Why we think 1970s Open Education failed, and considering what the truth really is...

There are some of us who remember a time, both in the US and the UK, when education seemed to be in search for humanity. In this period test scores mattered less than accomplishments, students became far more involved in, and responsible for, educational decisions, responsibility was something it was assumed children and adolescents could handle, and pedagogy began to meet students where they were. It was a time when teachers and even administrators began to rebel against the American factory schools and the British Disraeli-designed colonial education system.

1975 Open Classroom

Today we are taught that this period was a chaotic failure, but the truth lies elsewhere, and the reason we are told of this "failure" can be keenly instructive.

Little Rock, Arkansas in school integration crisis of 1957 - before

Robert Kennedy touring
eastern Kentucky, 1968

We tend now, after years of political conservatism, to look back at the 1960s and 1970s as a time of dangerous and ineffective turmoil, of assassinations, riots, disruptions, inflation, and the decline of traditional values. Thus we rarely understand the accomplishments. But between 1960 and 1976 a vast number of Americans, including Women, African-Americans, and even some Latinos and Gays,were liberated from those traditional values, with earthshaking changes made in legal racial segregation, legal limitations of women's educational opportunities, job opportunities, and pay, legal exploitation of farm workers, legal arrests for consensual sexual activity between adults. The now much maligned War on Poverty lifted tens of millions of Americans - mostly white Americans to be clear - from "developing world" levels of poverty, by redistributing income from the Northeast and West Coast to states like Kentucky, West Virginia, Tennessee, Alabama, Mississippi, and Texas. When Republicans now say that the American poor have a lot more than the poor elsewhere, that is only true because of The Great Society program, its welfare structures, Medicaid, Medicare, and rural electrification.

"Still, a broad range of researchers interviewed by The New York Times stressed the improvement in the lives of low-income Americans since Mr. Johnson started his crusade. Infant mortality has dropped, college completion rates have soared, millions of women have entered the work force, malnutrition has all but disappeared. After all, when Mr. Johnson announced his campaign, parts of Appalachia lacked electricity and indoor plumbing." (Lowrey, The New York Times, 2014)

And in those years Americans made "old age" much less miserable by increasing income and supporting health care, ended the nation's first ongoing "peacetime" military draft, began enforcing actual rights in the criminal justice system, began allowing the wide use of contraceptives, put men on the moon, invented and built the internet, began cleaning up an environment toxified by years of industrial abuse, began making cars safer, more efficient, and less polluting, forced a corrupt US President to resign, limited the ability of the government to legally spy on citizens without warrants obtained openly, and radically expanded educational opportunity from pre-school through graduate schools.

Poverty rate with/without "Great Society" programs
Graphic, Washington Post (2014)

Maybe not a "golden age," but few periods have seen anywhere near that level of national accomplishment.

Among those accomplishments was broad progress against a systematized and legalized "achievement gap." Whereas in 1960 US classrooms, despite increasing numbers of Dewey-influenced classroom designs with large windows, movable furniture, and doors to the outside, were generally a one-size-fits-all environment of desks in rows, the teacher standing at the front with her or his blackboard, and mind-numbingly boring readers and textbooks turned to the exact same page by every student, by the late 1970s many, many students were experiencing something quite different - from Cuisinaire Rods for math, to Bank Street Readers, from desks grouped into table-like settings to new choice in secondary pathways, from New Math and Whole Language reading to a dramatic widening of the literary canon, from massive changes in dress codes and disciplinary codes to a few radical experiments in grading.

before... the Leave it to Beaver classroom

Classroom Discipline 1950s - as relevance and connection are beginning to be considered

These changes combined with racial integration and the massive expansion of very low-cost (or even effectively free) state university systems to radically alter opportunity in America.

Led by New York (State - expanding from about 35,000 students in 1959 to over 400,000 in 1975 - and City) and California, public universities expanded massively in this period, "In the year before Rockefeller became governor, New York State budgeted $44.5 million for the state university. In 1973, Rockefeller’s last year in office, SUNY state purposes budget was $464.4 million."

