk a
bout
them
?So
, in
resp
onse
to th
e ki
nd o
f st
uden
t app
licat
ion
prin
ted
abov
e, o
ur r
espo
nse
was
liab
le to
hav
e be
en, "
Sure
,ye
ah, t
he C
omm
unity
is g
oing
to d
e-em
phas
ize
grad
es. L
et's
not d
iscu
ss g
rade
s."
It w
as m
id-s
emes
ter
of o
ur f
irst
yea
r of
ope
ratio
n be
fore
we
held
our
fir
st m
eetin
g de
alin
g w
ith th
e ev
alua
tion
ofst
uden
t aca
dem
ic w
ork.
'We
had
post
pone
d th
e ev
ent
as lo
ng
93
106
as p
ossi
ble.
To
be f
air,
the
"we"
was
not
una
nim
ous.
The
reex
iste
d a
hard
-cor
e B
ill-J
ohn-
Jack
axi
s of
indi
ffer
ence
togr
ades
, dis
tingu
ishe
d by
a p
artic
ular
num
bnes
sfo
r ac
tion
onan
y ev
alua
tion
syst
em.
Atte
mpt
ing
to f
ores
tall
any
seri
ous
disc
ussi
on o
f th
em
atte
r at
han
d by
div
ersi
onar
y an
ecdo
te-t
ellin
g, B
ill o
pene
dth
e se
ssio
n by
rec
allin
g th
e sy
stem
in e
ffec
t thr
eeye
ars
ear-
liera
sys
tem
we
had
all t
aken
gre
at p
ains
to e
radi
cate
from
our
mem
orie
sin
whi
ch s
tude
nts
in e
ach
of th
e "t
rack
s" to
whi
ch th
ey h
ad b
een
assi
gned
(pi
geon
hole
num
ber
one)
wer
epr
eord
aine
d to
rec
eive
gra
des
with
in o
nly
a ce
rtai
n sc
ale
(pig
eonh
ole
num
ber
two)
. For
inst
ance
,a
stud
ent i
n a
trac
k3
grou
p (a
ffec
tiona
tely
kno
wn
as th
e du
mm
y cl
ass)
cou
ldre
ceiv
e a
grad
e be
twee
n 67
and
82n
o hi
gher
;no
low
er.
"Oh,
and
do
you
rem
embe
r ho
w p
roud
we
wer
e to
sco
rew
ell i
n th
is g
ame.
The
few
er e
xcep
tions
we
had,
sup
pose
dly
the
mor
e ap
t jud
ges
of a
chie
vem
ent
we
wer
e."
"Not
me.
I r
emem
ber,
bel
ieve
itor
not
, bei
ng h
aule
din
to th
e ch
airm
an's
off
ice
to e
xpla
in h
ow I
cou
ldpo
ssib
lyha
ve g
iven
give
n, m
ind
yout
hree
90'
s in
a du
mm
y cl
ass.
""U
nbel
ieva
ble.
And
we
prac
tical
ly h
ad to
bow
dow
n an
dsw
ear
neve
r to
rev
eal t
he s
yste
m to
one
of
`the
m'th
est
uden
ts. T
hey
wer
e le
ft to
thei
row
n de
vice
s to
dis
cove
r th
esc
hem
e."
Whe
n th
e la
ught
er s
ubsi
ded,
the
axis
was
mor
e su
reth
an e
ver
that
it w
ante
d no
par
t of
grad
es. W
ekn
ew w
hat
we
didn
't w
ant.
We
didn
't w
ant a
sys
tem
that
inan
y w
ayre
sem
bled
wha
t we
dete
sted
so
muc
h. W
e w
ante
dto
de-
emph
asiz
e gr
ades
so
com
plet
ely
that
we
wou
ldn'
t eve
n ha
veto
con
side
r th
em f
or m
ore
than
a f
ew m
inut
esa
year
.O
nly
Ang
elo
had
real
ly in
vest
igat
ed th
e po
tent
ial
for
am
ore
enlig
hten
ed s
yste
m, b
ut h
is a
nd D
ave'
s ar
gum
ents
for
it w
ere
gree
ted
with
yaw
ns a
nd ir
rele
vanc
ies
and,
at la
st,
shou
ts o
f di
sapp
rova
l. "O
f co
urse
we
all w
ant t
o de
-em
phas
ize
the
nega
tive
aspe
cts
of g
radi
ng,"
Ang
elo
wou
ldsa
y, "
but y
ou c
an't
just
igno
re it
. To
com
bat y
ears
and
year
sof
cru
el m
arki
ng s
yste
ms,
you
've
got t
o ta
ke p
ositi
veac
tion
tow
ard
a ne
w s
yste
m."
94
107
"Oka
y, w
hate
ver
you
com
e up
with
is f
ine
with
us.
""N
o. T
hat's
not
eno
ugh.
You
hav
e to
be
pass
iona
teab
out g
radi
ng."
It h
ad ta
ken
a la
rge
chin
k in
the
axis
' def
ense
s to
hav
eev
en c
onsi
dere
d gr
adin
g as
muc
h as
we
had.
To
bepa
ssio
nate
see
med
impo
ssib
lean
d ri
dicu
lous
. Non
ethe
less
,th
e lo
ng m
eetin
g to
ok h
old
of u
sin
our
thou
ghts
at h
ome
and
in s
ide
talk
s in
hom
e ba
se.
Ang
elo
outli
ned
his
prop
osal
s at
our
nex
t mee
ting
on th
esu
bjec
t. In
gen
eral
, he
expl
aine
d, th
e ne
w s
yste
mw
as to
be
base
d on
the
kind
of
eval
uativ
e sc
hem
e Jo
hn D
ewey
Hig
h in
Bro
okly
n ha
d be
en u
sing
. "W
e sh
ould
dis
tingu
ish
betw
een
grad
ing
and
eval
uatio
n. G
radi
ng m
eans
sym
bolic
num
bers
orle
tters
for
eff
icie
nt r
ecor
d-ke
epin
g an
d sp
ace-
savi
ng. I
t has
little
to d
o w
ith e
duca
tion.
We
shou
ld w
ant t
o ev
alua
teto
let a
stu
dent
kno
w w
hat h
e ha
s do
ne w
ell i
n an
d w
here
he
need
s he
lp. I
n a
Lea
rnin
g C
omm
unity
, thi
s sh
ould
be
cont
inuo
us a
s te
ache
r ta
lks
to s
tude
nt a
nd a
s te
ache
r to
advi
sor
to s
tude
nt c
omm
unic
atio
n ta
kes
plac
e. B
uta
wri
tten
eval
uatio
n is
nec
essa
ry to
o, e
spec
ially
for
par
ents
, col
lege
san
d ot
her
agen
cies
.""O
h, o
h. H
ere
it co
mes
," v
oice
d an
axi
s m
embe
r."T
each
ers
shou
ld w
rite
on a
spe
cial
for
m w
e'll
have
topu
t tog
ethe
ra p
rogr
ess
repo
rt in
the
mid
dle
ofev
ery
cour
sean
d a
fina
l eva
luat
ion
at th
e en
d fo
r ea
ch s
tude
nt. O
ur o
nly
shor
than
d sh
ould
be
to r
ecor
d an
"M
" if
the
stud
ent i
sm
aste
ring
the
conc
epts
and
ski
lls o
f th
eco
urse
, an
"MW
" if
the
stud
ent s
how
s m
aste
ry b
ut is
in n
eed
of r
emed
iatio
n in
cert
ain
area
s an
d "R
" if
the
stud
ent m
ust r
evie
w a
ndre
stud
y w
hat h
as b
een
cove
red.
"On
the
prog
ress
rep
ort,
we
shou
ld e
xpla
in in
wri
ting
wha
t exa
ctly
the
stud
ent h
as d
one
in th
eco
urse
and
wha
t,in
the
case
of
an "
MW
" or
"R
," h
e m
ust d
o to
impr
ove.
"For
the
fina
l eva
luat
ions
, sin
ce th
e co
urse
isov
er, o
nly
"M"
or "
R"
will
app
ly, b
ut th
e ex
plan
atio
ns s
houl
d be
the
sam
e or
may
be e
ven
mor
e co
mpl
ete.
"The
se w
ill b
e do
ne in
dup
licat
e: o
ne f
or th
e pa
rent
san
d on
e fo
r th
e ad
viso
r to
kee
p in
the
stud
ent's
file
."
95
108
"How
abo
ut th
e of
fice
?""W
e'll
have
to p
repa
re a
spe
cial
perm
anen
t rec
ord
form
to in
clud
e al
l the
cou
rses
and
wri
tten
eval
uatio
nsfo
r ea
chst
uden
t.""O
h, th
ey're
goi
ng to
love
that
ups
tair
s.T
hey'
re a
lrea
dyco
mpl
aini
ng a
bout
how
littl
ero
om th
ey h
ave
to s
tore
rec
ords
and
how
muc
h th
ey s
pend
xer
oxin
g st
uff
to s
end
toco
llege
s."
"The
n w
e'll
have
to f
ight
them
. Tha
t's w
hat
alw
ays
happ
ens.
For
the
sake
of
effi
cien
cy a
ndsp
ace,
you
win
d up
with
num
bers
. We
have
to s
how
them
that
this
sys
tem
and
only
a s
yste
m li
ke th
isis
con
sist
ent w
ithth
e L
earn
ing
Com
mun
ity c
once
pt in
sofa
ras
it in
divi
dual
izes
stu
dent
-te
ache
r re
latio
nshi
ps a
nd m
inim
izes
all
that
dam
n gr
ade
com
petit
ion.
