What children need is not new and better curricula but access to more and more of the real world; plenty of time and space to think over their experiences, and to use fantasy and play to make meaning out of them; and advice, road maps, guidebooks, to make it easier for them to get where they want to go (not where we think they ought to go), and to find out what they want to find out. ~John Holt
I was a good student. I wrote neatly and handed my work in on time. Sure, I got in trouble a few times in the early grades, like the time my teacher called home to tell my mother I was a liar. And I had a chronic tendency to get lost in a book during instruction time but in general I was so ridiculously conscientious about my work that teachers would put troublemakers next to my desk in hopes that I’d be a good influence.
For several years I was seated next to a kid named Bart. He was a wiry, high energy kid whose dryly witty asides made it ever more painful for me to pretend I wasn’t laughing. Sometimes he’d blurt out a particularly hilarious observation loud enough for our classmates to hear. The kids would laugh, the teacher would scold. Bart was very smart, especially…
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