Devon School: Case Study
Devon School
Clear River, despite its prosaic name, is a bustling manufacturing and mill community of about 65,000 people. As the only large population center in Tonley County, it also serves as the hub of financial, transportation, and governmental services. On the outskirts of Clear River are smaller suburbs. Devon, known locally as “Nob Hill”, is one of them. As its nickname implies, it is the most affluent of these suburbs and is the home of many of the area’s business and civic leaders.
Devon also attracts professional people, who choose to live in the community because of its beauty, reputation, and higher quality public services. The town is not all middle and upper middle class, however; there is a sizable minority of tradesmen and service people. Although less well off financially than the rest of the town, this group is able to exert some influence in local politics and community affairs. The township manager and three- fourths of the town council are Republicans; indeed, registered Republicans outnumber Democrats two to one.
The following item appeared in the August 15th issue of the Clear River Examiner.
NEW SCHOOL OPENS IN SEPTEMBER- …show more content…
DEVON. The recently completed Devon Middle High School will open for classes Tuesday, September 6th. The school, under construction for the past 16 months, will represent a radical departure, both architecturally and educationally from the traditional junior and senior high schools. It is the first of its kind in this area.
Mr. Arthur Magnason of Devon has been appointed principal of the new school. A native of New England with a master’s degree in education from the University of Vermont, Magnason has 18 years of experience in teaching and administrative duties in the school systems of Tonley County. He leaves Clear River Central High after fours years as its principal.
In discussing the new school, Magnason said, “This is clearly a case where form follows function. The school has been designed and built with the express purpose of using an ‘open classroom’ concept of teaching and learning. Under this system, small ‘learning groups’ meet in a large common area and in an environment in which students and teachers are much freer to pursue alternative learning concepts than in traditional programs. The curriculum is also more flexible and students are sometimes allowed to move from one learning group to another to undertake a new subject of interest to them.
“The upper and middle schools are housed under separate roofs, but a central walkway connects the two both physically and, I think, symbolically.”
Enthusiasm for the new school is not confined to its faculty. Mr. Harold Fowles of Devon, president of the Greater Clear River School Committee, said recently, “This new school is a concrete example of the committee’s determination to give the young people of this community the most up-to-date and best education possible. The school will embody all the latest innovations in learning and has been thoroughly equipped to meet the needs of all students whether they plan to go on to college or into a trade after graduation.
“We have brought some excellent teachers to Devon from other schools in the district,” Fowles continued, “and have hired only the very best new teachers available.
Designed to serve some 600 students in grades 5-12, the school is indeed an impressive example of a community’s dedication to the education of its youth.
Not everyone in the town shared Magnason’s and Fowles’s enthusiasm, however, due to the unstructured and highly experimental nature of the new school. Some members of the school committee had been outvoted by those members whose views reflected the more active and liberal elements in the community. Some parents also had objected to the new school on the grounds that their children might not learn enough to get into top-rated universities, while other parents worried that the new school would encourage permissiveness. However, those objecting were in the minority, and most people in the area appeared proud of the new facility and its modern educational concepts.
MEMO
To: All Faculty
From: A. Magnason, Principal
Subject: Workshop Orientation
All faculty members are to report to the multipurpose room (a combination auditorium and gym) at 8:30 A.M., Monday, August 23, for the preterm workshop orientation.
Standing almost 6’ 4” tall and of solid build, Mr. Magnason at 41 years was an imposing figure as he stood at the rostrum on stage addressing the teachers.
“I would like to take this opportunity to welcome all of you to the Devon Middle High School. We have before us a once-in-a-lifetime opportunity, a chance that most teachers only dream of. We are going to be using the latest innovations in education – open classrooms, flexible schedules and curricula – in buildings designed and equipped for that purpose and with the active support of the community.”
Magnason paused for a moment; then moving to the side of the rostrum, he leaned against it and struck a more casual pose. “Now a lot of this is going to be new for many of us. This is the primary reason that we have hired Paulette Trottier as vice principal.”
He nodded to a smallish, trim woman in her early 40s who was seated in a chair beside him on the stage. She returned a brief smile.
“She’s done a lot of wok with open-classroom systems and possesses outstanding credentials. As you know, she’s taught for eight years in similar progressive schools and has, for the past four years, broadened her experience and skills working for the New Jersey Department of Education as an evaluator of programs and policies.”
Clearing his throat, he went on, “As I said before, I’m not fully familiar with these new concepts and, like the rest of you, feel that there is much to learn. However, I do feel that, in my 18 years of teaching, I have learned a few things about education and about students. He paused briefly for the polite laughter he knew would follow his mild sarcasm.
“A good school is run efficiently, and I think my record speaks for itself in that regard. Everyone, students and teachers, knows where they’re supposed to be and what they’re supposed to be doing at all times. When I go into a classroom- oops! I guess I should say into a ‘learning group’ area, I like to see quiet, attentive students and a teacher in control of the situation. If everything’s going well, don’t expect to see me. But if things are falling through the cracks, you will see me and I’ll be asking questions. I think Mrs. Trottier has assembled a great team and I look forward to the beginning of the term, as I’m sure you do. Collecting his notes, Magnason turned to Mrs. Trottier. “And now Mrs. Trottier, would you like to say a few words?”
Thanking Magnason as she approached the podium, Mrs. Trottier spoke to the group in a voice whose power belied her size. “I don’t have very much to say today, but I do expect to work with all of you more closely in smaller groups over the next week and a half. I think Mr. Magnason made a good point when he said that all of us will be learning a lot over the next school year. I’ve started and worked successfully with a number of these programs over the years, and each one is different. One thing that I’ve learned is that we have to be open, flexible and cooperative with each other. Only by working together and sharing our successes and failures can we make this thing work, Thank you.”