We'
ll ju
st h
ave
to f
ight
them
if th
eyob
ject
.T
hat's
why
we
have
to b
e pa
ssio
nate
.""W
ell,
it so
unds
fin
e to
me,
but
I'm
not s
ure
how
pass
iona
te I
am
abo
ut it
."A
lthou
gh w
e co
uld
all a
ccep
t thi
sne
w s
yste
m a
s a
wor
king
hyp
othe
sis,
eac
h of
us h
ad to
wor
k ou
t for
him
self
how
muc
h he
bel
ieve
d in
,w
as c
onvi
nced
of,
was
pas
sion
ate
abou
t, ev
alua
tion.
Thi
s "w
orki
ng o
ut"
proc
eede
d da
y af
ter
day,
dis
cuss
ion
afte
r di
scus
sion
, mee
ting
afte
r m
eetin
g. T
hesy
stem
, aft
er a
ll, h
ad to
be
put i
nto
prac
tice
and
the
axis
coul
d no
t be
com
fort
able
with
it u
ntil
they
had
seen
it w
ork
in th
e C
omm
unity
.T
o re
ally
com
e to
gri
ps w
itha
syst
em r
oote
d in
the
virt
ual e
limin
atio
n of
the
enco
urag
emen
tof
com
petit
ion
may
at f
irst
, and
esp
ecia
lly in
com
pari
son
with
the
"goi
ng f
or th
eju
gula
r" f
oste
red
by g
radi
ng s
yste
ms
at m
ed s
choo
ls a
nd la
wsc
hool
s an
d m
any,
man
y hi
gh s
choo
ls,
seem
qui
te e
asy.
But
such
a c
once
pt h
as v
ast i
mpl
icat
ions
for
an a
cade
mic
Com
mun
ity a
s it
and
its m
embe
rsgr
ow. C
ompe
titio
n go
esbe
yond
sch
ool g
radi
ng s
yste
ms.
And
a C
omm
unity
tryi
ng, t
ode
al w
ith th
e w
orld
"ou
t the
re"
has
toun
ders
tand
and
rel
ate
to th
e co
mpe
titio
n "o
ut th
ere.
" A
ndw
e, w
ith a
n ey
e on
the
syst
em w
e ha
ve c
reat
ed, h
ave
to b
e ab
le to
res
pond
whe
nst
uden
ts a
sk, "
But
don
't w
e w
ant t
his
to b
e th
ebe
st s
choo
l
96
109
arou
nd?"
or
"How
com
e yo
u ca
re s
o m
uch
abou
t the
Kni
cks?
" or
"W
hen
is c
ompe
titio
n go
od?"
or "
Who
m c
anyo
u co
mpe
te w
ith?
Any
one?
" T
he d
iale
ctic
stil
l con
tinue
s.B
ut w
e ca
n st
ick
with
our
gra
ding
sys
tem
and
bel
ieve
in it
on th
e m
ost p
ragm
atic
and
rea
listic
of
leve
ls. W
e ha
ve s
een
too
muc
h eg
o de
stru
ctio
n at
the
hand
s of
gra
ding
sch
emes
that
enc
oura
ge c
ompe
titio
n. A
nd w
e ha
vese
en, i
n ou
r ye
ars
in th
e L
earn
ing
Com
mun
ity, t
hat s
tude
nts
can
and
doac
hiev
e as
muc
hand
mor
e an
d be
tteri
nou
r pr
ogra
m.
One
of
our
grad
uate
s dr
oppe
d by
rec
ently
and
pro
vide
dus
with
add
ed r
einf
orce
men
t. T
he e
ffec
ts, i
t see
ms,
ling
er o
n.Ph
il is
as
mot
ivat
ed a
stu
dent
as
we
have
ever
met
. He
thri
ved
in th
e C
omm
unity
, wor
king
in th
is "
non-
com
peti-
tive"
sys
tem
with
an
incr
edib
ly u
nwav
erin
g go
al o
f le
arni
ngas
muc
h as
pos
sibl
e ab
out p
oetr
y an
d pr
actic
ing
to b
e th
ebe
st p
oet h
e co
uld
be. D
urin
g hi
s se
nior
year
with
us,
he
had
alre
ady
star
ted
getti
ng h
is w
ork
publ
ishe
d in
lite
rary
jour
nals
. As
a fr
eshm
an a
t New
Yor
k U
nive
rsity
, how
ever
, he
didn
't at
tain
the
nece
ssar
y sc
ore
on th
e st
anda
rdiz
edpl
acem
ent t
est t
o be
allo
wed
to ta
ke a
dvan
ced
cour
ses
inE
nglis
h an
d w
as, r
athe
r, d
epos
ited
in th
e ro
te F
resh
man
Com
posi
tion
cour
se. H
e w
as h
ardl
y w
illin
g to
allo
wa
num
ber
spew
ed f
orth
by
a Pr
ince
ton
com
pute
r to
det
erm
ine
his
futu
re. A
s he
mig
ht h
ave
with
one
of u
s, h
e pr
esen
ted
the
chai
rman
of
the
Eng
lish
depa
rtm
ent w
ith h
is p
ortf
olio
ofpu
blis
hed
and
unpu
blis
hed
poet
ry a
nd d
eman
ded
his
due.
Iron
ical
ly, t
hrus
t int
o th
e co
mpe
titiv
e w
orld
at W
ashi
ngto
nSq
uare
, he
rece
ived
the
only
"A
" in
the
adva
nced
cour
se h
ew
as f
inal
ly p
erm
itted
to ta
ke.
The
wor
king
out
in o
ur o
wn
min
ds o
f ou
r ev
alua
tion
theo
ry is
enc
oura
ged
mor
e ra
pidl
y w
hen
itco
mes
tim
e fo
r us
to a
ctua
lly d
raw
up
wri
tten
com
men
ts f
or o
ur s
tude
nts.
Shor
tly b
efor
e on
e se
mes
ter's
end
, Mar
ie a
ppro
ache
dB
ill: "
I th
ink
I'd li
ke a
mar
k in
stea
d of
a w
ritte
nev
alua
tion.
""W
hy?"
"Wel
l, lo
ok, i
f yo
u av
erag
e al
l the
test
mar
ks in
this
Eco
logy
cou
rse
and
com
pare
the
qual
ity o
f th
epa
pers
turn
ed
9711
0
in, w
ould
n't y
ou s
ay I
was
nea
r th
e to
p of
the
clas
s?"
"I h
ave
and
you
are.
""R
ight
. But
bot
h L
inda
and
I a
re b
oth
goin
g to
get M
's.
Now
, I li
ke L
inda
she'
s a
grea
t kid
but s
he's
not e
xact
lyE
wel
l Gib
bons
whe
n it
com
es to
eco
logy
. How
com
e w
e bo
thge
t M's
?""L
inda
has
mas
tere
d th
e co
urse
too
as f
ar a
s he
r ta
lent
allo
ws.
She
des
erve
s an
M. S
he's
don
e he
r be
st. W
ould
you
pref
er to
get
a 9
9 an
d L
inda
a 6
5 if
you
hav
e bo
th d
one
your
best
?" "Wel
l, no
. But
ther
e sh
ould
be
a di
ffer
ence
.""T
here
isin
the
wri
tten
com
men
ts. I
'll e
xpla
inon
your
s ex
actly
wha
t and
how
wel
l you
've
done
. I'll
do
the
sam
e fo
r ev
eryo
ne in
clud
ing
Lin
da. I
f yo
u ha
ve w
orke
d at
vari
ous
leve
ls a
nd q
ualit
ies,
this
will
com
e ou
t on
the
eval
uatio
n sh
eets
. All
an M
mea
ns is
that
a st
uden
t des
erve
sto
rec
eive
cre
dit f
or th
e co
urse
.""B
ut I
wan
t to
go to
Cor
nell.
My
reco
rd h
asto
be
spec
tacu
lar
or I
won
't ge
t in.
""Y
our
reco
rd is
spe
ctac
ular
. My
eval
uatio
n of
you
will
prai
se y
ou to
the
hilt.
I'll
eve
n w
rite
that
you
wer
e th
e be
stst
uden
t in
the
clas
s if
that
will
mak
eyo
u ha
ppy.
It's
true
,af
ter
all.
But
, bel
ieve
me,
wha
t Cor
nell
care
s ab
out i
s ho
wgo
od a
stu
dent
you
are
and
not
that
you
're b
ette
r th
anL
inda
." "Who
kno
ws
if th
ey'll
eve
n bo
ther
to r
ead
thes
eco
mm
ents
at c
olle
ges?
""A
ll I
can
tell
you
is th
at w
e've
had
no p
robl
ems
so f
arno
t one
and
our
stud
ents
hav
e be
en g
ettin
g in
toso
me
grea
t sch
ools
. But
if C
orne
ll or
any
col
lege
or s
chol
arsh
ipag
ency
ask
s fo
r nu
mbe
rs in
stea
d of
eva
luat
ions
, we'
ll gi
veth
em n
umbe
rs. W
e're
not
out
tom
ess
up y
our
chan
ces
for
ago
od u
nive
rsity
, you
kno
w. W
e w
ant t
o in
crea
se th
em.
And
we
wan
t to
help
Lin
da's
cha
nces
too.