At the heart of all of this, however, was an inclusiveness previously unavailable in American or British classrooms, an inclusiveness born of abandoning both the "Protestant Church" classroom model (pews in rows, worshippers staring straight ahead, minister up front as the single focus, everyone in the same book, on the same page, at the same moment), and the "factory school" model (cells and bells).

"What is most striking is that there are no desks for pupils or teachers. Instead, the room is arranged as a workshop.

"Carelessly draped over the seat, arm, and back of a big old easy chair are three children, each reading to himself. Several other children nearby sprawl comfortably on a covered mattress on the floor, rehearsing a song they have written and copied into a song folio.

"One grouping of tables is a science area with . . . magnets, mirrors, a prism, magnifying glasses, a microscope. . . . Several other tables placed together and surrounded by chairs hold a great variety of math materials such as “geo blocks,” combination locks, and Cuisenaire rods, rulers, and graph paper. . . . The teacher sits down at a small round table for a few minutes with two boys, and they work together on vocabulary with word cards. . . . Children move in and out of the classroom constantly." - The New York Times Magazine 1971, as quoted by Larry Cuban

If this sounds a great deal like what progressive school systems are attempting to create today, well then you can understand the ongoing appeal of "human education" to those constantly and continually seeking to undo the industrial education model, from John Dewey to Marie Montessori to John Holtto Neil Postman to Alfie Kohn. Actually, this battle goes back much further, to the initial struggle between those who believed in William A. Alcott's humanistic schools of the 1830s and 1840s, and those who believed in the Prussian Model of factory preparation and compliance training imported by Horace Mann in the 1840s and Henry Barnard in the 1850s.

"Mann grew up in Massachusetts during the early part of the 19th century, where religious tension between Protestants and Catholics dominated public life. Parochial schools, in his view, only reinforced these divisions. The Prussian model, on the other hand, was designed to build a common sense of national identity.

"Applied back home, Mann thought, large groups of students learning together would help to blur the divisions among religious groups and establish a more unified and egalitarian society. And as that model became the American blueprint, Mann's vision ultimately became the foundation for our national system of schooling.

"Mann's vision also made sense for the industrial age in which he lived. The factory line was simply the most efficient way to scale production in general, and the analog factory-model classroom was the most sensible way to rapidly scale a system of schools. Factories weren't designed to support personalization. Neither were schools." - Joel Rose, The Atlantic, 2012

The alternative vision, beginning with Alcott, had children moving about, wondering, investigating, and established multiage environments with children learning from each other. Even the technologies Alcott pushed into American schools - the individual student slate and the big "Black-Board" - were designed to elicit student independence and collaboration. The slate allowed children to lower the cost of failure by not making writing the permanent thing it was with ink. The Black-Board allowed students to gather together on a large surface to work. The individual student desk allowed children to get up and move when they needed to, without kicking each other as happened with benches, "To some children, five minutes would be long enough ; and to most, ten minutes would he the full extent of what would be useful," Alcott noted about sitting still.

So, this tension between industrial education - education as a combination of filtering the population into "useful careers" and education as a method of instilling moral rules on the poor and different - and human education, where children were expected to be children, learning, playing, exploring. And the power in this battle has shifted back and forth over the 180 years of public (state) education.

