Reproductions supplied by EDRS are the best that can be … Saber-Tooth Curriculum 17 ODEN...
179
DOCUMENT RESUME ED 462 361 SO 033 624 AUTHOR Reynolds, Karen TITLE A School of Our Own: Where the Children Live. PUB DATE 1997-00-00 NOTE 353p.; Ph.D. Dissertation, University of Alberta. PUB TYPE Dissertations/Theses Doctoral Dissertations (041) EDRS PRICE MF01/PC15 Plus Postage. DESCRIPTORS *Educational Philosophy; Educational Research; Educational Theories; Foreign Countries; Internet; *School Culture; *Schools IDENTIFIERS Canada; Conversation; Educational Criticism; *Narrative Inquiry; Personal Experiences; Sense of Place; Weaving ABSTRACT This dissertation is a story of schooling. It weaves a vision of schooling into several versions and at least three "places" where schooling can happen--up to 2020 A.D. and beyond. The stories are built on the weaving metaphor and a profound sense of place. This paper presents one individual's experiences that are weaved into and through a conversation with a granddaughter and a great-granddaughter, a Book of Schools, a historical journey through research, and a fictional journey through the Internet. In telling the story of these utopian schools, the paper puts forth a plan for the "ideal" school in the daily life of a community. Within this plan, children engage fully in the place where they "live." Parents, community members, and resources are integral to the daily happenings. Each child works at what interests him or her, yet the learning often revolves around a particular "place" created in the classroom or found in the community. As one student becomes interested in the Amazon jungle, for example, the other students are drawn in and the classroom itself becomes an imaginary jungle, where the children then live and learn. The paper researches schooling environments ranging from one-room schoolhouses and tutoring to private, public, boarding, non-coercive, home, charter, and virtual schools. Resources used in the research include: "The Once and Future King," "The Dead Poet's Society," and literary works by Steiner and Dewey. The paper demonstrates that throughout the research one overall theme evolved: each school is different and each school has an impact. Each story is intended to perturb the reader, to push boundaries, and expand comfort zones. It is an exploration that weaves in and out of the question of "what school can and should be." (Contains 167 references.) (BT) Reproductions supplied by EDRS are the best that can be made from the original document.
Transcript of Reproductions supplied by EDRS are the best that can be … Saber-Tooth Curriculum 17 ODEN...
-
DOCUMENT RESUME
ED 462 361 SO 033 624
AUTHOR Reynolds, KarenTITLE A School of Our Own: Where the Children Live.PUB DATE 1997-00-00NOTE 353p.; Ph.D. Dissertation, University of Alberta.PUB TYPE Dissertations/Theses Doctoral Dissertations (041)EDRS PRICE MF01/PC15 Plus Postage.DESCRIPTORS *Educational Philosophy; Educational Research; Educational
Theories; Foreign Countries; Internet; *School Culture;*Schools
IDENTIFIERS Canada; Conversation; Educational Criticism; *NarrativeInquiry; Personal Experiences; Sense of Place; Weaving
ABSTRACTThis dissertation is a story of schooling. It weaves a
vision of schooling into several versions and at least three "places" whereschooling can happen--up to 2020 A.D. and beyond. The stories are built onthe weaving metaphor and a profound sense of place. This paper presents oneindividual's experiences that are weaved into and through a conversation witha granddaughter and a great-granddaughter, a Book of Schools, a historicaljourney through research, and a fictional journey through the Internet. Intelling the story of these utopian schools, the paper puts forth a plan forthe "ideal" school in the daily life of a community. Within this plan,children engage fully in the place where they "live." Parents, communitymembers, and resources are integral to the daily happenings. Each child worksat what interests him or her, yet the learning often revolves around aparticular "place" created in the classroom or found in the community. As onestudent becomes interested in the Amazon jungle, for example, the otherstudents are drawn in and the classroom itself becomes an imaginary jungle,where the children then live and learn. The paper researches schoolingenvironments ranging from one-room schoolhouses and tutoring to private,public, boarding, non-coercive, home, charter, and virtual schools. Resourcesused in the research include: "The Once and Future King," "The Dead Poet'sSociety," and literary works by Steiner and Dewey. The paper demonstratesthat throughout the research one overall theme evolved: each school isdifferent and each school has an impact. Each story is intended to perturbthe reader, to push boundaries, and expand comfort zones. It is anexploration that weaves in and out of the question of "what school can andshould be." (Contains 167 references.) (BT)
Reproductions supplied by EDRS are the best that can be madefrom the original document.
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ed a
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ed fr
om th
e pe
rson
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tion
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it.
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nges
hav
e be
en m
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e re
prod
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n qu
ality
.
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nts
of v
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ions
sta
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isdo
cum
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l OE
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on o
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UN
IVE
RS
ET
Y O
F A
LBE
RT
A
A S
choo
l of O
urO
wn:
Whe
re th
e C
hild
ren
Live
by
Kar
en R
eyno
lds
PE
RM
ISS
ION
TO
RE
PR
OD
UC
E A
ND
DIS
SE
MIN
AT
E T
HIS
MA
TE
RIA
L H
AS
BE
EN
GR
AN
TE
D B
YA
dis
sert
atio
n su
bmitt
ed to
the
Fac
ulty
of
Gra
duat
e S
tudi
es a
nd R
esea
rch
in p
artia
l ful
film
ent o
f the
req
uire
men
tsfo
rT
O T
HE
ED
UC
AT
ION
AL
RE
SO
UR
CE
SIN
FO
RM
AT
ION
CE
NT
ER
(E
RIC
)th
e de
gree
of
1D
OC
TO
R O
F P
HIL
OS
OP
HY
DE
PA
RT
ME
NT
OF
ELE
ME
NT
AR
Y E
DU
CA
TIO
N
Edm
onto
n, A
lber
taS
PR
ING
, 199
7
BE
ST
CO
PY
AV
AIL
AB
LE
23
-
AB
ST
RA
CT
A S
choo
l of O
ur O
wn:
Whe
re th
e C
hild
ren
Live
is a
stor
y of
sch
oolin
g.It
vent
ures
to w
eave
a v
isio
n of
scho
olin
g in
to s
ever
al v
ersi
ons,
at l
east
thre
e P
LAC
ES
whe
re s
choo
ling
can
happ
enup
to 2
020
A.D
. and
bey
ond.
The
sto
ries
are
built
on
the
wea
ving
met
apho
r an
d a
prof
ound
sen
se o
f pla
ce. E
xper
ienc
es o
f the
aut
hor
wea
ve
them
selv
es in
to a
nd th
roug
h a
conv
ersa
tion
with
her
gran
ddau
ghte
r an
d he
r gr
eat-
gran
ddau
ghte
r, th
roug
h a
Boo
k of
Sch
ools
, an
hist
oric
al jo
urne
y th
roug
h th
e
rese
arch
(A
Log
book
), a
nd a
fict
iona
l (an
d cr
itica
l)
jour
ney
(con
vers
atio
n) th
roug
h th
e In
tern
et. I
n te
lling
the
stor
y of
thes
e ut
opia
n sc
hool
s, th
e au
thor
cre
ates
a
plac
e fo
r sc
hool
in th
e da
ily li
fe o
f the
com
mun
ity. T
he
child
ren
enga
ge fu
lly in
the
plac
e; th
ey L
IVE
ther
e.
Par
ents
and
com
mun
ity m
embe
rs a
nd r
esou
rces
are
inte
gral
to th
e da
ily h
appe
ning
s of
A S
choo
l. E
ach
child
wor
ks a
t wha
t int
eres
ts h
im/h
er, y
et th
e le
arni
ng o
ften
revo
lves
aro
und
a pa
rtic
ular
pla
ce c
reat
ed in
the
clas
sroo
m o
r fo
und
in th
e co
mm
unity
. As
one
stud
ent
beco
mes
inte
rest
ed in
the
Am
azon
jung
le, f
or e
xam
ple,
the
othe
rs a
re d
raw
n in
and
the
clas
sroo
m b
ecom
es a
jung
le...
whe
re th
e ch
ildre
n liv
e..,
and
lear
n.