Joh
n co
uld
give
Lin
daa
65 in
Eng
lish
for
inst
ance
. Or
he c
ould
say
that
she
's th
ew
orst
wri
ter
he's
eve
r co
me
acro
ss. B
ut w
hat h
e di
d w
rite
was
that
she
ent
ered
his
cla
ss b
arel
y ab
le to
com
plet
ea
sent
ence
and
left
hav
ing
fini
shed
.a p
retty
dec
ent s
hort
sto
ry.
98
He
laud
ed h
er u
p an
d do
wn.
She
des
erve
d it.
"W
ritte
n ev
alua
tions
do
not s
uit e
very
nee
d. W
e ha
veha
d to
tran
slat
e in
to a
num
eric
al s
yste
m to
fee
d th
eco
mpu
ters
that
sel
ect w
hich
col
lege
of
the
City
Uni
vers
ity o
fN
ew Y
ork
will
acc
ept w
hat s
tude
nt u
nder
the
open
enro
llmen
t sys
tem
.B
ut e
valu
atio
n sh
ould
exi
st to
mee
t the
nee
ds o
fst
uden
ts, n
ot c
ompu
ters
. And
, ove
r th
e ye
ars,
the
Com
mun
ity's
pla
n ha
s sh
own
itsel
f to
be
flex
ible
eno
ugh
and
affi
rmat
ive
enou
gh to
ful
fill
that
obl
igat
ion.
Our
fir
mes
t per
sona
l com
mitm
ent i
n ph
iloso
phy
and
inpr
actic
e w
ith r
egar
d to
eva
luat
ion
is to
the
emph
asis
pla
ced
on s
ucce
ss r
athe
r th
an f
ailu
re. W
e ju
dge
stud
ents
on
the
basi
s of
wha
t the
y ha
ve le
arne
d, n
ot o
n w
hat t
hey
have
n't
lear
ned.
An
R in
the
Com
mun
ity is
not
at a
ll sy
nony
mou
sw
ith a
n F
in th
e tr
aditi
onal
gra
ding
mod
es.
Des
pite
Am
eric
an c
onst
itutio
nal g
uara
ntee
s, d
oubl
eje
opar
dy d
oes
exis
t in
at le
ast t
wo
plac
es w
e ca
n th
ink
of:
base
ball
and
scho
ol g
rade
s. A
pla
yer
thro
wn
out a
t sec
ond
both
lose
s hi
s ba
se a
nd g
ains
an
out f
or h
is te
am. A
stu
dent
who
flu
nks
out o
f a
cour
se b
oth
lose
s cr
edit
tow
ard
grad
uatio
n an
d re
ceiv
es a
n in
erad
icab
le F
on
his
perm
anen
tre
cord
. We
find
that
unf
air
and
educ
atio
nally
coun
terp
rodu
ctiv
e.St
uden
ts n
eed
a ce
rtai
n nu
mbe
r of
cre
dits
to g
radu
ate.
If, i
n a
Lea
rnin
g C
omm
unity
cou
rse,
a s
tude
nt is
una
ble
tom
aste
r a
cour
se (
unab
le e
ven
to e
arn
part
ial c
redi
t), h
e w
illno
t be
gran
ted
any
cred
it an
d w
ill h
ave
to p
ick
it up
else
whe
re. T
oget
her
with
his
per
sona
l dis
appo
intm
ent a
ndfr
ustr
atio
n, th
at s
eem
s to
us
failu
re e
noug
h. W
e ha
rdly
hav
eto
pen
aliz
e hi
m f
urth
er b
y em
blaz
onin
g a
scar
let l
ette
r on
his
repo
rt c
ard.
A w
ritte
n su
mm
ary
of h
is p
robl
em s
uffi
ces.
The
Com
mun
ity's
per
man
ent r
ecor
d fo
rms,
whi
ch a
rese
nt to
col
lege
s, in
clud
e on
ly th
ose
eval
uatio
ns f
or w
hich
the
stud
ent h
as r
ecei
ved
cred
it. T
hey
refl
ect s
tude
ntac
com
plis
hmen
ts. A
hap
py b
y-pr
oduc
t is
the
enco
urag
emen
tgi
ven
to C
omm
unity
mem
bers
to e
xper
imen
t with
new
and
diff
eren
t cou
rses
with
out t
he th
reat
of
a pe
rman
ent F
sho
uld
99
n2
the
expe
rim
ent n
ot w
ork
out.
As
muc
h as
the
eval
uatio
n sy
stem
is a
n ou
tgro
wth
of
the
Lea
rnin
g C
omm
unity
phi
loso
phy,
so
too
has
it ha
dan
impa
ct b
ack
onto
the
oper
atio
n of
our
pro
gram
. The
mea
nsby
whi
ch te
ache
rs h
ave
alw
ays
judg
ed s
tude
ntsw
ritte
nex
ams,
ora
ls, p
roje
cts,
rep
orts
, ass
ignm
ents
, cla
ssw
orke
xist
in th
e C
omm
unity
whe
reve
r an
d w
hene
ver
they
mak
e se
nse
in th
e co
ntex
t of
part
icul
ar c
ours
es. H
owev
er, t
hese
tech
niqu
es a
re u
sed
to m
easu
re h
ow m
uch
a st
uden
t is
prog
ress
ing,
how
he
has
impr
oved
, and
whe
re h
e ne
eds
furt
her
aid.
A p
oor
perf
orm
ance
by
a st
uden
t on
a te
st d
oes
not m
ean
an F
in a
mar
k bo
ok. I
t ind
icat
es th
at th
e te
ache
rm
ust h
elp
him
to r
evie
w c
once
pts
so th
at th
e st
uden
t can
take
that
test
aga
in a
nd u
ltim
atel
y m
aste
r th
e co
urse
. Tha
tis
the
only
pro
cedu
re th
at m
akes
sen
se in
ant
icip
atio
n of
the
kind
of
fina
l eva
luat
ion
dist
ribu
ted
in th
e C
omm
unity
.A
nd, w
hen
all i
s sa
id, t
hat m
ay b
e th
e on
ly s
yste
m th
atm
akes
sen
sepe
riod
.
100
113
c-4
114
THE
to M
U !T
Yim
p T
Ein
I m
AL
ST
UD
EN
T:
PE
RS
O A
LG
R W
TH
BE
ST C
OPY
AV
AiL
AB
LE
115
Plur
ality
whi
ch is
not
red
uced
to u
nity
is °
conf
usio
n; u
nity
whi
ch d
oes
not d
epen
don
plur
ality
is ty
rann
y.B
lais
e Pa
scal
, Pen
sees
16
Lov
e is
pos
sibl
e on
ly if
two
pers
ons
com
mun
icat
e w
ith e
ach
othe
r fr
om th
e ce
nter
of
thei
rex
iste
nce,
hen
ce if
eac
hon
e of
them
exp
erie
nces
him
self
fro
mth
e ce
nter
of
his
exis
tenc
e.E
rich
Fro
mm
, The
Art
of
Lov
ing
17
116
We
had
plan
ned
so lo
ng, s
o ca
refu
lly a
nd, w
e th
ough
t, so
wel
l dur
ing
that
sum
mer
pri
or to
the
firs
t day
of
the
Lea
rnin
g C
omm
unity
. The
ski
lls s
ched
ule
was
set
; the
them
ew
as o
rgan
ized
; adv
isor
gro
ups
had
been
org
aniz
ed m
onth
sbe
fore
; we
wer
e co
nvin
ced
that
the
com
mun
ity s
piri
t wou
ldac
hiev
e fr
uitio
n. T
he b
ig e
vent
on
that
ope
ning
day
,ho
wev
er, w
as A
ngel
o ch
asin
g Jo
e in
to th
e ba
thro
om w
here
the
stud
ent w
as th
reat
enin
g to
dro
p A
nge'
s bo
oks
into
the
toile
t. T
o sa
y w
e w
ere
dish
eart
ened
as
we
disc
usse
d th
em
atte
r la
ter
in th
e af
tern
oon
is a
vas
t und
erst
atem
ent.
Exh
aust
ed b
y th
e at
tem
pt to
mak
e th
e sc
hool
's b
igex
peri
men
t ope
rate
, we
wer
e fo
rced
to c
onfr
ont a
stu
dent
who
was
will
ing
to ta
ke o
ur p
hilo
soph
y of
trus
t and
resp
onsi
bilit
y an
d fl
ush
it do
wn
the
old
porc
elai
nco
nven
ienc
e.Jo
e w
as n
ot w
ell k
now
n to
us
at th
e tim
e. H
e ha
dch
osen
to jo
in th
e C
omm
unity
as
a la
st r
ecou
rse
befo
redr
oppi
ng o
ut o
f sc
hool
alto
geth
er. I
n fa
ct, s
uch
was
his
repu
tatio
n in
the
mai
n sc
hool
that
an
inci
dent
like
that
desc
ribe
d w
ould
hav
e be
en c
ause
for
exp
ulsi
on, o
r at
leas
t alo
ng s
uspe
nsio
n. W
e ha
d th
e sa
me
optio
ns. F
rom
our
van
tage
poin
t thr
ee y
ears
late
r, w
e ar
e gl
ad w
e di
dn't
exer
cise
them
.A
nd, i
n a
way
, we
are
grat
eful
Joe
test
ed u
s an
d ou
r sy
stem
so e
arly
. On
that
fir
st a
fter
noon
, we
wer
e fo
rced
to d
eal w
ithth
e fa
ct th
at th
e C
omm
unity
was
a tw
o-ye
ar s
choo
l. W
hydi
spos
e of
any
stu
dent
for
the
sake
of
expe
dien
cy w
hen
ther
ew
as a
lway
s tim
e fo
r th
at s
tude
nt to
gro
w?