There isn't any set of age limits in the theories behind the humanistic vision, nor limitations of income class or rural/urban - though in the years since the Reagan Administration the practice is far more common among the wealthy than the poor, and far more common in elementary than secondary. At the peak of political acceptance the concepts reached from kindergarten through high school, with the idea that freedom and responsibility were built in tandem, and that maximum freedom worked most effectively for those whom "regular school" had failed: "The School without Walls was a public school that accepted many of the young people for whom there was really no place anyway, who had already suffered debasement at the hands of parents, other school officials, welfare officers, truant officers, police officers. Parkway offered immunity to truants and “misbehavers” and instead of operating like a waiting room, in which students become accustomed to confinement until the time is right to release them on the assembly line, the school most radically unleashed these young people upon the city itself, asking them to recognize it and use it as their own," writes Sasha Moniker of Philadelphia's legendarily effective Parkway Program. In New Rochelle, New York, the Program for Inquiry, Involvement, and Independent Study - a creation of local teacher Alan Shapiro, NYU professor Neil Postman, and New Rochelle High School Principal James Gaddy, could boast that, "Ninety-seven percent of a 1980s 3I graduating class attended four-year colleges and universities, compared to a regular-school continuing-education rate that was much lower despite including vocational schools and military service," and despite a very high rate of special needs and behavioral issue students. "The traditional dynamic of student as recipient of the teacher’s knowledge was replaced by the question of what kind of experience will be valuable when studying a particular subject. Fundamental to such a situation is the premise, shared by [Elizabeth Cleaners Street School] and Parkway, that teachers are students and students are teachers," writes Moniker, and this altered the essential colonial structure of school - the missionary structure of the classroom in which teachers attempted to 'save and enlighten' those 'in the dark' - and which thus allowed a vastly wider range of students to find success. Even in this over-tested century, "Vicki Gustavson, president of the Connecticut Association of Alternative Schools and Programs and a teacher at the Wallingford Alternative High School, said there was a shorter day — and no clocks or bells — at her school. “Alternative schools are really the grass-roots effort to make sure that no child is left behind because these students would have fallen through the cracks and dropped out of high school,” she said" in The New York Times, and, in the same article, "The [Great Neck, NY] Village School chooses students based largely on referrals, transcripts and their individual needs, and tends to attract an unusually large percentage of special education students — about 50 percent— even though it does not offer special education services beyond that of a traditional high school. Mr. Goldberg said that students with learning disabilities and social and emotional issues often found their problems exacerbated by the stress of a traditional high school."

Open education, the open classroom and the schools-without-walls, succeeded when teachers understood the idea, had time to learn this radically new format, and were given the time, space, and resources to build a new system. The chaotic failures were the result of the opposite - unprepared teachers dumped into vast undifferentiated rooms by incompetent administrators, and schools where the political will to truly embrace universal access to learning did not exist.

"By itself, dividing a classroom into interest areas does not constitute open education; creating large open spaces does not constitute open education; individualizing instruction does not constitute open education. . . . For the open classroom . . . is not a model or set of techniques, it is an approach to teaching and learning.

"The artifacts of the open classroom–interest areas, concrete materials, wall displays–are not ends in themselves but rather means to other ends. . . . In addition, open classrooms are organized to encourage:
• Active learning rather than passive learning;
• Learning and expression in a variety of media, rather than just pencil and paper and the spoken word;
• Self-directed, student-initiated learning more than teacher-directed learning." - The Open Classroom Reader, 1973, Charles Silberman as quoted by Larry Cuban

So, did "Open Education" fail? That's a key question - because it is that assumption which lies behind every teacher, administrator, politician, or parent who says, dismissively, "we tried that before." But to answer the question, perhaps we first must decide whether the purpose of education is social reproduction and wealth preservation, or if it is to expand opportunity for the widest range of children and for society itself.

Because in terms of expanding opportunity, no period can touch the years between 1965 and 1985, the high water mark of alternative education and humanistic educational theories. The mixture of changed pedagogies, racial integration, and aggressive anti-poverty efforts - all of which began to be dramatically undone once Ronald Reagan's "Morning in America" entered its second four years - altered, fundamentally, the achievement gap which leaders like Barnard, Elwood Cubberley, and Woodrow Wilson had built into the system.

The data to prove this comes in many forms - in the success of the graduates from the period, those who built the new American information age. In the way the US adapted to a completely changed economic reality with the leadership of the much maligned "Generation X." And in the data itself, the longitudinal test results over the past 40 years.