Fro
m th
e on
e-ro
om s
choo
lhou
se a
nd tu
torin
g to
priv
ate
scho
ols,
boa
rdin
g sc
hool
s, n
on-c
oerc
ive
scho
ols,
4
free
sch
ools
, hom
e sc
hool
s, c
hart
er s
choo
ls a
nd v
irtua
l
scho
ols,
the
jour
ney
of r
esea
rch
incl
udes
sto
ries
(The
Onc
e
and
Fut
ure
Kin
g ),
mov
ies
(Dea
d P
oet's
Soc
iety
), a
nd
Sum
mer
hill,
Sud
bury
Val
ley,
Mon
tess
ori,
Ste
iner
, and
Dew
ey, f
or e
xam
ple.
Eac
h sc
hool
is d
iffer
ent;
each
sch
ool
has
an im
pact
. Eac
h st
ory
is in
tend
ed to
per
turb
the
read
er, t
o pu
sh b
ound
arie
s, a
nd e
xpan
d co
mfo
rt z
ones
. It i
s
an e
xplo
ratio
n th
at w
eave
s in
and
out
of t
he q
uest
ion
of
"wha
t sch
ool c
an a
nd s
houl
d be
".
In th
e en
d, th
e jo
urne
y co
mes
toge
ther
in c
onve
rsat
ion
on th
e In
tern
et w
here
a w
ide
varie
ty o
f int
eres
ted
com
men
tato
rs/c
ritic
s en
ter
livel
y an
d fe
isty
con
vers
atio
n
over
A S
choo
l of O
ur O
wn
in a
gen
tler
retu
rn to
conv
ersa
tion
with
the
gran
ddau
ghte
r an
d...
anot
her
Pla
ce!
5
-
DE
DIC
AT
ION
Thi
s th
esis
is d
edic
ated
to th
e ch
ildre
n fo
r w
hom
it w
as w
ritte
n:
Lee-
Ann
a
Sco
tt
Dyl
an
and
all t
he o
ther
s w
ho c
ry o
ut
to b
e ab
le to
LIV
E in
thei
r le
arni
ng, i
n th
eir
scho
ols. 7
6
-
AC
KN
OW
LED
GE
ME
NT
S
I wou
ld li
ke to
ack
now
ledg
e m
y ve
ry g
reat
app
reci
atio
n fo
rth
e su
ppor
t and
enc
oura
gem
ent o
f all
my
frie
nds
and
fam
ijyin
this
end
eavo
r in
clud
ing:
Dai
yo S
awad
a fo
r hi
s ne
ver-
endi
ng p
atie
nce,
for
his
will
ingn
ess
to fo
reve
r re
-wea
ve th
e st
orie
s an
d ta
lk o
fm
ore
plac
es,..
and
for
bein
g th
ere;
Larr
y B
eauc
ham
p fo
r hi
s co
ntin
uous
bel
ief t
hat t
hest
orie
s w
ould
unf
old,
for
his
seei
ng th
e vi
sion
... s
om
uch
mor
e th
an m
y vi
sion
;
Lore
ne E
vere
tt-T
urne
r fo
r he
r un
endi
ng s
uppo
rt a
ndw
illin
gnes
s to
go
one
step
bey
ond.
.. an
d th
en a
noth
er;
Rob
erta
McK
ay fo
r ta
king
tim
e to
jour
ney
beyo
nd th
ew
alls
, for
bei
ng w
illin
g to
exp
lore
the
terr
itorie
s;
John
C)s
ter
for
rem
embe
ring
with
me.
.. an
d jo
urne
ying
into
futu
res
beyo
nd th
e pa
st;
Will
iam
Dol
l for
taki
ng ti
me
to jo
in a
nd e
nric
h ou
rco
nver
satio
n, fo
r br
ingi
ng u
s ba
ck to
the
visi
on._
San
dy P
auls
on, m
y hu
mbl
e an
d gr
eat t
each
er;
Bar
b R
eyno
lds
who
con
tinue
s to
see
the
visi
on, w
hobe
lieve
s in
the
drea
m;
Jim
Bad
ry w
ho b
roug
ht fo
rth
the
stor
y...
thro
ugh
his
hors
e-dr
eam
s an
d cl
ear
seei
ng;
Alla
n, m
y so
n, w
ho s
ees
the
"win
dow
" an
d sh
ows
me
clea
r w
ays
for
"my"
sch
ool t
o ha
ppen
, who
say
s, "
Why
don'
t you
ask
them
?";
Rod
, my
son,
who
, for
all
thes
e ye
ars,
has
gen
tlypu
shed
me
to v
entu
re in
to n
ew p
lace
s, w
ho h
as b
een
my
ange
l and
see
n a
"new
life
" w
hen
I cou
ldn'
t; an
d
All
the
peop
le w
ho to
ok ti
me
to li
sten
and
to ta
lk to
me
of s
choo
ls, o
f sch
oolin
g, a
nd th
e dr
eam
s, v
isio
ns, a
ndre
aliti
es th
at "
can
and
shou
ld b
e". I
t has
bee
n a
grea
tjo
urne
y.
9
-
10
TA
BLE
OF
CO
NT
EN
TS
intr
oduc
tion
Pa
9e 1
Sud
bury
Val
ley
Pac
ific
Hig
h S
chop
l
29 34
conv
ersa
tion
1P
HIL
OS
OP
HIC
ALT
ER
NA
TIV
E S
CH
OO
LS40
SA
: Gre
at-G
rand
daug
hter
3M
onte
ssor
i40
tIA: G
rand
daug
hter
10S
tein
er44
Dew
ey47
TH
E B
OO
K O
F S
CH
OO
LS16
Ear
ly C
hild
hood
52T
he A
nim
al S
choo
l16
Fre
ire53
The
Sab
er-T
ooth
Cur
ricul
um17
OD
EN
CLA
SS
RO
OM
S, O
PE
N S
CH
OO
LS55
TU
TO
RS
AN
D M
AS
TE
RS
' AP
PR
EN
TIC
ES
17P
arkw
ay55
The
Onc
e an
d F
utur
e K
ing
17O
ne is
the
Sun
19H
OM
E S
CH
OO
LS56
The
Fift
h S
acre
d T
hing
19H
olt
57T
he U
nsch
oole
rs59
CN
E-
R O
OM
SC
HO
OLH
OU
SE
S2:
0T
he C
lass
ic C
ase
64Li
ttle
Hou
se o
n th
e P
rairi
e21
The
New
Hom
esch
oole
rs66
Ano
ther
Cas
e72
Dr,
Qui
nn, M
edic
ine
Wom
an2:
2
Syr
up P
ails
and
Gop
her
Tai
ls22
TH
E N
EW
NO
N-C
OE
RC
IVE
S74
Win
dsor
Hou
se75
CE
NT
RA
LIZ
ED
SC
HO
OLS
23O
ur M
iss
Bro
oks
CO
MP
UT
ER
SC
HO
OL
78
RIV
AT
E S
CH
OO
LS2;
3G
RA
D S
CH
OO
L78
BO
AR
DIN
G S
CH
OO
LS24
EF
FE
CT
IVE
SC
HO
OLS
80D
ead
Poe
t's S
ocie
ty24
Unu
sual
ly E
ffect
ive
Sch
ools
80T
he E
ffect
ive
Sch
ools
Mov
emen
t80
Sis
ter
Act
24S
heila
Mor
rison
Sch
ool
24S
CH
OO
LS T
HA
T W
OR
K83
Goo
dlad
83A
LTE
RN
AT
E S
CH
OO
LS25
Woo
d84
Ser
vice
Lea
rnin
g88
NO
N-
C O
ER
CIV
E S
CH
OO
LS27
Fis
ke88
Sum
mer
hill
27S
MA
LL R
UR
AL
SC
HO
OLS
90
11
-
A S
choo
l in
the
Pin
es91
Inte
rnet
145
Ale
x T
aylo
r C
omm
unity
Sch
ool
91N
et P
als
145
A M
OD
ER
N S
CH
OO
L94
Inte
rnet
146
CH
AR
TE
R S
CH
OO
LS94
Wha
t Kin
d of
a P
lace
is It
?T
he T
each
ers'
Res
pons
ibili
ty14
615
5
MR
TU
AL
SC
HO
OLS
95C
hild
ren
Can
't D
o T
hat
Lear
ning
vs
Sch
oolin
g15
716
6
conv
ersa
tion
97R
esou
rces
Res
ourc
eful
ness
169
171
Fre
edom
and
Imag
inat
ion
173
A S
CH
OO
L'S
LO
GB
OO
K,
TR
AG
ED
Y O
F T
HE
CO
MM
ON
S
99 99W
hat K
ind
of a
Pla
ce is
It?