The
idea
of
the
Com
mun
ity m
eans
, if
it m
eans
any
thin
g, o
ffer
ing
the
time
and
the
envi
ronm
ent f
or e
ach
stud
ent t
o gr
ow. I
n th
e ca
se o
fJo
e, w
e di
d ha
ve a
n al
mos
t con
tinuo
us s
trug
gle
for
two
year
s. E
vent
ually
, thr
ough
lite
rally
hun
dred
s of
talk
s w
ithhi
s ad
viso
r an
d a
grea
t dea
l of
patie
nce
from
all
thos
e w
hoca
me
in c
onta
ct w
ith h
im, a
cha
nge
did
occu
r. D
urin
g hi
sse
nior
yea
r, J
oe b
egan
to a
ccep
t his
fel
low
stu
dent
s an
d hi
ste
ache
rs a
s pe
ople
, not
ene
mie
s, a
s he
was
con
vinc
ed th
at w
edi
d no
t con
side
r hi
m a
foe
. Joe
is in
a c
omm
unity
col
lege
now
, the
load
on
his
shou
lder
whi
ttled
to a
chi
p.T
he J
oe s
ituat
ion
is a
n ex
trem
e, b
ut a
rew
ardi
ng o
ne.
105
117
Such
goi
ngs-
on s
tret
ch th
e se
ams
ofou
r C
omm
unity
'sdy
nam
ics
but u
ltim
atel
y, a
s su
cces
s be
com
es e
vide
nt,
stre
ngth
en th
em. W
e ha
ve f
ound
that
, in
gene
ral,
allo
win
ga
stud
ent t
o be
him
self
bre
eds
an in
cred
ible
am
ount
of
hone
sty
on h
is p
art.
Eve
n w
hen
corr
ectiv
e m
easu
res
have
to b
eta
ken,
they
occ
ur w
ithin
a s
peci
al r
elat
ions
hip
ofun
ders
tand
ing
and
rapp
ort.
Pers
onal
gro
wth
is a
n ab
stra
ct c
once
pt w
hich
, lik
eco
mm
unity
itse
lf, c
an b
e on
ly d
emon
stra
ted
thro
ugh
func
tioni
ng e
xam
ples
if it
is to
hav
ean
y su
bsta
nce.
It i
s, o
fco
urse
, im
poss
ible
to m
easu
re. D
espi
te a
ll th
is, w
e co
ntin
ueto
bel
ieve
that
a m
embe
r of
our
Lea
rnin
g C
omm
unity
ism
ore
likel
y to
rec
kon
with
him
self
, to
deal
with
his
ow
npr
oble
ms,
to b
enef
icia
lly a
djus
t his
beh
avio
r, th
an if
he
wer
epa
rt o
f a
larg
er, m
ore
impe
rson
al s
yste
m.
Tw
o qu
estio
ns p
roba
bly
aris
e he
re. F
irst
, the
sta
unch
trad
ition
alis
t may
wel
l ask
if th
ere
isan
y pl
ace
for
spir
itual
grow
th o
r pe
rson
al g
row
th o
r fi
ndin
g on
esel
f in
sch
ool?
And
,fr
om th
ose
assu
min
g th
at th
ere
is, w
hat
are
the
dyna
mic
s of
a le
arni
ng e
nvir
onm
ent w
hich
allo
ws
this
gro
wth
to ta
kepl
ace? "S
ure,
sur
e,"
we
can
hear
ske
ptic
s sa
ying
, "th
e ho
ws
and
why
s of
a L
earn
ing
Com
mun
ityas
you
des
crib
e th
emso
und
fine
and
dan
dy. B
ut a
ren'
tyo
u fo
rget
ting
that
you
'rede
alin
g w
ith te
enag
ers?
"T
eena
gers
inde
ed!
As
our
curr
ent p
rinc
ipal
rec
ently
rem
inde
d us
, "Y
ou a
re d
ealin
g w
itha
part
icul
ar k
ind
ofpe
rson
cal
led
'kid
.' "
Agr
eed.
But
alth
ough
kid
s, th
eyar
e in
divi
dual
kid
s. A
ndby
rec
ogni
zing
thei
r in
divi
dual
ity a
nd b
y si
mul
tane
ousl
yre
lyin
g on
the
com
mon
gro
und
betw
een
stud
ent a
nd te
ache
r,ch
ild a
nd a
dult,
par
ent a
nd c
hild
they
're a
ll hu
man
we
belie
ve p
erso
nal d
evel
opm
ent b
ecom
esm
ore
poss
ible
.M
any
of u
s ca
n re
mem
ber
how
a hi
gh s
choo
l gui
danc
eco
unse
lor
trie
d to
"se
t us
stra
ight
" th
roug
ha
little
"he
art-
to-
hear
t" ta
lk a
t whi
ch w
e w
ere
urge
d to
spi
llou
t our
gut
sw
hile
the
coun
selo
r, w
ithou
t rev
ealin
g hi
s in
side
s, to
ldus
whe
re w
e w
ere
righ
t and
whe
re w
rong
. Aft
era
whi
le, a
106
118
cert
ain
cyni
cism
set
s in
as
the
stud
ent b
egin
s to
rea
lize
that
he is
in a
pos
ition
of
talk
ing
"up"
to h
is "
bette
rs"
and,
wha
t's w
orse
, his
cou
nsel
ors
and
teac
hers
are
talk
ing
"dow
n"to
him
. As
sure
ly a
s w
e be
lieve
teac
hers
mus
t cea
sedi
sgui
sing
them
selv
es a
s al
l-kn
owin
g in
sub
ject
are
as, w
ebe
lieve
that
for
the
sake
of
our
stud
ents
, tea
cher
s m
ust
fore
go th
eir
supp
osed
om
nisc
ienc
e, a
s eg
o-bo
ostin
g as
itm
ight
be,
in a
reas
of
pers
onal
val
ues
and
self
-dev
elop
men
t.A
nd y
et a
ll te
ache
rs, n
ot ju
st th
ose
who
se jo
bde
scri
ptio
n de
man
ds it
, sho
uld
be w
illin
g to
dis
cuss
and
dea
lw
ith th
e pe
rson
al n
eeds
and
pro
blem
s of
stu
dent
s.In
the
Com
mun
ity, j
ust a
s ea
ch o
f us
is a
lang
uage
teac
her
to a
deg
ree,
eac
h of
us
a ph
iloso
phy
teac
her,
eac
h an
inte
rdis
cipl
inar
y te
ache
r; w
e ar
e, e
ach
of u
s, a
val
ues
teac
her.
We
enco
urag
e, p
urpo
sefu
lly, i
ndiv
idua
l and
gro
updi
scus
sion
s of
con
cern
s re
late
d no
t jus
t to
acad
emic
s, b
ut to
grow
ing
up it
self
. Hap
pily
the
five
of
us h
ave
dive
rse
valu
esy
stem
s. W
e do
n't p
ush
any
one
notio
n ex
cept
the
resp
onsi
bilit
ies
of e
ach
hum
an b
eing
to h
imse
lf a
nd to
his
com
mun
ity.
Spec
ific
and
pra
gmat
ic q
uest
ions
evo
lve
over
the
year
as
a re
sult,
in la
rge
part
, to
the
prox
imity
of
beha
vior
and
cons
eque
nce
in th
e sm
all L
earn
ing
Com
mun
ity s
truc
ture
.W
hen
som
ethi
ng "
good
" ha
ppen
s, a
ppro
val f
rom
Com
mun
itym
embe
rs is
imm
edia
te a
nd s
ince
re. W
hen
som
ethi
ng n
ot s
ogo
od o
ccur
s, th
e w
hole
Lea
rnin
g C
omm
unity
con
cept
rea
cts.
In a
larg
e sc
hool
sys
tem
, wha
t doe
s it
mat
ter
if s
omeo
nesc
rew
s up
a li
ttle.
Thi
ngs
will
run
just
as
smoo
thly
with
or
with
out h
im. T
his
is ju
st n
ot s
o in
the
Lea
rnin
g C
omm
unity
.T
he c
once
rn f
or th
e C
omm
unity
as
a w
hole
for
ces
all i
tsm
embe
rs to
car
e ab
out e
ach
indi
vidu
al in
it. O
ne s
tude
nt's
cutti
ng o
r dr
ug-t
akin
g or
sel
fish
ness
or,
mor
e to
the
poin
t,ju
st h
is u
nhap
pine
ss, h
as a
del
eter
ious
eff
ect o
n th
eC
omm
unity
. If
we,
as
the
facu
lty, h
ad a
ny h
esita
tion
with
rega
rd to
dea
ling
with
thes
e pe
rson
al p
robl
ems
for
thei
r ow
nsa
ke, w
e w
ould
be
forc
ed, f
or th
e sa
ke o
f th
e C
omm
unity
itsel
f, to
take
them
on.
We
are
trea
ding
her
e on
the
peri
pher
y of
wha
t is
calle
d
107
119
in m
ost s
choo
ls "
disc
iplin
e."