Alumni of Chicago's Metro High School (1970-1989)

As these changes took many forms, the opportunities opened, and thus the achievement gap closed. Children and adolescents were no longer dissed the minute they entered school, and "at risk" students, whether at risk due to poverty, race, or disability, found an educational system far more willing to meet them where they were. Is it any surprise there was success?

1960 Reader

1972 Reader

OK, still doubt this? Let's look at the data:

"Actual research on the effectiveness of alternative education in the 1970s was thin at best, and much of it was comprised of self-studies and impressionistic data. A review of research on alternative schools by Daniel Duke and Irene Muzio in 1978 concluded that data in 19 evaluations and reports examined did not permit any generalizations about the effectiveness of these schools in educating students. What was clear from the research, however, was students' attitudes about themselves and about school were more positive in alternative settings than in the conventional schools they had previously attended. Other reviews of research on alternative schools in the late 1970s drew the same conclusion. Studies also indicated that positive changes in student' attitudes about schools contributed to higher attendance rates and lower incidence of dropout in alternative schools, particularly among "special needs" students, those "at risk" of failure and/or dropout." (Neumann 2003, p.186)

If I take this paragraph and break it apart based on what I understand about educational research, I see that, back in the 1970s, studies of "alternative educational environments" were often "self-studies" - like, I suppose, those done by Robert Marzano and Robert Slavin in this century - and that they failed to include enough "numbers" - of course in a time of relatively few standardized tests, outside of New York State - but that the clear indications were the same as those claimed - but not quite yet substantiated - by the KIPP Foundation which has caused the federal government to pour millions into that program.

But we can get to numbers if we must, despite schools which were notoriously hard to describe via numbers.

Life Magazine, December 17, 1971

Despite that difficulty, however, the numbers, through the National Assessment of Educational Progress (NAEP), we can find evidence much more clear than that for almost anything on the Department of Education's "What Works" Clearinghouse.

The school without walls, Philadelphia's Parkway Program, by John Bremer, Michael Von Moschzisker (1971)

For those whose elementary experience began to be radically different in the mid-1960s and 1970s, the gains at the end of high school - for those traditionally "filtered out," were both remarkable and unmatched. For those at the top, nothing went down.

For those entering their high school senior year, the smallest reading achievement gap
was achieved by those entering school in the mid-1970s, the high point of open education theories.
Four years later, as Reaganism began to have influence, the gap had widened.

The same evidence is clear in mathematics, the much maligned "New Math" led to the
smallest historic racial achievement gap.

The same curve is obvious among those reaching middle school, the growth in achievement for those "at risk" was greatest with "New Math" and "Whole Language" and open classrooms, and it pushed that stubborn "achievement gap" to historically low levels.

For children entering school between 1970 and 1978 the reading achievement gap
was cut in half on the NAEP measurements by age 13, to a level not matched since.

For both African-American and white students, the 1970s were clearly the high point of achievement. Now the political narrative we hear is quite different, but that's why, here, I am using their "facts" and not just the observational data which indicates happier, more engaged, more likely to stay-in-school students.

The peak of equality of outcomes (17-year-olds in the darkest line), came for those
students most impacted by the open education movement.

Is every bit of the above debatable? Well, of course. Its especially debatable within the context of my argument. I have three things going on - racial integration, open education, and dramatic anti-poverty programs all coalescing, and augmented by a fourth, the rapid expansion of very inexpensive university opportunity, so, what was the most important factor? Was there a most important factor?

But what seems difficult to argue is what is often argued - that the educational paradigms of the 1970s proved to be a complete failure - or that open education was a failure - or that open education represented a decline in educational standards. None of the quantitative data supports that view at all. Neither does any of the observed qualitative data.

So when people say, "we tried that before," perhaps it is time to say in reply, "yes, and it worked."