176
BA
LAN
CIN
G A
CT
99co
nver
satio
n18
4W
EA
VIN
G A
S T
EA
CH
ER
100
Ref
eren
ces
191
CU
RR
ICU
LUM
- A
S-
LIV
ED
101
Bat
eson
101
Brig
gs &
Pea
t10
2B
ohm
& P
eat
103
Car
se10
4
Mat
uran
a &
Var
ela
106
Cap
ra10
6B
erry
107
Koh
ak10
9E
nviro
nmen
tal R
efle
ctio
n11
0T
he Id
ea o
f Pla
ce11
2C
lass
room
as
Pla
ce11
3C
urric
ulum
Pla
ces
115
Chi
ldre
n in
Pla
ce11
6U
topi
an P
lace
s11
8W
eavi
ng a
Pla
ce11
9
A S
CH
OO
L O
F O
UR
OW
N12
0
1213
-
intr
oduc
tion
The
re is
a st
ory
to te
ll, a
sto
ry o
f sch
ools
and
sch
oolin
g.It
hasn
't al
l hap
pene
d ye
t tho
ugh
muc
h of
it h
as. T
he s
tory
ing
is a
proc
ess,
ase
arch
ing
for
unde
rsta
ndin
gth
roug
hw
ritin
g,re
adin
g, a
nd e
xper
ienc
ing
the
stor
ies,
a p
roce
ss ju
st b
egun
... a
ndth
at m
ay c
ontin
ue a
s lo
ng a
s th
e st
ory
exis
ts.
It is
an
hist
oric
alte
lling
in th
at it
brin
gs th
e hi
stor
y of
sch
oolin
g in
to a
nd th
roug
hth
epr
esen
t but
itis
not a
sim
ple
hist
ory.
Itis
anau
tobi
ogra
phic
al te
lling
yet
itis
not
a s
impl
e au
tobi
ogra
phy.
The
re is
with
in it
a d
eep
sens
e of
phe
nom
enol
ogic
al k
now
ing,
ase
nse
of th
e ex
perie
nce.
It re
ache
s w
ithin
.Its
sto
ries
can
lead
(or
push
, pul
l and
pro
pel)
us th
roug
h on
e po
ssib
le s
tory
line,
one
onto
logi
cal v
iew
(or
mor
e) a
nd, i
t is
hope
d, th
ey w
ill b
ring
us b
eyon
d th
em, b
eyon
d ou
r "s
elve
s", i
nto
a vi
ew, p
erha
ps n
ew,
of w
hat s
choo
ling
"can
and
sho
uld
be".
We
have
had
an
opin
ion;
we
seem
ed to
hav
e kn
own
our
own
visi
ons,
but
thro
ugh
thes
est
orie
s an
d th
e jo
urne
y w
e ta
ke th
roug
h th
em, w
e m
ay c
ome
toun
ders
tand
a la
rger
who
lene
ss, p
erha
ps o
ur o
wn.
We
may
disc
over
our
selv
es a
s "e
duca
tors
" an
d w
e m
ay fi
nd s
ome
path
way
s to
whe
re w
e ne
ed g
o fr
om h
ere.
Thi
s di
sser
tatio
n, th
en, i
s an
exp
lora
tion
light
, but
not
to b
eta
ken
light
lya
jour
ney
as in
vita
tion,
a jo
urne
y th
at m
ay g
ode
eper
than
we
may
hav
e ot
herw
ise
gone
.It
is c
hoic
e fo
rco
ntem
plat
ion,
not
sim
ply
a te
xt to
be
read
and
forg
otte
n.It
isan
invi
tatio
n to
look
ben
eath
our
mos
t tre
asur
ed o
pini
ons
and
take
a d
eepe
r jo
urne
y th
an w
e m
ay h
ave
othe
rwis
e ta
ken.
It ha
sw
ithin
ita
poss
ibili
ty fo
r di
scov
ery,
of d
eepe
r so
cial
and
pers
onal
mea
ning
.It
may
per
turb
our
"ta
ken-
for-
gran
teds
" bu
tm
ost o
f all,
it is
an
invi
tatio
n to
look
bey
ond
wha
t we
thou
ght w
e"a
lway
s kn
ew"
and
to s
ee "
hope
" fo
r ed
ucat
ion'
s (a
nd o
ur o
wn)
futu
res.
Unt
il no
w, w
e ha
ve b
uilt
our
stor
y of
sch
oolin
g on
wha
t we
lear
ned
and
expe
rienc
ed in
the
past
, but
we
are
read
y to
mov
ein
to a
futu
re s
o un
like
the
past
it is
unr
ecog
niza
ble
from
our
pres
ent;
it is
a ti
me
of c
hang
e, a
"m
egap
arad
igm
" sh
ift (
Dol
l,19
93)
that
is h
appe
ning
.A
ll ar
ound
us,
cha
nge
is h
appe
ning
just
look
and
you
will
see
.T
he o
nly
cert
aint
y is
cha
nge,
the
futu
rists
tell
us.
Rea
lity
isn'
t wha
t it u
sed
to b
e (A
nder
son,
1990
). W
e ca
n se
e th
at a
pos
t-in
dust
rial,
info
rmat
ion-
lade
n,
14
glob
al c
omm
unity
, thi
s m
ost p
ostm
oder
n of
wor
lds
cann
ot b
e lik
eth
e w
orld
we
once
kne
w a
nd b
elie
ved
in.
We
can
no lo
nger
pret
end
that
it is
.S
o, w
e m
ust c
hang
e...
or a
llow
cha
nge.
.. bu
tho
w?
Whe
re d
o w
e go
from
her
e?
It is
tim
e to
join
in th
e st
ory.
...
conv
ersa
tion
By
now
, the
yea
r is
202
0 (A
.D.)
and
I am
"ol
d en
ough
" to
writ
em
y ow
n m
emoi
rs.
I lik
ely
wou
ldn'
t bot
her
exce
pt th
at I
see
my
grea
t-gr
andc
hild
ren
have
no
idea
wha
t "sc
hool
" w
as a
ctua
llylik
e. T
hey
are
so fr
ee in
thei
r le
arni
ng th
at "
scho
ol"
as I
knew
itis
def
inite
ly a
rcha
ic, a
n id
ea s
o fo
reig
n th
at to
them
it is
"ou
t of
the
dark
age
s". I
n so
man
y w
ays,
I am
gla
d sc
hool
s w
ent t
he w
ayof
the
dino
saur
s,th
e do
dobi
rds,
and
mic
row
ave
oven
s.C
erta
inly
, the
y ou
tlive
d th
eir
usef
ulne
ss.
In m
any
way
s, s
choo
ls a
s I k
new
them
wer
e pr
oduc
ts o
f a d
ark
age.
It w
as a
dar
k an
d sc
ary
time
som
etim
es, e
spec
ially
the
times
of t
rans
ition
(th
e '9
0s a
nd '0
0s).
I thi
nk th
e or
igin
alsc
hool
s(p
ublic
scho
ols,
that
is)
mus
t hav
e be
en g
reat
adve
ntur
es a
t the
ir be
ginn
ings
.C
erta
inly
, the
y w
ere
crea
ted
tofil
l vis
ions
.It
is v
isio
ns s
uch
as th
ose
that
will
gui
de th
is s
tory
;it
is v
isio
n th
at c
an g
uide
our
"go
od"
lives
in s
o m
any
way
s. T
his
seem
s so
app
ropr
iate
bec
ause
it w
as th
e vi
sion
s of
"w
hat
scho
olin
g ca
n an
d sh
ould
be"
that
led
to th
e de
mis
e of
sch
ools
as
we
knew
them
. My
own
visi
ons
wer
e pa
rt o
f tha
t mov
emen
tas
wer
e th
e ch
angi
ng ti
mes
!
Som
eone
sai
d, "
In 1
989,
the
wor
ld c
hang
ed."
It di
d, b
ut w
ew
eren
't aw
are
of h
ow d
rast
ic th
at c
hang
e w
as u
ntil
muc
h la
ter.