In th
e la
rge
scho
olat
whi
ch"c
ontr
ol"
is a
pri
ority
, rul
es o
f di
scip
line
bege
tm
ore
rule
san
d m
isde
mea
nors
are
pun
ishe
d w
ith li
ttle
rega
rdas
to w
hyth
ey a
re c
omm
itted
, aga
inst
wha
t the
yw
ere
inte
nded
, or,
inde
ed, w
heth
er th
ey s
houl
d re
ally
be
cons
ider
ed o
ffen
ses
atal
l.In
the
Com
mun
ity, w
e ha
rdly
eve
r us
e th
e w
ord
"dis
cipl
ine.
" W
e ha
ve n
o de
tent
ion
or d
emer
itsor
man
dato
rysu
spen
sion
. The
re a
re r
ules
of th
e m
ain
scho
ol a
nd o
f th
eC
omm
unity
but o
ur s
ole
mea
sure
s of
enf
orce
men
tar
eco
mm
unic
atio
n, u
nder
stan
ding
and
pat
ienc
e.R
ules
of
the
Lea
rnin
g C
omm
unity
itse
lf h
ave
deve
lope
dov
er th
e ye
ars,
hav
e be
en e
xpla
ined
to th
e st
uden
ts, a
nd in
ever
y ca
se h
ave
the
supp
ort a
nd a
ppro
batio
n of
the
stud
ents
them
selv
es. T
here
fore
, stu
dent
s w
ho c
ut c
lass
esor
leav
esc
hool
with
out p
erm
issi
on o
r sm
oke
whe
re th
ey s
houl
dn't
ordo
n't s
ign
up f
or th
emes
are
few
. Peo
ple
are
less
like
ly to
brea
k th
eir
own
rule
s, e
spec
ially
whe
n th
ey h
ave
the
very
real
pow
er to
ask
and
dem
and
rule
s ch
ange
s w
hen
that
seem
s ca
lled
for.
Add
ition
ally
, the
rul
es a
re f
ew a
nd s
impl
ean
d se
nsib
le. T
hat m
akes
thin
gs e
asie
r to
o. B
ut,
from
tim
eto
tim
e, s
tude
nts
do b
reak
rul
es a
nd th
e ad
viso
r is
info
rmed
."D
ave
tells
me
you
cut h
is th
eme
sess
ion
yest
erda
y."
"Yea
h, b
ut I
had
to g
et to
wor
k ea
rly.
Bes
ides
it d
idn'
tse
em li
ke it
was
goi
ng to
be
too
inte
rest
ing.
""T
hen
why
did
you
sig
n up
for
it?
It's
your
cho
ice,
you
know
." "I d
idn'
t lik
e an
y of
them
that
day
.""W
ell,
then
you
sho
uld
star
t sug
gest
ing
sess
ions
that
do
inte
rest
you
. You
hav
e th
at p
ower
. Wha
t if
ever
yone
sta
rted
cutti
ng o
ut in
bor
edom
? T
he C
omm
unity
wou
ld b
e de
ad in
aw
eek.
" "Yea
h, I
kno
w. I
t was
dum
b."
"You
kno
w w
hat w
as d
umbe
r st
ill?
Lea
ving
sch
ool.
Tha
t's n
ot ju
st a
Com
mun
ity r
ule,
that
'sa
scho
ol r
ule.
Do
you
know
wha
t wou
ld h
appe
n if
you
wer
e ca
ught
? N
ot o
nly
wou
ld y
ou b
e su
spen
ded,
but
the
adm
inis
trat
ion
wou
ldge
t
108
120
on o
ur ta
il: 'S
o th
e C
omm
unity
lets
stu
dent
s ou
t ear
ly.'
We
don'
t nee
d th
at f
lack
.""I
'm s
orry
, Joh
n. I
rea
lly a
m. I
did
n't e
ven
thin
k ab
out
that
." "Wel
l, yo
u've
got
to. W
e've
all
got t
o. D
o yo
u lik
e th
eC
omm
unity
?""O
f co
urse
.""T
hen
you'
ve g
ot to
hel
p us
pro
tect
it."
It w
orks
. Bel
ieve
it o
r no
t, it
wor
ks. I
t's h
ones
t and
sinc
ere
and
it w
orks
.T
hose
mai
n sc
hool
rul
es, o
f co
urse
, pro
vide
our
big
gest
head
ache
. The
re a
re d
ozen
s of
them
mos
t, in
our
ow
nop
inio
n, le
ss th
an lo
gica
l. T
he p
rocl
amat
ion
of th
ese
rule
s is
so a
t var
ianc
e w
ith o
ur o
wn
syst
em o
f co
nsen
sus
that
Com
mun
ity s
tude
nts,
rig
htfu
lly, a
re a
nnoy
ed b
y th
em. F
orth
e sa
ke o
f th
e C
omm
unity
, how
ever
, we
can
hard
ly b
e a
grou
p of
sch
ool r
ule-
brea
kers
. Thu
s, a
lthou
gh w
e ur
ge o
urst
uden
ts to
fig
ht u
nfai
r re
gula
tions
thro
ugh
the
stud
ent
gove
rnm
ent a
nd p
aren
t pre
ssur
e, w
e m
ust a
sk th
em to
enfo
rce
thes
e la
ws
on th
emse
lves
.L
et u
s no
w, i
f w
e ha
ve n
ot a
lrea
dy, d
ispe
l the
not
ion
that
we
in th
e C
omm
unity
dea
l with
an
eliti
st k
ind
ofad
oles
cent
. We
have
had
in o
ur h
isto
ry th
e be
stan
d w
hat
som
e w
ould
cal
l the
wor
st o
f pr
oble
ms.
Whe
n M
el jo
ined
us
thre
e ye
ars
ago
as a
stu
dent
inte
rest
ed in
the
orig
inal
for
mat
ion
of a
min
i-sc
hool
, we
wer
ede
light
ed. H
e w
as a
you
ng m
an o
f im
pres
sive
tale
nt a
ndch
arm
. Dur
ing
his
seni
or y
ear,
how
ever
, he
bega
n a
grad
ual
slid
e in
acc
ompl
ishm
ent a
nd c
omm
itmen
t and
talk
ed o
penl
yw
ith h
is a
dvis
or a
bout
how
littl
e tim
e an
d ef
fort
he
was
expe
ndin
g be
caus
e he
kne
w h
e co
uld
get b
y an
d gr
adua
tew
ith ju
st th
at. A
s al
l fiv
e te
ache
rs b
ecam
e aw
are
of h
isst
ory,
we
felt
that
beh
ind
his
appa
rent
ope
nnes
s w
as a
prob
lem
that
dem
ande
d at
tent
ion.
Thi
s ne
ed c
ause
d us
toin
stitu
te o
ur "
five
-on-
one"
met
hod
of "
disc
iplin
e."
We
held
,no
t an
inqu
isiti
on, b
ut a
n op
en-e
nded
ses
sion
am
ong
all
thos
e co
ncer
ned
with
Mel
's s
ituat
ion
to p
lum
b th
e de
epes
ttr
uth
tow
ard
a so
lutio
n. T
he r
esul
t of
this
fir
st e
ncou
nter
109
121
was
min
d-bl
owin
g, f
or o
ur p
rize
stu
dent
adm
itted
to b
eing
on c
ocai
ne. J
ust t
he c
onfe
ssio
n of
this
dam
ned
secr
et w
asa
relie
f an
d a
help
. Eve
n as
we
wer
e tr
ying
to g
et h
old
ofou
rsel
ves,
we
felt
Mel
's n
eed.
to te
ll us
so th
at h
e co
uld
doso
met
hing
abo
ut it
. Mel
cou
ld h
ave
take
n an
othe
r pa
th. H
eco
uld
have
fak
ed it
. He
was
clo
se to
gra
duat
ion,
had
his
stat
e sc
hola
rshi
p, h
is c
olle
ge a
ccep
tanc
es. H
e co
uld
have
pass
ed th
e ye
ar w
hile
blo
win
g hi
s m
ind
out a
t hom
e. T
hat
kind
of
schi
zoph
reni
c ex
iste
nce
is n
ot u
nkno
wn.
In
the
Com
mun
ity, i
t did
n't h
appe
n th
at w
ay.
Five
-on-
one
sess
ions
are
last
res
orts
. The
Com
mun
ityal
low
s fo
r so
man
y av
enue
s of
com
mun
icat
ion
that
onl
yw
hen
they
hav
e fa
iled
and
a st
uden
t is
in d
ange
r of
bei
ngir
retr
ieva
bly
lost
are
fiv
e-on
-one
s em
ploy
ed. A
t tim
es, t
hey
mig
ht in
clud
e pa
rent
s, b
ut n
ot a
lway
s. A
stu
dent
's h
ome
life
can
be s
uch
that
par
ent i
nvol
vem
ent i
s m
ore
dam
agin
g th
anhe
lpfu
l. B
efor
e w
e as
k a
pare
nt in
,w
e pr
obe
the
fam
ilysi
tuat
ion.