- Ira Socol

Focused Chaos

When we created this video - Growing Iridescent Classrooms - we were really tapping into the basic learning idea of this century, an idea which has been growing and developing since the 1960s.

Growing Iridescent Classrooms

The ideas, in which 19th century factory production techniques are replaced by much free-er, much more human paradigms, might best be illustrated in the three videos below...

ABC's Nightline asks IDEO to recreate the shopping cart, 1999

There are a few phrases of vital importance in these videos. "Not organized chaos," IDEO's boss says, "focused chaos." For he finds too much organization self-defeating. You must "hire people who don't listen to you," he says, "but corporate America" - and I might add, most educational systems - "aren't ready for that." Ideas need "eclectic teams" - not all people with similar educational backgrounds, not all people with similar training. "In an innovative culture you can't have a hierarchy," he adds, noting that ideas flow from everybody.

We must get out into the world and observe, counting "seat time" is absurd. We must "have wild ideas. If everyone only came up with appropriate ideas, you wouldn't have any points to take from, to get to really innovative ideas." The team must do the evaluating. "Enlightened trial and error," "fail your way to success." Places of innovation are playful.

Now IDEO, and other groups, corporate and non-profit, from NASA to Data General, from Mozilla to Twitter, from Push Pin Studios to Xerox PARC, wherever true learning gets to run and move toward the future, we find the kind of chaos which allows new concepts to both emerge and be tested.

The era of the "open classroom" primary and "school-without-walls" secondary -
that much maligned time of "new math" and "whole language" - produced the thinkers
who revolutionized the world, creating Microsoft, Apple, Google, the supercomputer...

I was helping my sister's family move from California to Massachusetts when I entered my brother-in-law's new place of work. I entered a huge space filled with guys in shorts and T-shirts riding bikes and skateboards, laughing, yelling, throwing frisbees, footballs, baseballs... And I realized that this workplace, at that moment creating the world's most powerful computer, looked a whole lot more like my "free school" alternative high school than like any workplace for which the traditional classroom was prepping us.

I like this review of Tracy Kidder's capturingof the essence of that space...

"When you're young and you get interested in something, you get passionate about it. Maybe it's because you don't know the importance of money and responsibility yet, but you really get into a sport, or hobby, or any other interest, and you do that hobby or play that sport, you write stories or fix cars, making whatever sacrifices you need to just so you can do this thing you love, not because you want to make money at it, or gain respect or admiration, but because it gives you priceless rewards and satisfaction."

And that passion, that messy and barely controlled excitement, is what I see at places like Bridge21Learning, what I see at CoderDojos, what I see when I see kids at play, in fields, on streets, or online, what I see in good primary/elementary schools, but which I rarely see in secondary schools. - or in the often worthless virtual environments created by most educational software developers.

Play. Joy. Chaos. Argument. Movement. Absurdity. Laughter. Human Observation. These are all required parts of the kind of learning which leads to creation rather than replication.

Embracing the chaotic nature of learning... An Australian school at work

There's a point here. Schools must trust childhood and children. They must embrace the search-for-the-new of adolescence. They must stop trying to turn kids into compliant adults destined to build iPads for $8.00 a day. Instead they must help develop young adults who have kept their wonder and width of vision intact. Talking to Irish educators last month in Tipperary, I noted that their nation's exam driven secondary school system left Trinity College's Medical School with great test takers who were so clueless about the world that the first thing they need is art classes, so they can learn to see and describe. If Irish kids, or American kids, came out of secondary schools that looked a lot more like IDEO, that problem wouldn't exist. And, a whole lot more students would want to come to school, instead of trying to get out of it.

- Ira Socol

Appreciating a certain teacher

I had a pretty miserable time in "K-12" education. Hell, I've had a pretty miserable time in all my time as a "student." It's not that I'm not good at learning. I love learning. I think most of us do, but "school" is not traditionally about learning, but rather about arbitrary rules and arbitrary rankings - and I do not like either.