We
knew
abo
ut "
rece
ssio
ns"
and
"har
d ec
onom
ic ti
mes
".W
ekn
ew th
at th
e co
ld w
ar w
as o
ver,
the
Ber
lin W
all a
nd th
e U
nion
of S
ovie
t Soc
ialis
t Rep
ublic
s w
ere
no m
ore,
that
a m
ajor
pow
erw
on a
war
at t
echn
olog
ical
-dis
tanc
e an
d so
lost
wor
ld r
espe
ct(t
houg
h th
ey m
ay n
ot h
ave
know
n it
at th
e tim
e). W
e kn
ew th
atth
e B
ritis
h m
onar
chy
was
in s
cand
alou
s tr
oubl
e, th
at h
osta
ge-
taki
ng w
as a
pop
ular
way
to m
ake
a po
litic
al s
tate
men
t, an
dhe
alth
car
e an
d ed
ucat
ion
fell
prof
anel
y to
the
axes
of b
udge
t-ba
lanc
ing,
gov
ernm
ent c
utba
cks
and
priv
atiz
atio
n. W
e w
atch
ed
151
-
as a
borig
inal
peo
ples
hel
d th
eir
com
mun
ities
hos
tage
som
etim
esan
d de
man
ded
gam
blin
g,se
lf-go
vern
men
t and
man
y ot
her
"rig
hts"
, as
an e
stee
med
bod
y of
sen
ator
s al
low
ed c
haos
full
reig
n in
thei
r ch
ambe
rs fo
r a
whi
le, a
s on
e pr
ovin
ce s
plit
itsel
fw
hile
spl
ittin
g fr
om th
e co
untr
y...
and
so o
n.W
e kn
ew "
the
times
wer
e a-
chan
ging
" bu
t we
coul
d no
t com
preh
end
how
dras
tical
ly. N
or h
ow q
uick
ly.
Ith
ink
we
thou
ght t
hese
trou
bled
tim
es w
ould
pas
s, th
atso
meh
ow a
ll w
ould
set
tle d
own
and
be a
s it
was
in th
e "p
ast"
.It
did
not.
It co
uld
not G
loba
l com
mun
icat
ions
had
bro
ught
us
to a
leve
l of a
war
enes
s th
at c
ould
not
then
be
shut
dow
n; w
e kn
ew to
om
uch
and
yet w
e kn
ew s
o lit
tle.
The
re w
as n
o tu
rnin
g ba
ck,
thou
gh m
any
trie
d.T
he "
Inte
rnet
", th
at w
orld
-wid
e w
eb o
f"u
nder
grou
nd"
com
mun
icat
ions
dev
elop
ed b
y th
e m
ilita
ry to
be
inde
stru
ctib
le in
tim
es o
f cris
is b
ecam
e un
stop
pabl
e in
the
hand
s of
"th
e pu
blic
".It
(the
pub
lic)
crea
ted
a ne
twor
k of
com
mun
icat
ion
that
was
wor
ld w
ide,
acce
ssib
le, a
ndun
-ce
nsur
able
. Lite
rally
any
thin
g co
uld
be c
omm
unic
ated
to a
nyon
ean
ywhe
re in
the
wor
ld -
and
it w
as. S
omet
imes
to o
ur d
ism
ayas
chi
ldre
n le
arne
d ho
w to
mak
e bo
mbs
as
wel
l and
as
easi
ly a
sth
ey le
arne
d to
writ
e le
tters
to n
et-p
als
in o
ther
cou
ntrie
s.It
trul
y op
ened
the
door
s of
the
entir
e w
orld
to e
ach
and
ever
ype
rson
who
had
acc
ess
to a
com
pute
r -
and
incr
easi
ngly
that
was
ever
yone
.A
t the
sam
e tim
e, s
atel
lite
com
mun
icat
ion
was
asto
undi
ng th
e w
orld
and
a m
arria
ge o
f tec
hnol
ogie
s (f
ibre
optic
s, te
leph
one
and
cabl
e, a
nd s
atel
lite
tech
nolo
gies
,fo
rex
ampl
e) w
as c
reat
ing
ever
mor
e w
ays
to c
arry
info
rmat
ion
toal
l cor
ners
of o
ur w
orld
s in
ast
onis
hing
way
s.
Eac
hin
nova
tion,
each
dev
elop
men
t, se
emed
an
answ
er to
pray
ers,
som
eone
's p
raye
rs.
Tel
e-m
arke
ting
allo
wed
qui
ckha
ssle
-fre
e sh
oppi
ng (
thou
gh n
o gu
aran
tees
) an
d te
leph
one
tech
nolo
gy a
llow
ed u
s to
do
our
bank
ing,
pay
our
bill
s, g
athe
rin
form
atio
n, c
ompa
re p
rices
,...
.W
e ne
eded
nev
er le
ave
"hom
e".
The
se w
ere
exci
ting
times
but I
am
ahe
ad o
f my
stor
y....
It is
ver
y in
tere
stin
g ho
w I
got i
nvol
ved
in "
educ
atio
n" a
nd th
enin
the
battl
e fo
r a
"bet
ter
way
"by
def
ault!
Whe
n I l
ook
at it
now
it a
ll lo
oks
sote
rrib
ly a
rcha
ic! W
hen
I was
"in
sch
ool",
16
girls
see
med
to h
ave
only
a fe
w c
hoic
es o
f wha
t the
y w
ould
do
"whe
n th
ey g
rew
up"
that
in it
self,
was
arc
haic
!B
ut, m
ostly
,w
e w
ere
limite
d by
our
ow
n lim
ited
visi
on.
I was
sur
e of
wha
t Idi
dn't
wan
t;I t
houg
ht th
at I
shou
ld b
e a
nurs
e or
a te
ache
rth
ose
seem
ed to
be
my
only
cho
ices
. Tw
o gi
rlfrie
nds
and
I wen
tto
the
scho
ol c
ouns
elor
and
ask
ed h
im w
hat w
e sh
ould
"be
". H
elo
oked
at u
s a
few
mom
ents
(ne
ver
open
ed a
file
) an
d th
en s
aid,
"you
sho
uld
all b
e te
ache
rs."
And
so
we
did.
All
thre
e of
us.
Tha
tis
it!V
iew
ed fr
om to
day'
s w
orld
of g
loba
lul
tra-
com
mun
icat
ion,
it w
as n
ot o
nly
arch
aic;
it w
as s
tone
-age
! Mor
edr
amat
ical
ly:
we
didn
't qu
estio
n hi
m!
We
sim
ply
did
as w
ew
ere
told
.I c
anno
t im
agin
e th
e ch
ildre
n of
toda
y do
ing
that
.T
hey
know
so
muc
h m
ore
abou
t the
mse
lves
and
abo
ut th
eir
choi
ces;
they
are
mor
e ed
ucat
ed!
The
chi
ldre
n of
toda
y (A
.D. 2
020)
edu
cate
them
selv
esan
dth
ey d
o it
in th
e pr
oces
s of
thei
r liv
ing.
I lea
rn s
o m
uch
just
from
list
enin
g to
them
.I
part
icul
arly
trea
sure
the
mom
ents
whe
n th
ey a
llow
me
into
thei
r th
ough
t-w
orld
s by
letti
ng m
e re
adth
eir
writ
ten
wor
ks.
Her
eis
a sa
mpl
e fr
om m
y gr
eat-
gran
ddau
ghte
r's le
tter
to a
frie
nd th
at ta
lks
abou
t her
exc
item
ent
in g
oing
to th
e "S
choo
ls M
useu
m".
It se
ems
the
"chi
ldre
n of
toda
y" a
re s
till "
child
ren"
in th
e se
nse
of th
eir
lear
ning
no
mat
ter
thei
r ch
rono
logi
cal a
ge.
But
then
, now
, we
all a
re. M
ygr
and-
daug
hter
, her
mot
her,
is g
row
n no
w a
nd is
stil
l exp
lorin
gw
ith h
er c
hild
ren
and
by h
erse
lf! A
ge, i
t see
ms,
is b
ut a
sta
te o
fm
ind.
It se
ems
we
are
all t
he s
ame
age,
all
lear
ning
... 1
4, 3
4,54
or
74! T
hat i
s ou
r w
ay n
ow.
Gre
at-G
rand
daug
hter
SA
: Yes
!F
inal
ly,
I am
goi
ng to
get
ther
e.R
eadi
ng G
reat
-gr
andm
othe
r's jo
urna
ls a
nd w
atch
ing
the
old
mov
ies
is c
ool,
but v
isiti
ng th
at M
useu
m o
f Sch
ools
will
be
An
Exp
erie
nce,
Ith
ink.