Som
etim
es, t
he r
esul
t of
a fi
ve-o
n-on
e is
the
dete
rmin
atio
n to
tigh
ten
up a
stu
dent
's s
ched
ule,
to k
eep
the
rein
s tig
hter
. Som
e st
uden
ts d
o no
t rea
ct w
ell,
do n
ot k
now
how
to h
andl
e th
e fr
eedo
m o
ffer
ed in
the
Com
mun
ity. A
sm
uch
as p
ossi
ble,
we
pref
er th
e st
uden
t to
find
his
own
way
.In
ext
rem
e ca
ses,
it is
nec
essa
ry to
impo
se a
dditi
onal
rest
rain
ts f
or th
e sa
ke o
f a
stud
ent's
ow
n su
cces
s. T
hat's
indi
vidu
aliz
atio
n to
o.W
e ha
ve m
entio
ned
the
impo
rtan
ce o
f fi
eld
trip
s in
the
Com
mun
ity's
aca
dem
ic p
rogr
am. S
o of
ten,
they
als
ose
rve
topr
omot
e ca
sual
and
sin
cere
talk
am
ong
stud
ents
and
teac
hers
reg
ardi
ng f
eelin
gs a
nd th
ough
ts to
war
d sc
hool
, lif
e,id
entit
y. A
trip
aw
ay f
rom
the
scho
ol b
uild
ing
depr
essu
rize
sev
eryb
ody
and
spur
s pe
rson
-to-
pers
on h
ones
ty. F
or s
tude
nts,
even
in th
e C
omm
unity
, a te
ache
r do
esn'
t loo
k so
muc
h lik
ea
teac
her
outs
ide
the
scho
ol. H
e w
alks
, he
trip
s, h
e ri
des
subw
ays,
he
goes
to th
e ba
thro
omhe
's h
uman
. The
mas
ksha
ve a
way
of
crum
blin
g in
a c
row
ded
elev
ator
or a
roun
d a
hot d
og s
tand
.T
his
shre
ddin
g of
mas
ks ta
kes
plac
e na
tura
lly in
the
110
122
Com
mun
ity th
roug
h th
ese
trip
s, th
roug
h w
eekl
y ad
viso
rse
ssio
ns in
whi
ch e
very
one
talk
s ab
out a
nyth
ing,
adv
isor
cons
ulta
tions
, the
fiv
e-on
-one
s, a
nd th
e na
tura
l nev
er-e
ndin
gre
latio
nshi
ps th
at g
row
dur
ing
ever
y da
y. A
n at
mos
pher
ede
velo
ps in
whi
ch s
tude
nts
and
teac
hers
are
take
n as
equ
ally
dese
rvin
g of
res
pect
and
in w
hich
it w
ould
be
dow
nrig
htri
dicu
lous
to ig
nore
the
soph
istic
atio
n of
any
one'
s fe
elin
gsor
to b
elie
ve th
at m
utua
l tru
st c
anno
t cro
ss th
e ba
rrie
rs o
f age
.T
here
is a
noth
er a
djun
ctiv
e de
vice
at w
ork
in th
eC
omm
unity
to d
eal w
ith is
sue
of p
erso
nal g
row
th. Y
.O.U
.gr
oups
com
mun
icat
ion
grou
psth
e ac
rony
m b
eing
mor
eim
port
ant t
han
the
offi
cial
"Y
outh
Ope
ratin
g fo
rU
nder
stan
ding
," w
ere
inst
itute
d at
our
high
sch
ool t
wo
year
sbe
fore
the
Lea
rnin
g C
omm
unity
beg
an a
nd r
emai
na
scho
ol-
wid
e se
rvic
e. L
ucki
ly b
oth
Bill
and
Dav
ew
ere
trai
ned
tole
ad th
ese
mild
enc
ount
er s
essi
ons,
the
goal
of
whi
chis
not
ther
apeu
tic, b
ut s
impl
y th
e pr
ovid
ing
ofan
env
iron
men
t to
mak
e it
easy
and
com
fort
able
for
teen
s to
get
to k
now
them
selv
es.
Whe
n w
e m
et to
pla
n th
e C
omm
unity
, Bill
and
Dav
epu
shed
har
d to
mak
e th
ese
grou
ps, w
hich
they
had
foun
d so
wor
thw
hile
, reg
ular
fac
ets
of th
e C
omm
unity
for
ever
yone
.T
he r
est o
f us
wer
e le
ss th
ansu
re.
"Is
it re
ally
goo
d to
for
ce s
tude
nts
to b
e in
thes
ein
tens
ive
grou
ps?"
"I'm
not
so
sure
I b
elie
ve in
that
kin
d of
thin
g fo
rm
ysel
f. I
t all
stri
kes
me
as s
omew
hat a
rtif
icia
l.""T
he C
omm
unity
itse
lf h
as m
any
of th
esa
me
ends
.Sh
ould
n't w
e re
ly o
n it?
Won
'tm
ass
Y.O
.U. g
roup
s w
eake
nth
e ef
fect
iven
ess
of o
ur p
rogr
am?"
We
fina
lly c
ompr
omis
ed b
y ar
rang
ing
spec
ial
grou
ps f
orC
omm
unity
stu
dent
s bu
t on
a so
lely
vol
unta
ry b
asis
.A
ssu
ch, t
hey
prov
ide
still
ano
ther
out
let f
or th
e fr
ustr
atio
nsan
d ho
pes
and
fear
s of
our
stu
dent
s.A
s th
ey e
xist
, the
for
mal
mec
hani
sms
blen
d w
ith th
ein
tang
ible
s of
the
dyna
mic
s of
the
Lea
rnin
g C
omm
unity
toal
low
indi
vidu
als
to g
row
and
dev
elop
as y
oung
men
and
wom
en.
111
123
One
of
thos
e in
tang
ible
s is
sim
ply
that
the
Lea
rnin
gC
omm
unity
is a
gre
at p
lace
to b
e. L
et n
ot a
ll th
e he
avy
philo
soph
y of
pre
cedi
ng c
hapt
ers
obsc
ure
this
cen
tral
lyim
port
ant f
act:
the
Lea
rnin
g C
omm
unity
is f
un. W
e en
joy
bein
g w
ith e
ach
othe
r. W
e en
joy
help
ing
each
oth
er. W
hile
the
rest
of
the
scho
ol p
onde
rs o
ver
why
ther
e is
so
muc
hst
uden
t apa
thy
and
teac
her
apat
hy a
nd la
ck o
f sc
hool
spi
rit,
we
are
havi
ng a
bal
l.In
add
ition
to a
ll th
e ev
ents
we
have
des
crib
ed a
s pa
rtof
the
acad
emic
pro
gram
. the
re a
re tr
ips
and
excu
rsio
ns a
ndpa
rtie
s an
d di
nner
s an
d Sa
turd
ay f
ootb
all g
ames
and
Sun
day
bicy
cle
ride
s ar
rang
ed ju
st s
o w
e ca
n co
ntin
ue to
be
with
each
oth
er. A
lum
ni a
re a
lway
s dr
oppi
ng b
y to
join
us,
keep
ing
our
hist
ory
aliv
e. A
nd g
radu
atio
n is
a p
ecul
iarl
y sa
dda
y.W
e ha
ve li
tera
lly lo
st c
ount
of
the
num
ber
of ti
mes
pare
nts
have
told
us,
or
wri
tten
to u
s: "
John
ny lo
ves
com
ing
to s
choo
l. I
don'
t bel
ieve
it."
And
we
have
lost
cou
nt o
f ho
w o
ften
we'
ve to
ld th
at to
fello
w te
ache
rs in
the
mai
n sc
hool
. The
y ca
n't b
elie
ve it
.W
e be
lieve
it, a
nd w
e sm
ile a
lot.
Let
us
tell
a fe
wst
orie
s th
at h
ave
put s
ome
of th
ose
smile
s on
our
fac
es.
Som
e ar
e dr
amat
ic; s
ome
are
just
nic
e. T
hey
will
dem
onst
rate
bet
ter
than
any
thin
g ho
w th
e in
divi
dual
exi
sts
in o
ur L
earn
ing
Com
mun
ity.
Joey
told
his
adv
isor
that
he
felt
"str
ange
shi
fts
in h
ispe
rson
ality
." H
e w
as a
bsol
utel
y un
able
to c
ope
with
them
and
was
rea
lly q
uite
sca
red.
The
sch
ool's
gui
danc
e co
unse
lor
had
know
n of
Joe
y's
infe
rior
ity c
ompl
ex a
nd f
its o
fde
pres
sion
and
had
, in
fact
, rec
omm
ende
d th
at h
e jo
in th
eC
omm
unity
. Joe
y w
as c
erta
inly
doi
ng w
ell e
noug
hac
adem
ical
ly in
the
Com
mun
ity in
con
tras
t to
his
care
er a
ttw
o ot
her
high
sch
ools
and
was
mor
e re
laxe
d an
d m
ore
will
ing
to ta
lk to
and
dea
l with
oth
er p
eopl
e. T
his
is w
hat
mad
e hi
m c
onfi
de in
us
that
he
had
a lo
t mor
e to
cop
e w
ithth
ough
he
was
n't q
uite
sur
e w
hat.
All
the
syst
ems
of th
eC
omm
unity
wer
e se
t in
oper
atio
n fr
om a
dvis
or c
onsu
ltatio
n
112
124
to Y
.O.U
. gro
up w
ith B
ill to
fiv
e-on
-one
to D
ave'
sre
com
men
datio
n fo
r ou
tsid
e, p
rofe
ssio
nal t
hera
py. W
ere
all
his
prob
lem
s so
lved
? H
ardl
y. B
utw
e w
atch
ed J
oey
grow
up
in th
at y
ear.
We
saw
him
res
pond
ing
toou
r af
fect
ion,
show
ing
us s
ome
of h
is o
wn,
and
wor
king
toov
erco
me
his
diff
icul
ties.
The
fir
st p
aren
ts' n
ight
we
plan
ned
incl
uded
the
usua
lta
lk o
f pr
ogre
ss a
nd th
e ha
ndin
g ou
t of
eval
uatio
ns.