Yet, within a range of horrors that "school" has been for me, there are amazing bright spots... and those bright spots are almost all related to great teachers. A third grade teacher, Mrs. Janowitz, who let me show what I could do with music and architecture and made school a little bit safe. A sixth grade teacher, Martin McNeil, who understood an 11 - 12-year-old boy's needs for certain forms of space. Alan Shapiro, who I spent four years with (formally) as teacher, mentor, advisor, friend, and who showed me what education could be. Joe Kuszai, at Michigan State University, who gave me space as an artist to grow and learn and even lead. Antonio Diaz, police sergeant and lawyer in the New York City Police Academy who focused on what I could do, not on what I could not. Y.S. Lee at Pratt Institute, a master teacher who understand the purpose of education. Jonathan White and Kathy Bailey, life changing educators in Criminal Justice at Grand Valley State University, and Alexandra Gottardo and Elizabeth Schaughency, not just great teachers and colleagues, but the "special educators" who truly transformed my life.

below: Alan Shapiro on education, unionization, life...

I can bring myself all the way to the present and Punya Mishra, Lynn Fendler, and Susan Peters at MSU's College of Education.

And I sincerely thank everyone of these brilliant people... but, and in part inspired by Charles Blow, as "Teacher Appreciation Week" begins - and as people like Barack Obama and Arne Duncan begin their faux statements after years of teacher bashing - I want to speak about one teacher in particular.

Her name is Ruth Socol, and she's my mom.

I can remember when she began teaching - I can remember when she graduated from Hunter College - probably mostly focused on adding a touch of income stability to the family. She began teaching in a pre-union time, earned almost nothing and had any chance at free time taken up supervising playgrounds and cafeterias. I remember her up till all hours of the night at this little desk which sat by the front door working on lessons, working on grading. I remember her taking all sorts of summer jobs to help make ends meet.

But that's not what I want to write about.

Not her teacher pic... (obviously)... but my Ma as a young bride was
"movie star" beautiful... and this is an incredible photograph

I want to write about the fighter. My mom never accepted the status quo. She sure could have done all her work and gone home. There sure was plenty to do at home, and honestly, for the time, the schools she taught in were pretty good. But she wasn't satisfied, at any level.

She fought really hard for unionization and the AFT - few elementary teachers pushed very hard for this, it was mostly a secondary thing - but she battled for it. It not only meant decent pay, it meant having a real voice. And when it came down to a big strike over teacher power in the schools - as much as it hurt her to do so - she was part of a small picket line outside of a huge elementary school.

My mom taught third grade, which
featured Dick and Jane in Streets and Roads
when she began

But even more critically, she fought for kids, every day. She pushed for "open classrooms," literally knocking down walls between rooms in order to build a multiage space with no desks, and almost no chairs, where kids could move and get comfortable and progress at their own rate. She pushed her administrators on this, moving them forward, embracing a newly diverse student body and making it work. She spent summers helping to create new - and multimedia - learning materials, leading the push to kick "Dick and Jane" out of the schools. Leading the push to bring manipulatives into maths. (I clearly remember a few summers, around age ten, when I had piles of Cuisinaire Rods to play with...)

She visited her students' homes. She talked to them in the supermarket. She individualized her lessons and fought against homework. And she observed and observed and observed.

"If I could do one thing," she told me when I was maybe 16, "it would be to never push any kid to read before third grade. Most aren't ready for it, and every year my room is filled with eight-year-olds who hate reading and never want to see a book again."

She was among the earliest teachers I knew to toss classroom furniture and replace those desks and chairs with carpet and pillows because, as she said, "kids hate those chairs." Now, her students were no different than any other students, and what she was seeing was no different than what anyone else was seeing, but she simply wouldn't accept what she knew didn't work.

She fought and she worked and she fought for everything that was right for kids, for her community. And she made a real difference. Hardly a month goes by in which I don't get a message in Facebook from one of her ex-students. "Am I her son?" "How is she?" "Please tell her that she changed my life." All this about a woman kids met at age eight.