Tra
nspo
rtat
ion
(tra
vel)
is s
uch
a pr
oble
m th
ese
days
...an
d el
ectr
icity
is s
o sc
arce
, it '
s be
en h
ard
for
me
to p
utto
geth
er a
pic
ture
of w
hat i
t rea
lly w
as li
ke to
hav
e to
go
tosc
hool
eve
ry d
ay. E
very
day
. Im
agin
e! G
rand
mot
her
(I c
all
her
that
) ha
s of
ten
moa
ned
on a
nd o
n ab
out t
he "
dem
ise
ofsc
hool
s" a
nd a
t the
sam
e tim
e sh
e ta
lks
on a
bout
all
the
sad
17
-
expe
rienc
es s
he h
ad th
ere.
Esp
ecia
lly th
e "a
cade
mic
" on
es(w
hat a
wor
d!).
The
y se
emed
to b
e su
ch a
was
te o
f tim
e!
She
talk
ed o
f goi
ng to
the
com
mun
ity h
all.
We
still
go
to th
eco
mm
unity
hal
lso
wha
t is
the
diffe
renc
e.I
am c
urio
usab
out w
hat i
s di
ffere
nt in
toda
y's
wor
ld.
Yes
, I r
ealiz
e it
istw
enty
yea
rs a
fter
the
begi
nnin
g of
the
twen
ty-f
irst c
entu
ryan
d a
lot h
as h
appe
ned
sinc
e 19
95 w
hen
Gra
ndm
othe
r st
arte
dhe
r ut
opia
n sc
hool
, but
it is
trul
y ha
rd to
imag
ine
havi
ng a
llth
e ki
ds g
o to
sch
ool l
ike
goin
g to
a ja
il ev
ery
day
just
for
the
conv
enie
nce
of it
.W
hose
con
veni
ence
?! W
hy w
ould
they
do
it? T
oday
we
mig
ht e
ven
find
that
a d
istr
actio
n, fu
n ev
en...
for
a w
hile
. But
we
just
don
't ha
ve th
e tim
e or
see
the
need
for
that
but i
tis
inte
rest
ing
to th
ink
of w
hat c
hang
esth
ose
tota
lly p
rimiti
ve P
Cs
(per
sona
l com
pute
rs)
mus
t hav
em
ade
in th
e liv
es o
f tho
se p
oor
'90s
kid
s. E
spec
ially
at f
irst,
whe
n th
ey a
ctua
lly r
ealiz
ed th
ey d
idn'
t hav
e to
truc
k of
f to
scho
ol e
very
day
just
to le
arn
stuf
f lik
e in
form
atio
n or
toco
mm
unic
ate
with
oth
er p
eopl
e.
It m
ust h
ave
been
the
sam
e w
hen
air
and
high
way
trav
el g
otto
o ex
pens
ive,
whe
n pe
ople
rea
lized
they
did
n't w
ant t
o go
dow
n th
at h
ighw
ay to
wor
k an
d sc
hool
eve
ry d
ay, t
hat t
here
was
eno
ugh
for
them
to d
o in
thei
r ho
me
com
mun
ity, i
n th
eir
hom
e ev
en.
And
whe
n el
ectr
icity
got
sho
rt, i
t mus
t hav
ecr
eate
d m
ore
havo
c, m
ore
adju
stin
gth
ose
habi
ts a
ndpa
ttern
s.It
mus
t hav
e be
en d
ram
atic
to th
ink
of s
harin
gre
sour
ces
in a
hug
e ol
d ga
rgan
tuan
way
. Sha
ring.
We
take
itso
muc
h fo
r gr
ante
d to
day.
I can
not i
mag
ine
havi
ng to
do
all
of e
very
thin
g m
ysel
f, lik
e G
rand
mot
her
desc
ribes
.
Ica
nnot
imag
ine
even
wan
ting
to le
ave
my
hom
e an
dco
mm
unity
eve
ry d
ay ju
st to
go
"out
in th
e w
orld
".I a
mqu
ite c
onte
nt m
ost d
ays
to w
ork
quie
tly w
ith m
y fr
iend
s an
dfa
mily
and
sha
re in
all
the
activ
ities
of t
his
plac
ew
ell,
som
etim
es w
e ar
e no
t so
quie
t as
all t
hat!
I enj
oy th
e ea
sy-
goin
g pa
ce o
f my
days
; I c
hose
to li
ve h
ere!
I lik
e ha
ving
the
choi
ce.
I lik
e ha
ving
acc
ess
to a
ll th
e re
sour
ces
I lik
e an
d I
like
the
easy
com
pani
onsh
ip o
f my
frie
nds
who
sha
re m
yid
eas
mos
tly!
18
I cho
se to
live
in th
is c
omm
unity
bec
ause
I ca
n do
wea
ving
,an
d ar
t her
e.T
here
are
pla
ces
whe
re I
can
be a
lone
, and
ther
e ar
e pe
ople
who
like
dee
p di
scus
sion
sof
suc
h th
ings
as
"Wha
t is
Life
", "
Wha
t is
Edu
catio
n" a
nd "
Why
are
we
Her
e"lik
e I d
o. It
is e
asy
thes
e da
ys to
trav
el th
e gl
obe
and
even
the
gala
xy o
n el
ectr
onic
and
ele
ctric
med
ia...
it is
eas
y to
find
frie
nds
to "
talk
" to
ele
ctro
nica
lly..,
fax
and
mod
em a
nd e
-m
ail a
nd in
tern
et c
onne
ctio
ns a
re in
eve
ry c
omm
unity
cen
tre
and
in m
any
hom
es -
and
ther
e ar
e so
man
y ki
nds
of c
entr
esan
d co
mm
uniti
es!
It is
eas
y to
cal
l up
visu
al im
ages
of t
hepe
ople
we
conn
ect w
ith a
nd it
is e
asy
to fi
nd li
sts
and
lists
of
data
abo
ut a
ny to
pic
imag
inab
le.
It is
eas
y to
exp
erie
nce
thin
gsV
icar
ious
ly;
(Gra
nd-m
othe
rlik
esth
atw
ord!
).V
irtua
l rea
lity
is e
asy
and
so c
omm
on w
e ju
st ta
ke it
for
gran
ted
that
we
can
do a
nyth
ing
we
wan
t to
do. W
e dr
ive
airp
lane
s an
d do
ope
n he
art s
urge
ry, w
hate
ver
we
choo
se to
lear
n to
do,
by
the
sim
ple
flick
of t
he C
D c
ases
. Wha
t is
rare
and
Aw
esom
e is
to fi
nd th
e bo
oks
still
inta
ct.
It's
not o
ften
and
so it
is a
che
rishe
d tr
eat t
o ha
ve th
e ch
ance
to c
uddl
e up
toa
prin
t-m
ediu
mfo
ra
tact
ileth
ree-
dim
ensi
onal
expe
rienc
e an
d it
is e
ven
rare
r an
d m
ore
prec
ious
to b
e ab
leto
acc
ess
the
old
pers
onal
jour
nals
suc
h as
the
ones
of m
ygr
andm
othe
r's I
have
so
luck
ily fo
und.
Mos
tly n
o on
e re
ally
care
sor
at l
east
, the
y th
ink
they
don
't un
til th
ey g
etin
volv
ed in
doi
ng it
like
I ha
ve. T
here
is lo
ts o
f opp
ortu
nity
for
inte
rper
sona
lin
tera
ctio
ns;
ther
ear
elo
tsof
conv
ersa
tions
, and
han
ds-o
n ex
perie
nces
in o
ur o
wn
loca
lco
mm
unity
.In
my
case
the
wea
vers
and
the
loom
s st
and
ther
ere
ady
and
ever
yni
ght
Ica
n jo
ina
stud
y or
conv
ersa
tion
arou
nd th
e fir
epla
ce in
the
com
mun
ity c
entr
eif
I wan
t to.
I can
sha
re m
y th
ough
ts o
n to
pics
that
inte
rest
me
any
time
I wan
t to.
In fa
ct, i
f I d
on't
both
er to
sho
w u
p to
talk
for
a da
y or
so
som
eone
com
es lo
okin
g fo
r m
e to
see
ifan
ythi
ng is
wro
ng.