The
stud
ent c
omm
ittee
that
mad
e th
e ar
rang
emen
ts f
orit
deci
ded
that
it s
houl
d be
as
diff
eren
t fro
m r
egul
ar p
aren
ts'
nigh
ts a
s th
e C
omm
unity
is f
rom
reg
ular
sch
ool.
Thu
s,th
eypr
epar
ed a
buf
fet o
f sa
ndw
iche
s an
d co
ffee
and
cak
e,pr
oduc
ed a
var
iety
sho
w a
nd u
sher
ed a
nd h
oste
d th
eev
enin
g.
A g
irl w
rote
in h
er th
eme
log:
"H
ere
in th
e L
earn
ing
Com
mun
ity w
e ha
ve p
eopl
e w
ho a
re r
eally
exc
eptio
nal,
but
we
don'
t ido
lize
them
. I th
ink
that
's g
ood
beca
use
ther
e is
n't
any
jeal
ousy
that
way
. Som
e pe
ople
(lik
e R
amon
) w
hoyo
uth
ink
is ju
st a
reg
ular
all-
okgu
y is
gre
at in
cer
tain
fie
lds
(lik
e m
ath)
. You
'd n
ever
kno
w th
is u
ntil
you
have
a c
erta
inpr
oble
m a
nd h
ave
to a
sk s
omeo
ne f
or h
elp.
The
reas
on, I
feel
, is
that
in th
e L
earn
ing
Com
mun
ity th
ere
isa
genu
ine
spir
it of
uni
ty. P
eopl
e do
n't w
ant t
o be
abo
ve o
ther
s.T
hey
all w
ant t
o be
equ
al a
nd n
ot h
urt a
nybo
dy's
fee
lings
thro
ugh
conc
eit.
Eve
ryon
e tr
ies
to h
elp
ever
yone
els
e an
dso
don
'tin
tend
to b
ecom
e he
roes
to b
e co
nsid
ered
fau
ltles
s."
For
thre
e ye
ars,
Ter
ry e
xist
ed a
t the
sch
ool w
ithvi
rtua
lly c
ompl
ete
non-
acce
ptan
ce b
y hi
spe
ers.
Wor
se, h
ew
as th
e ta
rget
of
ridi
cule
. Em
otio
nally
imm
atur
e w
ithno
sens
e of
inte
rper
sona
l rel
atio
nshi
ps, T
erry
's s
tutte
ring
was
the
imita
tor's
del
ight
. He
join
ed th
e C
omm
unity
as a
sen
ior.
In a
n ea
rly
Eng
lish
skill
s cl
ass,
he
was
cal
led
on to
rea
d hi
spo
em. T
here
was
a s
patte
ring
of
gigg
les
and
jeer
sas
he
stum
bled
thro
ugh
his
firs
t sen
tenc
e. T
he la
ught
erfa
ded
asth
e ot
her
stud
ents
(as
they
told
us la
ter)
rea
lized
that
that
113
125
kind
of
crue
lty h
ad n
o pl
ace
in a
Com
mun
ity. A
t the
end
of
Ter
ry's
rea
ding
, the
stu
dent
s, h
avin
g lis
tene
d to
him
for
the
firs
t tim
e in
yea
rs, b
roke
into
sin
cere
app
laus
e at
wha
tth
eir
colle
ague
had
acc
ompl
ishe
d.
A s
tude
nt s
aid
duri
ng o
ne a
dvis
or s
essi
on, "
I've
neve
rfe
lt so
muc
h tr
ust a
nd g
uida
nce
com
ing
from
so
man
ype
ople
. I c
an't
get o
ver
it."
Bob
by h
ad jo
ined
a Y
.O.U
. gro
up to
hel
p ri
d hi
mse
lf o
fhi
s sh
ynes
s. O
ne e
veni
ng h
e ap
pear
ed a
t the
doo
r an
dsp
otte
d a
new
fac
e. B
ill h
ad in
vite
d a
frie
nd o
f hi
s to
sit
inon
the
sess
ion.
Ter
rifi
ed, B
obby
spu
n ar
ound
and
sta
rted
for
hom
e. B
ill r
an a
fter
him
and
ple
aded
with
him
to r
etur
nev
en if
he
wan
ted
to k
eep
his
mou
th s
hut t
hat n
ight
. Bob
byre
turn
ed a
nd h
e ta
lked
. Slo
wly
at f
irst
, he
talk
ed to
all
of u
sat
all
diff
eren
t tim
es. H
e st
arte
d ge
tting
invo
lved
in a
ll ki
nds
of C
omm
unity
act
iviti
es a
nd s
peak
ing
up in
cla
ss a
ndse
min
ars.
Tod
ay, B
obby
bea
rs li
ttle
rela
tion
to th
e sc
ared
kid
of th
at n
ight
two
year
s ag
o.
Luc
y ha
d be
en th
e cl
assi
cal d
isci
plin
e pr
oble
m in
the
mai
n sc
hool
. If
ther
e w
as a
rul
e, s
he w
as b
ound
to b
reak
it.
She
join
ed th
e C
omm
unity
. We
expe
cted
the
wor
st, b
utno
thin
g ha
ppen
ed. O
h, s
he b
roke
the
scho
ol d
ress
reg
ulat
ions
once
or
twic
e, b
ut a
fter
we
expl
aine
d ou
r po
sitio
n ab
out
scho
ol r
ules
, tha
t cea
sed.
Her
adv
isor
, one
aft
erno
on, a
sked
her
the
pecu
liar
ques
tion,
"H
ow c
ome
you
have
n't b
een
apr
oble
m h
ere?
""I
don
't kn
ow. T
here
's n
o re
ason
to b
reak
rul
es. I
love
the
Com
mun
ity. I
don
't w
ant t
o m
ake
trou
ble
for
it."
We
wer
e m
eetin
g ab
out t
he p
lann
ed m
ini-
cour
ses
whe
nw
e w
ere
info
rmed
that
Mik
e's
fath
er h
ad d
ied.
"Wow
, tha
t's a
sha
me.
We'
ll ha
ve to
do
som
ethi
ng, g
et'a
gro
up to
go
to th
e fu
nera
l and
sen
d fl
ower
s."
"Yea
h, I
'll c
all M
ike
late
r af
ter
we
fini
sh w
ith th
is m
ini-
cour
se s
tuff
."
114
126
It w
as th
e fi
rst p
erio
d of
the
day
of th
e fu
nera
lw
hen
ast
uden
t scr
eam
ed, "
Thi
s is
dis
grac
eful
. We'
resu
ppos
ed to
be
a C
omm
unity
, but
wha
t do
we
do to
hel
p a
guy
who
se f
athe
rju
st d
ied?
Not
hing
. Not
eve
na
stud
ent d
eleg
atio
n!"
"Oh,
no.
We
com
plet
ely
forg
ot. D
amn.
We
hear
dab
out
it th
e ot
her
day,
but
com
plet
ely
forg
ot. Y
ou're
righ
t. T
hat
stin
ks. W
ell,
liste
n, w
e ca
n co
ver
this
less
onto
mor
row
.W
e've
got
som
ethi
ng m
ore
impo
rtan
t now
."W
ith a
n ex
plan
ator
y w
ord
to th
e re
st o
fus
, the
ent
ire
clas
s le
ft s
choo
l to
atte
nd th
e se
rvic
es f
or M
ike'
sfa
ther
.
An
alum
nus
wro
te, "
The
re's
one
real
ly im
port
ant t
hing
abou
t lif
e in
the
Com
mun
ity. W
e al
l lik
edto
be
ther
e."W
e av
oid
thin
gs w
e do
n't l
ike.
I h
ave
seen
my
frie
nds
try
to a
void
sch
ool o
r at
leas
t ign
ore
it be
caus
e th
eydi
dn't
like
it. "The
re w
as a
lot o
f se
riou
s ha
rd w
ork
at th
eC
omm
unity
, but
it w
asne
ver
grim
or
dull.
Fun
and
laug
hter
play
an
impo
rtan
t par
t in
the
lear
ning
expe
rien
ce. L
earn
ing
shou
ld n
ot b
e te
nse
and
fear
ful;
it sh
ould
be
plea
sura
ble.
Tha
t's th
e w
ay it
was
in th
e L
earn
ing
Com
mun
ity."
115
127
4.
128
...ee
.
Epi
logu
e
E E
RS
CH
OO
LL
NE
BE
ST C
OPY
AV
AIA
BL
E12
9
You
've
gone
to th
e fi
nest
sch
ool
all r
ight
, Mis
s L
onel
yB
ut y
ou k
now
you
onl
y us
ed to
get j
uice
d in
it.
Bob
Dyl
an, "
Lik
e a
Rol
ling
Ston
e" 1
8
130
The
fac
t is
obvi
ous:
eve
n in
the
"fin
est,"
eve
n in
the
"bes
t,"of
sch
ools
, the
re a
re th
ose
who
can
't co
pe. I
n la
rger
inst
itutio
ns, e
ven
the
"fin
est,"
she
er b
igne
ss b
ecom
esop
pres
sive
as
a "g
reat
est g
ood
for
the
grea
test
num
ber"
philo
soph
y th
at r
elie
s on
a m
onol
ithic
str
uctu
re m
ilita
tes
agai
nst t
he g
reat
est g
ood
for
thos
e st
uden
ts w
ith u
niqu
ese
nsiti
vitie
s or
inse
curi
ties
and
for
thos
e la
bele
d as
aca
dem
icor
soc
ial "
reje
cts"
and
for
thos
e ex
trao
rdin
arily
tale
nted
or
gift
ed. Ano
ther
too
obvi
ous
fact
: the
sys
tem
, the
rou
tine,
the
supe
rstr
uctu
re o
f la
rge
high
sch
ools
can
som
etim
es in
culc
ate
in it
s st
uden
ts a
nd te
ache
rs s
uch
apat
hy, s
uch
bore
dom
,su
ch d
ista
ste
for
lear
ning
as
to a
liena
te e
ven
the
secu
re a
nd"n
orm
al"
and
actu
ally
cre
ate
"Mis
s an
d M
iste
r L
onel
ys."