Anyway, I am her son, and I am the continuation of her life work. She is doing great, she's healthy and active and living well. And thank you, because she changed the lives of many, in really important ways, as so many great teachers do.

From childhood, from my mom, I learned that there is no profession more important to society than teaching. And for all these years, I've wished our culture recognized that.

Happy Teacher Appreciation Week to my Ma, to every teacher. And Happy Mother's Day too.

- Ira Socol

Why space matters

A very long time ago I was a young architecture student in Brooklyn. Pratt Institutes's School of Architecture was, at that time, a wild, ungraded, non-competitive place with no dominant style, and only, perhaps, a commitment to contextualism and social justice holding it together. One night they showed The Fountainheadand the the audience in Higgins Hall booed Howard Rourke/Gary Cooper intensely at the end. Ayn Rand's selfishness would find no footholds in the Fort Greene of the 1980s, but I digress...

In a design studio one semester we were greeted with a poster announcing a contest to design "The McDonald's of the Future." At first this seemed frivolous - we had been working on things like libraries, hospitals, the Vietnam Veterans' Memorial - and now? Fast food?

But encouraged to take it seriously I began an investigation which changed my sense of design forever.

I grabbed a sketchbook. And with that sketchbook I wandered through every fast food restaurant I could find. The urban storefront ones in downtown Brooklyn and the standardized suburban restaurants. I also plumbed my memory, thinking of that "first" McDonald's on US-1, and the trips there in the old Rambler. All of us eating in the car - there was no inside. And thinking of one winter night, stumbling off a frozen Interstate 96 in Brighton, Michigan - hitch-hiking between East Lansing and Ann Arbor - and finding the warm glow of a McDonald's on the horizon.

The original McDonald's design, success through subtraction

I realized that no building I had ever seen was more "purpose-built" than a McDonald's restaurant. Everything, absolutely everything, was design to (a) lure you in, (b) make you hungry, (c) get you out, and (d) make it easy to clean up after you. Other fast food buildings of the time, though often pretty good at expressing their differences (Wendy's were carpeted with those plastic Tiffany lamps - attempting to say "upscale," Burger Kings were "woodier" - more "adult"), didn't come close.

Example: All the Burger Kings of the time had their service window just inside the doors, on the left as you entered, with "dining" space on the right. All "new" McDonald's of the time (those 'post-Golden Arches') had the service counter in the back. If you drove, or walked, past a Burger King you saw people waiting in line, if you you rode, or walked, past a McDonald's you saw happy people eating.

Example: The McDonald's of the 1980s might be garish inside, but it glowed yellow - a warm glow of childhood memory - to all of my age who had discovered it as children. Burger Kings and Wendy's looked dim from outside. Fine if you were headed to a pub, but... And why did we have such great childhood memories? Not because of what McDonald's had added to the American Drive-In, but what was taken away. The restaurants which went global under Ray Kroc eliminated four 1950s/early 1960s mainstays which attracted crowds of rowdy teens - the car hops, the juke box, the public phone, the cigarette machine - and thus made "Micky D's" the place families went.

OK, this isn't really about McDonald's. It's about your school.

What is your school designed to do?

The typical American school follows the design parameters laid down by Henry Barnard in the 1840s. He took the school room as designed by William Alcott two decades earlier and assembled it into a factory for learning. "Double-loaded" corridors created an assembly line for the Prussian System of learning according to chronological age - further separated by room (secondary) or by the clock (primary) into discrete areas of study. "The Facher system, as it is termed in Germany where it is most popular, consists in employing separate teachers for separate studies, or as we should apply it here, for distinct departments of government, and of instruction. This is the principle on which instruction in our colleges and most of our higher seminaries is given, and is in reality the mixed method carried to its highest perfection. The vital error in our common schools, as they are now organized, is the practice of employing one teacher for the government and instruction of fifty or sixty children of every age, of both sexes, in a great variety of studies, and in different stages of proficiency in each study." (Barnard 1848 p.80)