Inst
ead
of c
ompu
ter
gam
es a
nd o
ld m
ovie
s w
e us
ually
cho
ose
to li
sten
to m
usic
bei
ng p
laye
d on
3D
inst
rum
ents
, to
wan
der
into
the
kitc
hen
and
mak
e th
e po
pcor
n ou
rsel
ves,
and
som
etim
es e
ven
to s
crib
ble
in o
ur o
wn
tech
no-jo
urna
ls in
aco
rner
of t
he r
oom
whi
le a
ll th
e co
nver
satio
ns a
re h
appe
ning
arou
nd u
s.
3
19
-
Iun
ders
tand
it m
ust h
ave
been
a g
reat
rev
olut
ion
whe
nho
mes
choo
ling
mul
tiplie
d an
d w
hen
the
char
ter
scho
ol r
ules
gave
per
mis
sion
to h
ome
com
mun
ities
to e
duca
te th
eir
own
child
ren.
It m
ust h
ave
been
exc
iting
to w
atch
virt
ual s
choo
lsta
ke o
ver
the
way
sch
ool w
as h
andl
ed a
nd c
hang
e th
e w
ayte
ache
rs a
nd s
tude
nts
lived
in th
eir
daily
"sc
hool
ing"
.It
mus
t hav
e be
en e
xciti
ng ju
st to
hav
e be
en th
ere
or e
lse
Gra
ndm
othe
r is
just
a r
eally
goo
d st
ory
telle
r!T
he "
soci
alre
orga
niza
tion"
that
she
talk
s ab
out m
ust h
ave
been
trau
mat
ic to
thos
e w
ho s
till w
ante
d to
kee
p th
e ol
d w
ays
but
to th
ose
who
wan
ted
it, it
mus
t hav
e be
en v
ery
exci
ting.
Yes
,I c
an s
ee th
at th
ose
youn
g pe
ople
who
like
d to
go
to s
choo
lev
ery
day
mus
t hav
e be
en s
tres
sed
and
won
derin
g, a
t lea
st a
tfir
st, h
ow th
ey c
ould
find
a c
hanc
e to
mee
t with
thei
r fr
iend
san
d w
hat t
hey
wou
ld d
o to
fill
up th
eir
time.
We
still
som
etim
es w
onde
r ho
w w
e fil
l up
our
time!
The
y m
ight
hav
e w
orrie
d th
ey w
ould
mis
s ou
t on
the
spor
tsev
ents
or
just
"ha
ngin
g ou
t".
I can
just
imag
ine
the
turm
oil
som
e ki
ds w
ould
hav
e ha
d, w
hen
they
foun
d ou
t the
y w
ould
n't
have
any
one
to b
ully
and
talk
into
follo
win
g th
eir
way
syo
u kn
ow, t
he w
ays
of c
igar
ette
s, d
rugs
, and
alc
ohol
and
such
. The
re a
re s
till s
ome
kids
aro
und
like
that
toda
y, th
atlik
e to
bul
ly a
nd fo
rce
thei
r w
ays
on th
e re
st o
f us.
But
, you
know
, we
don'
t rea
lly b
othe
r w
ith th
em -
and
they
don
'tco
me
into
our
com
mun
ities
muc
h.It
mus
t hav
e be
en s
ofr
eein
gI
feel
so
free
eve
n no
w to
thin
k ab
out i
tfo
rth
ose
who
cou
ld s
ee th
at th
ere
wer
e m
ore
lovi
ng w
ays
toin
habi
t the
pla
net t
han
wha
t the
y w
ere
doin
g th
en.
Eve
n so
, it m
ust h
ave
been
a lo
ng h
ard
jour
ney
from
that
tota
lly s
epar
ated
and
seg
rega
ted
wor
ld to
the
bunc
h of
com
mun
ities
we
live
in s
o pe
acef
ully
toda
y.M
any
thin
gsm
ust h
ave
happ
ened
, all
thos
e po
litic
al a
nd s
ocia
l thi
ngs
but
mos
tly p
eopl
e pr
obab
ly g
ot ti
red
of h
urry
ing,
rac
ing
out f
orso
met
hing
they
cou
ldn'
t get
, rus
hing
off
to w
ork,
rus
hing
off
to s
choo
l, ru
shin
g...
all t
he ti
me.
Brin
ging
info
rmat
ion
hom
eon
the
com
pute
r m
odem
s an
d C
D-R
OM
s m
ust h
ave
been
am
onum
enta
lly fr
eein
g m
ovem
ent.
As
the
[pre
scrib
ed]
curr
icul
um d
isap
pear
ed fr
om la
ck o
f use
, it m
ust h
ave
been
quite
a fr
eedo
m to
kno
w th
at y
ou c
ould
lear
n w
hate
ver
[con
tent
and
ski
lls] y
ou th
ough
t app
ropr
iate
or
fun!
The
n in
20
late
r ye
ars
peop
le m
ust h
ave
actu
ally
rea
lized
that
not
onl
yw
as "
cont
ent a
nd s
kills
"op
tiona
l so
was
trav
ellin
g th
ehi
ghw
ay to
"w
ork
and
wor
ry"
or s
o G
rand
mot
her
says
!
Ica
n ac
tual
ly p
ictu
re h
ow fa
mily
bus
ines
ses
mus
t hav
esp
rung
up
my
dad
talk
s ab
out h
is g
ettin
g st
arte
dan
dho
w it
was
an
insi
de-o
ut r
einv
entio
n of
the
"old
" ex
tend
edfa
mily
that
bec
ame
cent
ered
on
inte
rest
and
"w
ork"
rat
her
than
on
"blo
od".
Tod
ay w
e ha
ve s
o m
any
inte
rest
ing
busi
ness
es r
ight
her
e in
our
com
mun
ity, i
t is
fun
to ju
st g
ovi
sitin
gfr
iend
s.T
hey
have
so
man
y cr
eativ
eth
ings
happ
enin
g rig
ht in
thei
r ho
mes
.... T
he c
ompu
ters
are
alw
ays
on!
Gra
ndm
othe
r te
lls o
f the
tim
e w
hen
kids
had
onl
y on
e se
t of
pare
nts
- th
ey c
alle
d th
em th
eir
"fam
ily",
but
mor
e of
ten
than
not
it w
as o
nly
one
pare
nt a
nd th
e br
othe
rs a
nd s
iste
rsbo
rn in
to th
at fa
mily
;it
was
som
etim
es v
ery
smal
l, as
fam
ilies
go.
Tod
ay w
e ha
ve s
o m
any
peop
le w
e ca
ll fa
mily
itis
har
d to
imag
ine
bein
g so
lim
ited.
I can
not i
mag
ine
havi
ngon
ly o
ne p
aren
t or
one
set o
f par
ents
to r
aise
the
child
ren.
Itm
ust h
ave
been
a lo
nely
exi
sten
ce. S
omet
imes
I sp
end
mor
etim
e w
ith m
y au
nt th
an I
do w
ith m
y m
othe
r es
peci
ally
whe
nw
e ar
e ta
lkin
g w
eavi
ng a
nd s
pinn
ing
and
dyei
ng to
geth
erI
love
the
who
le w
eavi
ng p
roce
ss!
Mom
talk
s to
me
abou
tm
any
thin
gs a
nd w
e do
a lo
t tog
ethe
r bu
t she
is n
ot in
tere
sted
in w
eavi
ng li
keI a
mhe
r lo
ve is
for
lang
uage
s!I l
ove
her
dear
ly a
nd I
know
she
is a
lway
s lo
okin
g ou
t for
me,
but
I ca
nse
e th
at s
he h
as o
ther
inte
rest
s be
side
s ho
verin
g ov
er m
e an
dI a
m g
lad
of th
at. W
hat i
f I h
ad o
nly
one
pare
nt to
dep
end
on!
Tha
t mus
t hav
e be
en te
rrib
le a
nd te
rrify
ing;
kid
s m
ust h
ave
felt
so a
lone
som
etim
es, s
o vu
lner
able
.In
this
com
mun
ity,
ever
yone
is fa
mily
!
I hav
e ev
en h
eard
that
if y
ou w
eren
't of
a c
erta
in c
olor
or
relig
ion
or s
uch
you
did
not f
it in
, and
ofte
n w
ere
not a
llow
edin
to th
e pr
ogra
ms
and
soci
al e
vent
s.B
y to
day'
s st
anda
rds
this
see
ms
awfu
lly p
rimiti
ve!