With
thes
e da
nger
s in
min
d, s
choo
l adm
inis
trat
ors
mus
tse
ek to
pro
vide
in th
eir
scho
ols
alte
rnat
ive
mod
es o
fed
ucat
ion
to m
eet t
he d
iffe
rent
nee
ds o
f di
ffer
ent s
tude
nts.
AL
earn
ing
Com
mun
ity is
suc
h an
alte
rnat
ive.
We
do n
ot c
laim
that
a L
earn
ing
Com
mun
ity is
bes
t for
all s
tude
nts.
The
re is
no
"bes
t," n
o ob
ject
ivel
y su
peri
or w
ayto
lear
n. T
here
are
, how
ever
, bes
t pro
gram
s fo
r di
ffer
ent
indi
vidu
als.
Our
Lea
rnin
g C
omm
unity
has
pro
vide
d th
est
uden
ts o
f ou
r hi
gh s
choo
l with
a c
hoic
e. F
or th
e st
uden
tsw
ho h
ave
sele
cted
it, i
t has
off
ered
the
best
cha
nce
at th
eac
hiev
emen
t of
thei
r pe
rson
al a
nd a
cade
mic
goa
ls, t
heir
bes
tpr
epar
atio
n fo
r co
llege
and
life
. And
sin
ce a
Lea
rnin
gC
omm
unity
com
bine
s so
man
y al
tern
ativ
es a
nd c
hoic
es a
ndop
tions
with
in it
, it i
s a
good
fir
st s
tep
for
a sc
hool
des
irin
gto
wid
en it
s de
fini
tion
of s
econ
dary
edu
catio
n.A
Lea
rnin
g C
omm
unity
, as
we
have
des
crib
ed it
, is
not
an e
cono
mic
bur
den
on it
s pa
rent
sch
ool,
mak
es v
astly
mor
eus
e of
the
scho
ol p
lant
and
the
com
mun
ity's
res
ourc
es, d
eals
with
stu
dent
s w
ho w
ould
oth
erw
ise
frus
trat
e m
ain
scho
olfa
culty
and
adm
inis
trat
ors
as w
ell a
s th
emse
lves
, pay
s st
rict
atte
ntio
n to
the
obje
ctiv
e cr
iteri
a sc
hool
off
icia
ls a
nd p
aren
tsar
e ri
ghtly
con
cern
ed w
ith: e
ntra
nce
exam
s, c
olle
ge e
ntra
nce,
scho
lars
hips
; and
, ind
eed,
is a
bsol
utel
y th
e be
st p
repa
ratio
nfo
r th
e hu
ndre
ds o
f L
earn
ing
Com
mun
ity-l
ike
prog
ram
s
119
131
spri
ngin
g up
in th
e na
tion'
s co
llege
s an
d un
iver
sitie
s.M
ost s
tude
nts
and
teac
hers
, of
cour
se, w
ill r
emai
n in
the
mai
nstr
eam
. Eve
n in
trad
ition
al s
truc
ture
s, h
owev
er,
proc
edur
es s
ugge
sted
in th
is b
ook
can
be in
stitu
ted
to m
ake
depa
rtm
ents
and
cou
rses
and
teac
hers
mor
e re
spon
sive
to th
ein
divi
dual
stu
dent
s th
ey s
erve
.In
rec
ent y
ears
, the
med
ia h
as p
ublic
ized
the
retu
rn in
man
y sc
hool
s to
hyp
er-t
radi
tiona
l str
uctu
res
in r
eact
ion
agai
nst t
he e
duca
tiona
l fad
s of
the
sixt
ies.
Sim
ulta
neou
sly,
thou
gh, a
ltern
ativ
es s
uch
as th
e L
earn
ing
Com
mun
ity h
ave
grow
n an
d fl
ouri
shed
. The
tren
d is
gro
win
g cl
eare
r. N
ow th
atth
e re
volu
tion
is o
ver,
we
can
conc
lude
that
dif
fere
nt s
yste
ms
of le
arni
ng s
houl
d no
t be
at w
ar w
ith e
ach
othe
r, b
ut c
an c
o-ex
ist.
If w
e ar
e to
be
mor
e co
ncer
ned
with
the
educ
atio
n of
our
youn
g pe
ople
and
less
with
the
egot
ism
of
"my
syst
em is
bette
r th
an y
ours
," w
e m
ust b
egin
to a
gree
that
div
ersi
ty is
the
key
to th
e fu
ture
. Sch
ools
and
sch
ool s
yste
ms
mus
t beg
into
pro
vide
the
wid
est p
ossi
ble
rang
e of
pro
gram
s, f
rom
the
mos
t to
the
leas
t rig
id, a
nd m
atch
them
to th
e sk
ills
of th
eir
teac
hers
and
the
capa
bilit
ies
of th
eir
stud
ents
. The
goo
d of
the
stud
ents
, not
the
vict
ory
of a
ny o
ne th
eory
or
educ
atio
nal "
ism
," s
houl
d do
min
ate
our
scho
ols.
120
1.32
J32
SN
otes
1. B
udd
Schu
lber
g, O
n T
he W
ater
fron
t (A
Sam
Spi
egel
Prod
uctio
n, r
elea
sed
by C
olum
bia
Pict
ures
, 195
4).
2. N
eil P
ostm
an a
nd C
harl
es W
eing
artn
er, T
he S
choo
lB
ook
(New
Yor
k: D
elac
orte
Pre
ss, 1
973)
,p.
39.
3. C
harl
es E
. Silb
erm
an, C
risi
s in
the
Cla
ssro
om (
New
Yor
k: R
ando
m H
ouse
, 197
0), p
. 23
4. A
ltern
ativ
e Sc
hool
s (A
rlin
gton
, Va.
: Nat
iona
l Sch
ool
Publ
ic R
elat
ions
Ass
ocia
tion,
197
2), p
. 45.
5. H
erbe
rt R
. Koh
l, T
he O
pen
Cla
ssro
om (
New
Yor
k:T
he N
ew Y
ork
Rev
iew
, 250
W. 5
7th
St.,
1001
9, 1
969)
p. 3
3
6. B
eatr
ice
and
Ron
ald
Gro
ss, "
A L
ittle
Bit
of C
haos
",Sa
turd
ay R
evie
w (
May
, 197
0), p
. 42.
7. R
esea
rch
by L
arry
L. S
mile
y as
rep
orte
d in
Inf
orm
alE
duca
tion
(Arl
ingt
on, V
a.: N
atio
nal S
choo
l Pub
licR
elat
ions
Ass
ocia
tion,
197
2), p
. 52.
8. P
aul S
imon
, "K
odac
hrom
e" (
New
Yor
k: C
hari
ng C
ross
Mus
ic, I
nc.,
1973
).
9. N
eil P
ostm
an a
nd C
harl
es W
eing
artn
er, T
each
ing
As
ASu
bver
sive
Act
ivity
(N
ew Y
ork:
Del
ta B
ooks
, Del
lPu
blis
hing
Co.
, Inc
., 19
69),
p. 3
.10
. Mic
hael
A. M
cDan
ield
, "T
omm
orow
's C
urri
culu
mT
oday
" in
Lea
rnin
g Fo
r T
omor
row
, ed.
Alv
in T
off
ler
(New
Yor
k: V
inta
ge B
ooks
, Ran
dom
Hou
se, 1
974)
,p.
105
.
11. A
ltern
ativ
e Sc
hool
s, p
p. 4
4-5.
12. J
ohn
Hol
t, Fr
eedo
m a
nd B
eyon
d (N
ew Y
ork:
E.P
. Dut
ton
& C
o., I
nc.,
1972
), p
. 91.
122
133
13. E
dwin
Mas
on, C
olla
bora
tive
Lea
rnin
g (N
ew Y
ork:
Scho
cken
Boo
ks, 1
973
[by
arra
ngem
ent w
ith A
gath
onPr
ess,
Inc
., ©
1972
1), p
. 161
.14
. Hen
ry F
. Bee
chho
ld, T
he C
reat
ive
Cla
ssro
om (
New
Yor
k: C
harl
es S
crib
ner's
Son
s, 1
971)
, p. 1
87.
15. H
erm
ann
Hes
se, B
enea
th th
e W
heel
tr. b
y M
icha
elR
olof
f (N
ew Y
ork:
Ban
tam
Boo
ks, 1
970)
, pp.
11-
12.
16. B
lais
se P
asca
l, Pe
nsee
s, n
o. 8
7.17
. Eri
ch F
rom
m, T
he A
rt o
f L
ovin
g (N
ew Y
ork:
Har
per
&R
ow, P
ublis
hers
, 195
6), p
. 86.
18. B
ob D
ylan
, "L
ike
a R
ollin
g St
one,
" (N
ew Y
ork:
M. W
itmar
k &
Son
s, 1
965)
.
123
134
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