Barnard is very specific: "The school-room should be a parallelogram, the length about twice the breadth." (p. 81) "The lower parts of the windows should be at least 6 feet from the floor, in order that the light may not be inconvenient, and the walls be at liberty for the reading lessons, etc., which are to be attached to it." (p.81) "The center of the platform is the place for the masters desk; and on each side there may be a small desk for the principal monitors." (p.81) "The entrance door should be on the side of the platform, in order that visitors on entering the school, may have a commanding view of all the children at once." (p.82) "Over the black-board, are the printed and written alphabet, arithmetical and geometrical figures, the pauses, &c., for copying or general exercise." (p.95)

Barnard describes everything, from desk heights to symmetry in entrance halls. He establishes the need to truly separate the classrooms from the play-grounds. He installs blinds on the windows. Thankfully, he sets ventilation requirements. And, in so many ways, the schools he describes are those we have today.

What are your schools designed to do?

The last time people really tried to re-imagine the American school building it produced the "open classroom schools" which are now all carved up. These schools were built around big open spaces designed for between 100 and 150 children, which can be brilliant, unless, as all these schools attempted, you try to run 4 or 6 traditional classes in each giant space. Teachers tried to do just that, and the "open classroom" - and school re-design - got a bad reputation because of a complete failure of school leadership to re-imagine learning.

But it is time. Today, from the first moment your kids arrive at school we divide them and organize them. We tell them that the absolute priority is to get where they've been told to go on time. Should that be our first message? Today we announce to children that learning happens in a specific place - their specific place. That learning happens now, but not then. That learning is something which starts and stops according to Pavlovian training. Are those the messages we intend to send? Today we continue to divide children up, not by interests or passions, not even by specific capabilities as William Shearer (1894) wanted, but first by age and then - typically - by chance - you got this teacher and you got that teacher.

And then we line our students and teachers up as eggs in a crate. Isolated. Disconnected. If kids here are learning this, kids there gain nothing from it.

But our schools could be different. Take a look at these Danish schools... one newly built (top), one renovated (bottom)...

These schools send different messages, require different pedagogies, and create an entirely different sense of what learning means. They are not the schools of 1848 or 1898 or 1948 or even 1988, but then, our students are going to emerge into the world of 2018 and 2038, and if we look at workplaces even today - say Google or Quicken Loans or YNNO or Haworth or wherever, you will find that today's work environments don't much look like your schools either. Your schools are designed to turn out employees who work in offices like those picture in Jack Lemmon's The Apartment, or who work in factories best portrayed in Charlie Chaplin's Modern Times. Even the American universities we are supposedly preparing our children for long ago abandoned most of the nonsense... the rigid time schedules, the lack of recess, the required attendance, the assigned seating, the lack of choice which characterize huge parts of our school design. Can anyone besides our US President who has actually seen both a KIPP school and an Ivy League campus actual think that the former - in any way - preps students for success at the latter?

So take a walk around your school. Think, "spaces matter." Consider, even if you cannot reconstruct, how to re-imagine. Where can kids - of all ages - sit and collaborate in your hallways? Why do you have desks in your classrooms? Don't kids hate sitting there? Why do you have whiteboards mounted in one place? Wouldn't tablets or tabletPCs be better? Why do you have bells and discrete subjects? Shouldn't learning be integrated? Why do you have grades set by age? Aren't you eliminating both mentoring and the chance to rush ahead? Why would a teacher ever close their classroom door? Should learning be a secret?

Spaces matter because as human animals we all respond to our environments. And if your kids are all sitting at desks, if your classroom has a "teaching wall," you are back with Henry Barnard, you are creating children prepared for the world he wanted.

If that's not what you want, re-think, and re-design.

- Ira Socol