Imag
ine.
Eve
ryon
e w
asac
tual
ly e
xpec
ted
to le
arn
the
sam
e da
ta a
s ev
eryo
ne e
lse,
usua
lly b
y ro
te m
emor
izat
ion
like
thei
r gr
andp
aren
ts d
id.
Rec
iting
poe
try
isfu
n an
d re
mem
berin
g th
ings
isfu
nso
met
imes
, but
why
wou
ld th
ey h
ave
wan
ted
to r
emem
ber
21
-
ever
ythi
ng!
I rem
embe
r th
e fu
n th
ings
, and
the
thin
gs I
need
for
wha
t I a
m w
orki
ng o
n, a
nd I
know
som
e pe
ople
who
like
topl
ay "
Triv
ial P
ursu
it" a
nd o
ther
mem
ory
gam
es b
ut I
cann
otim
agin
e w
antin
g to
rem
embe
r th
ings
just
to b
e ab
le to
rec
iteth
em b
ack
on a
"te
st"
(wha
teve
r th
at is
!).
It se
ems,
thou
gh,
that
kids
then
wer
eex
pect
edto
"kno
w"
(tra
nsla
te,
rem
embe
r) m
ore
info
rmat
ion
earli
er in
thei
r sc
hool
ing
than
thei
r gr
andp
aren
ts.
I can
not i
mag
ine
why
bec
ause
that
was
the
time
whe
n co
mpu
ters
wer
e be
com
ing
so m
uch
bette
r at
rem
embe
ring.
Why
wou
ld c
hild
ren
be e
xpec
ted
to a
ct li
keco
mpu
ters
?!W
hen
Ilo
ok a
t it f
rom
her
e,I c
an s
ee th
atsc
hool
ing
mus
t hav
e be
com
e a
care
er in
a w
ay, w
hat w
ithev
eryo
ne b
eing
exp
ecte
d to
go
to s
choo
l for
twel
ve y
ears
and
then
to r
etur
n to
wha
t was
cal
led
upgr
adin
g in
thei
r la
ter
year
s.I g
uess
they
had
to th
ink
of s
omet
hing
for
them
to d
oin
thos
e "s
choo
ls"!
Thi
s w
as a
t the
sam
e tim
e as
the
scho
olin
g ha
d be
com
e pa
rtic
ular
ly m
eani
ngle
ss in
itse
lf! N
ow
onde
r.It
was
the
purs
uit o
f pap
ers
(cre
dent
ials
) th
at k
ept
the
syst
em g
rindi
ng o
n (I
am
told
), th
at k
ept s
choo
ling
in th
eda
rk a
ges
for
so lo
ng.
I am
incr
edib
ly th
ankf
ul th
at w
e ha
vedi
scov
ered
the
joy
and
plea
sure
of l
earn
ing
thro
ugh
the
free
dom
to le
arn
whe
n an
d w
hat w
e w
ant.
I am
so
than
kful
!I c
anno
t im
agin
e le
arni
ng m
uch
if I w
as to
ld I
had
to le
arn
it,an
d I c
anno
t im
agin
e no
t lea
rnin
g. T
hat i
s w
hat l
ife is
abo
ut,
cert
ainl
y m
y lif
e an
d th
at o
f the
peo
ple
arou
nd m
e.P
eopl
ear
e na
tura
lly c
urio
us. W
e ha
ve fu
n le
arni
ng.
Tha
t is
our
I ife
!
In th
e ol
den
days
, Gra
ndm
othe
r sa
ys, t
he u
sual
gat
herin
gpl
ace
was
a s
omet
imes
cro
wde
d sm
oke-
fille
d ro
om w
here
drin
king
alc
ohol
and
"pa
rtyi
ng"
wer
e th
e ex
pect
ed a
ctiv
ities
.S
he ta
lks
of p
ubs
and
bars
, or
bing
o ha
lls a
nd g
ambl
ing
plac
es w
here
col
lect
ing
piec
es o
f met
al a
nd p
aper
wer
e th
eth
rill o
f the
day
.I c
an s
ee th
at o
ne w
ould
wan
t to
go w
here
othe
r pe
ople
gat
here
d bu
t I c
anno
t see
why
they
did
n't g
athe
rin
com
mun
ity p
lace
s w
here
kid
s co
uld
gath
er to
o.W
hy, I
won
der,
wer
e th
e ki
ds le
ft ou
t? T
hey
mus
t hav
e be
en le
ft ou
ta
lot.
Gra
ndm
othe
r sa
ys th
at s
omet
imes
the
child
ren
gath
ered
toge
ther
, tha
t sam
e-ag
e gr
oups
wer
e m
ore
the
norm
than
mix
ed-a
ge g
roup
ings
. Tha
t see
ms
limiti
ng in
sco
pe a
ndin
tere
st b
ut I
can
see
that
with
the
big
scho
ols
and
ever
ybod
ybe
ing
divi
ded
by a
ge, i
t wou
ld h
ave
been
a n
atur
al h
appe
ning
.
24)
I won
der
how
kid
s le
arne
d to
get
alo
ng w
ith o
ther
age
s th
anth
emse
lves
. The
y m
ust h
ave
mis
sed
out o
n a
lot o
f lea
rnin
gfr
om a
nd a
bout
oth
er p
eopl
e. T
oday
we
don'
t ofte
n re
mem
ber
how
old
we
are,
for
it do
esn'
t mat
ter
we
rare
ly c
ount
"yea
rs";
we
coun
t "su
cces
ses"
,"a
ccom
plis
hmen
ts",
and
"cha
nges
". E
very
one
is w
elco
me
ever
ywhe
re. W
e ch
ange
our
nam
es a
nd o
ur p
lace
s, o
ur a
ctiv
ities
and
our
inte
rest
s at
will
.It
is g
reat
.
I can
not i
mag
ine
leav
ing
here
, mov
ing
out o
f thi
s co
mm
unity
exce
pt to
mov
e in
to a
noth
er c
omm
unity
that
has
peo
ple
and
activ
ities
that
inte
rest
me
mor
e th
an w
hat t
he fo
cus
is h
ere.
Gra
ndm
othe
r sa
ys th
at in
199
5 th
e bi
gges
t thi
ng k
ids
wan
ted
to d
o w
as to
get
out
(of
hom
e) a
nd g
et th
eir
own
plac
eor
,sh
e sa
id, t
o ge
t out
of s
choo
l! T
o "g
et a
job"
! Eac
h bo
y an
dgi
rl fe
lt a
stro
ng n
eed
to s
et u
p a
sepa
rate
hou
seho
ld a
nd d
oal
l the
wor
k th
emse
lves
or
with
just
one
frie
nd, a
ppar
ently
.W
hat a
dra
g! W
hen
the
fam
ily u
nits
beg
an to
fall
apar
t, sh
esa
ys, t
he b
igge
st th
ing
was
to fi
gure
out
how
to g
et a
rid
e to
scho
ol, s
o th
ere
was
a w
ay to
gat
her
with
you
r fr
iend
sbu
t Ilik
e ou
r w
ay b
ette
r.D
on't
go to
sch
ool.
We
have
sch
ool i
nou
r ow
n ho
me,
in o
ur o
wn
com
mun
ity, r
ight
her
e w
here
we
live.
I can
not i
mag
ine
it be
ing
fun
any
othe
r w
ay.
I can
not i
mag
ine
havi
ng to
driv
e te
n m
iles
into
tow
n fo
r a
litre
of m
ilk o
r ev
en h
avin
g to
go
and
get i
t mys
elf
even
ifth
e st
ore
was
just
dow
n th
e st
reet
.G
rand
mot
her
says
they
had
to d
o th
at! T
oday
it is
del
iver
ed to
the
kitc
hen
cent
ers.
Why
wou
ld a
nyon
e be
so
inte
rest
ed in
buy
ing
milk
to fe
elth
ey h
ad (
or w
ante
d) to
do
it th
emse
lves
. The
re a
re p
eopl
ew
ho li
keto
del
iver
milk
!T
hey
enjo
y th
etr
avel
ling
expe
rienc
e an
d th
at th
ey a
re d
oing
som
ethi
ng w
orth
whi
le a
ndso
feel
them
selv
es fr
ee in
doi
ng th
eir
kind
of w
ork.
