The Lasting Effects of a Permissive Education

One of the most poignant statements I've seen was written in the "My Turn" section of "Newsweek" magazine, August 30, 1976.  The author, Mara Wolynski, was a product of the philosophy I have been describing.  Her story, "Confessions of a Misspent Youth," tells it all.

The idea of permissive education appealed to my mother in 1956 when she was a Bohemian and I was four.  In Greenwich Village, she found a small private school whose beliefs were hers and happily enrolled me.  I know it was an act of motherly love but it might have been the worst thing she ever did to me.  This school--I'll call it Sand and Sea--attracted other such parents, upper-middle-class professionals who were determined not to have their children pressured the way they had been.  Sand and Sea was the school without pain.  And it was the kind of school that the back-to-basics people rightly fear most.  At Sand and Sea, I soon became an exemplar of educational freedom--the freedom not to learn.

Sand and Sea was run by fifteen women and one man who taught "science."  They were decent people, some old, some young, and all devoted to cultivating the innate creativity they were convinced we had.  There was a tremendous emphasis on the arts.  We weren't taught techniques, however, because any kind of organization stunted creativity.

Happiness and Hieroglyphics.   We had certain hours allotted to various subjects but we were free to dismiss anything that bored us.  In fact, it was school policy that we were forbidden to be bored or miserable or made to compete with one another.  There were no tests and no hard times.  When I was bored with math, I was excused and allowed to write short stories in the library.  The way we learned history was by trying to re-create its least important elements.  One year, we pounded corn, made tepees, ate buffalo meat, and learned two Indian words.  That was early American history.  Another year we made elaborate costumes, clay pots, and papier-mâché gods.  That was Greek culture. Another year we were all maidens and knights in armor because it was time to learn about the Middle Ages.  We drank our orange juice from tin-foil goblets but never found out what the Middle Ages were.  They were just `The Middle Ages.'

Ignorance Is Not Bliss.  We spent great amounts of time being creative because we had been told by our incurably optimistic mentors that the way to be happy in life was to create.  Thus, we didn't learn to read until we were in the third grade, because early reading was thought to discourage creative spontaneity.  The one thing they taught us very well was to hate intellectuality and anything connected with it.  Accordingly, we were forced to be creative for nine years.  And yet Sand and Sea has failed to turn out a good artist.  What we did do was to continually form and re-form interpersonal relationships, and that's what we thought learning was all about, and we were happy.  At ten, for example, most of us were functionally illiterate, but we could tell that Raymond was "acting out" when, in the middle of what passed for English, he did the twist on top of his desk.  Or that Nina was "introverted" because she always cowered in the corner.

When we finally were graduated, however, all the happy little children fell down the hill.  We felt a profound sense of abandonment.  So did our parents. After all that tuition money, let alone the loving freedom, their children faced high school with all the glorious prospects of the poorest slum-school kids.  And so it came to be.  No matter what school we went to, we were the underachievers and the culturally disadvantaged.

For some of us, real life was too much--one of my oldest friends from Sand and Sea killed himself two years ago after flunking out of the worst high school in New York at twenty.  Various others have put in time in mental institutions where they were free, once again, to create during occupational therapy.

During my own high-school years, the school psychologist was baffled by my lack of substantive knowledge.  He suggested to my mother that I be given a battery of psychological tests to find out why I was blocking out information.  The thing was, I wasn't blocking because I had no information to block.  Most of my Sand and Sea classmates were also enduring the same kinds of hardships that accompany severe handicaps.  My own reading comprehension was in the lowest eighth percentile, not surprisingly.  I was often asked by teachers how I had gotten into high school.  However, I did manage to stumble not only through high school but also through college (first junior college—rejected by all four-year colleges, and then New York University), hating it all the way as I had been taught to.  I am still amazed that I have a B.A., but think of it as a B.S.
Now I see my twelve-year-old brother (who is in a traditional school) doing college-level math and I know that he knows more about many other things besides math than I do.  And I also see traditional education working in the case of my fifteen-year-old brother (who was summarily yanked from Sand and Sea, by my reformed mother, when he was eight so that he wouldn't become like me).  Now, after seven years of real education, he is making impressive film documentaries for a project on the Bicentennial.  A better learning experience than playing Pilgrim for four and a half months, and Indian for four and a half months, which is how I imagine they spent this year at Sand and Sea.

And now I've come to see that the real job of school is to entice the student into the web of knowledge and then, if he's not enticed, to drag him in.  I wish I had been.

It was noble of the "Newsweek" publishers to print this emotional "confession" by Myra Wolynski.  After all, the popular press has been a significant part of the problem, extolling the virtues of avant-garde trends in the classroom.  "Newsweek" magazine, for example, devoted its May 3, 1971, cover story to the topic, "Learning Can Be Fun."  On the cover was an elementary school girl making something with papier-mâché.  Four years later, "Newsweek's" cover story considered "Why Johnny Can't Write."  I wrote the senior editor of "Newsweek" after the second article appeared, December 8, 1975, and suggested that maybe there was a link between the two stories.  Perhaps Johnny couldn't write because he spent too much time having fun in the classroom.  I received no reply.

Book: The New The New Dare to Discipline
By Dr. James Dobson

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