I thi
nkth
ey li
ke to
vis
it al
l the
com
mun
ities
too,
and
gos
sip
with
all
the
peop
le th
ere.
Tho
ugh
it do
es n
ot in
tere
st m
e rig
ht n
ow, I
can
see
mys
elf t
akin
g a
turn
at i
t som
etim
e. T
he tr
avel
ling
wou
ld b
e a
diffe
rent
exp
erie
nce,
and
Im
ight
like
it.C
erta
inly
, I a
m w
illin
g to
lear
n w
hat i
t is
like.
Tha
t is
how
we
live
here
. We
chan
ge "
jobs
" of
ten
and
just
do
wha
t nee
ds to
be
done
.S
omet
imes
the
jobs
are
n't s
oin
tere
stin
g bu
t we
do th
em if
they
nee
d do
ne, b
ecau
se th
en w
e
235
-
are
free
to "
follo
w o
ur b
liss"
som
ewhe
re e
lse
if w
e w
ant t
o.W
e tr
y to
enj
oy e
ach
part
of e
ach
job
that
we
do; w
e ta
kepr
ide
in d
oing
a jo
b w
ell a
nd s
eein
g th
at it
is a
ccom
plis
hed.
Usu
ally
ther
e ar
e en
ough
peo
ple
to d
o al
l the
jobs
.S
ome
peop
le li
ke a
tidy
kitc
hen,
som
e pe
ople
like
to c
ook,
and
we
all l
ike
to tr
y it
out s
omet
imes
so
we
all g
et to
eat
and
all
the
othe
r jo
bs w
ork
that
way
.H
ere,
any
one
who
isin
tere
sted
wor
ks in
the
gard
en; e
very
one
does
thei
r pa
rtbe
caus
e w
e al
l wan
t to
part
icip
ate
in th
e pl
ace
whe
re w
eliv
e; it
is p
art o
f who
we
are,
par
t of w
hat w
e do
... a
nd w
eha
ve p
lent
y of
tim
e, fo
r al
l the
wor
k is
sha
red
- ev
en th
ough
som
etim
es w
e w
ork
"rea
lly h
ard"
, we
feel
goo
d w
hen
we
doit,
to h
ave
acco
mpl
ishe
d it,
to s
ee th
at it
is d
one
(and
wel
l).W
e al
l hav
e so
me
kind
of e
colo
gica
l com
mun
ity, f
or th
at is
the
only
sus
tain
able
kin
d -
and
we
sure
ly a
ll w
ant t
o su
stai
n!
Yes
, the
re a
re s
ome
of u
s be
tter
at g
arde
ning
and
so
take
mor
e ch
arge
of g
ettin
g it
done
and
ofte
n th
e ch
ildre
n (la
rge
and
smal
l) ra
id th
e pe
a pa
tch
but e
ssen
tially
eve
ryon
e he
lps
with
eve
ryth
ing
even
tual
ly. W
e al
l tak
e a
turn
, and
the
wor
kal
way
s ge
ts d
one.
If it
does
n't I
gue
ss it
is b
ecau
se n
o on
eth
inks
it n
eeds
doi
ng, a
nd s
o it
is le
ft. W
e ar
e qu
ite c
onte
ntto
do
it th
is w
ay.
If so
meo
ne is
bot
here
d by
som
ethi
ngun
done
, the
y fin
d a
way
to g
et it
don
e, u
sual
ly b
y do
ing
itth
emse
lves
.If
som
eone
is b
usy
doin
g so
met
hing
, tho
ugh,
othe
rs o
ften
deci
de to
join
inth
e in
tere
st o
f one
per
son
ofte
n be
com
es th
e in
tere
st o
f sev
eral
.., a
nd th
e ci
rcle
stu
rn...
. Bes
ides
, it
is g
reat
fun
to d
o th
ings
toge
ther
, no
mat
ter
how
mun
dane
!
At o
ne ti
me,
ver
y lo
ng a
go, G
rand
mot
her
says
, the
gen
ders
wer
e se
para
ted
in w
hat t
hey
coul
d an
d co
uld
not d
o. A
t one
time
only
men
cou
ld g
o in
to c
erta
in p
lace
sth
e "b
ars"
,"c
lubs
" an
d "p
ool h
alls
" an
d do
cer
tain
kin
ds o
f wor
k. T
he o
ldpe
ople
wer
e sh
uffle
d of
f to
"nur
sing
" ho
mes
whe
n th
eyco
uldn
't lo
ok a
fter
thei
r ow
n ne
eds
and
wom
en e
vent
ually
gain
ed th
e "r
ight
" to
go
"out
to w
ork"
... ta
da,
they
say
.I
won
der
why
! Now
all
of w
hat w
e ne
ed is
take
n ca
re o
f in
the
hom
e co
mm
unity
, eve
n th
ose
of th
e ol
d an
d di
sabl
ed, f
or th
eyco
ntrib
ute
as th
ey c
an a
nd o
ften
carr
y a
larg
e pa
rt o
fed
ucat
ion
and
supp
ort a
nd tr
aini
ng.
The
ir w
isdo
m is
val
ued
and
invi
ted,
we
enjo
y th
eir
stor
ies
- as
we
enjo
y th
e w
isdo
m
24
of e
very
one.
The
com
mun
ity is
larg
e en
ough
to p
rovi
deen
ough
list
ener
s fo
r th
ose
who
like
to s
hare
thei
r st
orie
san
d th
ere
are
alw
ays
thos
e w
ho li
ke to
tell
a st
ory.
...
And
this
is h
ow I
cam
e to
find
the
man
uscr
ipt.
Thr
ough
ast
ory,
my
mot
her's
sto
ry.
I was
sea
rchi
ng th
e el
ectr
onic
arc
hive
s fo
r no
tes
abou
t my
mot
her's
chi
ldho
od, f
or w
e ar
e w
ritin
g a
book
toge
ther
of h
erlif
e.I f
ound
ref
eren
ce to
a u
topi
an s
choo
l, ca
lled
A S
choo
l of
Our
Ow
n, th
at s
eem
s to
hav
e be
en o
ne o
f the
beg
inni
ngs
ofth
is li
fest
yle
I so
enjo
y.M
y gr
andm
othe
r w
as a
ppar
ently
one
of th
e fo
unde
rs o
f tha
t illu
strio
us s
choo
l.
As
I sea
rche
d I b
ecam
e m
ore
inte
rest
ed a
nd c
urio
us y
et I
coul
d no
t fin
d an
y pa
per
copy
or
desc
riptio
n of
wha
t had
happ
ened
am
ongs
t Gra
ndm
othe
r'sth
ings
.S
he s
eem
edre
luct
ant t
o ta
lk a
bout
it; t
here
mig
ht h
ave
been
a lo
t of p
ain
in it
som
ewhe
re, f
or h
er.
I exp
ect,
thou
gh, t
here
was
als
ojo
y an
d ex
cite
men
t.Y
es, s
he to
ld m
e ab
out t
he p
hysi
cal
mak
ing
of it
, how
the
com
mitt
ees
got t
oget
her
so o
ften
and
set
it al
l up
and
how
the
gove
rnm
ents
of 1
995
had
supp
orte
d th
eid
ea s
impl
y be
caus
e it
was
inno
vativ
e.It
was
an
idea
that
intr
igue
d m
e, a
nd b
ecau
se m
y gr
eat-
gran
dmot
her
was
par
t of
it,I w
ante
d to
kno
w m
ore.
I fou
nd a
larg
e bo
x of
clip
ped
mag
azin
e ar
ticle
s an
d a
few
rem
nant
s fr
om a
per
sona
l log
- a
ndI
mad
e so
me
new
disc
over
ies.
Gra
ndm
othe
r ha
dn't
real
ly to
ld m
e ab
out h
erin
tere
st in
pub
lic v
iew
s of
edu
catio
n vi
a th
e ne
wsp
aper
colu
mn.
Tho
ugh
I kne
w s
he w
rote
a c
olum
n I h
ad n
ever
see
nan
y of
her
writ
ing;
she
see
med
to th
ink
itha
d be
enun
impo
rtan
t at t
he ti
me,
but
for
me
itis
the
link
with
unde
rsta
ndin
g th
e pa
st th
at I
have
bee
n se
ekin
g.
The
pol
itica
l tim
es m
ust h
ave
been
turb