Magnason once more approached the podium and suggested they break for coffee and doughnuts, which had been provided in the rear of the room. Then, excusing himself, he left the group to attend to several administrative details concerning the opening of the school.
As the teachers drifted toward the back of the room, three who had sat together during the opening remarks began to talk with each other. They were Katherine Amster, Florence Dix, and Louis Spinnela. Assigned to seventh-grade classes, they had all taught previously at Clear River Central and had applied for positions at Devon. Their seniority and their reputations as good teachers with records of successfully applying new educational concepts in their classes won them their new jobs. Although Magnason knew each personally, the actual interviewing had been done by Mrs. Trottier, and the job offer had come from her.
Amster: Well, Lou, what do you think?
Spinnela: He sure spoke well. It doesn’t sound like the Magnason I worked for- he would never have admitted having anything to learn.
Dix: Yeah, it kind of surprised me that he even got the job. After all, he’s never been exposed to these ideas before, and he’s not the most liberally-minded administrator in the world. Do you think he can handle it? I think maybe the committee hired him because they didn’t want to go all the way.
Spinnela: Maybe he’s supposed to keep an eye on Trottier and make sure things don’t get out of hand. Anyway, you can be sure of one thing. He’ll- how did he express it- yeah, he’ll run a “run a tight ship.”
Dix: You know what he told me once? I was having some trouble with discipline and he said that as long as I could “keep the lid on” he would be happy.
Amster: He really stays on top of things, though. I think he’s a good administrator. But isn’t this place great? Do you still think facilities don’t make much difference, Lou?
Spinnela (smiling): You know, Kate. I never felt that a school had to be built to order for an educational concept to be effective. I must admit, though, this place is beautiful. Are there any plans to have the parents in for a “cook’s tour”?
Amster: Well, I thought there were some parents who wanted to see where their kids were being transferred to, but I don’t know of any plans to have an open house. You know Magnason; he’s concentrating on getting things ready to open on time.
As the days went by, the teachers got down to the job of assimilating the new program and making final preparations in their lessons. They also renewed old acquaintances and began to make friends among others.
The teachers who had been newly-hired were of a uniformly high caliber. John Langford, for instance, was in his mid-thirties and had taught for a number of years at an experimental and exclusive private school in New York City. Alice McNair, though only 25, came to the school from Sacramento, California. She was highly recommended and had experience in a school like Devon. Westley Perron and Emily Geoffrion had both completed master’s degrees in June and would be starting their first full-time teaching job when Devon opened the following week. They were assigned to fifth grade classes.
There were also a number of teachers who, like Amster, Dix and Spinnela, had transferred to Devon from other schools in the district. Paul Addles, a seventh grade teacher, came from Southside Junior High; and Dave Resca, the physical education coordinator, came from McNelly High in Clear River. Resca, in particular, was ecstatic over Devon’s facilities and equipment and exuded enthusiasm as he planned programs for the fall.
Mrs. Trottier worked tirelessly with the teachers in teaching them about the new concepts and how they could be applied to their respective disciplines. Although she was the vice principal and dealt with matters throughout the school, she concentrated her efforts with the middle school faculty. Amster, Dix, and Spinnela warmed to her right from the beginning. They were familiar with most of the new ideas she was trying to introduce. At Clear River Central they had used many of them in their classes and had often worked together implementing their ideas.
Mrs. Trottier spend most of her time, however, with the new teachers. She had personally interviewed and hired each of them over the summer and was certain that they were among the best young teachers available in the area.
Paul Greene was one teacher who seemed unaffected by the generally high level of enthusiasm pervading the faculty. He had come to Devon from Central High like a number of other teachers, but brought with him a reputation as a traditional, procedures-bound teacher. Spinnela, a military history buff, called him the “Old Guard.” Although his preparation for the coming year evidenced the same quality as that of the other teachers, his lack of participation during meetings and discussion groups led some teachers to doubt the sincerity of his commitment to the new school and its ideas. Once, after such a meeting, Alice McNair mentioned Greene’s aloofness to Mrs. Trottier. “Don’t worry about him, Alice,” she answered. “He’s one of the ones Magnason brought over from Central. We’re going to have to put up with him, but if he doesn’t get with the program damn quick I’ll fire him. That’s all there is to it. In the meantime, so long as he stays over in the upper school building, we won’t lock horns. If it had been up to me, I never would have hired him and I think he knows it.”
During most of this time, Magnason worked primarily in the administration area dealing with the logistics of getting the school fully ready for opening day. Problems associated with late delivery of a few pieces of equipment kept him busy for most of the two days. Then there were the impromptu tours to be conducted for visiting dignitaries. What contact he did have with the middle school teachers was limited to an exchange of pleasantries. Although he didn’t participate formally in the preparatory workshop sessions, Magnason did seem to know what was going on generally.
By opening day, Tuesday, September 6th, Devon School was ready for classes. All the supplies and equipment had finally arrived and except for a few minor problems with the air-conditioning, everything was in perfect condition.
The 600 students who assembled in the multipurpose room at 9 A.M. on the 6th for Mr. Magnason’s opening address had previously attended junior and senior high schools throughout the Clear River area. A large proportion of the upper school students had been transferred from Clear River Central. All were about to begin a new educational process for the first time and there was an air of excitement in the room. Emily Geoffrion was standing at the rear of the room with Kate Amster and Florence Dix when Mr. Magnason entered through a side door and began walking to the stage at the front of the room . As he mounted the stage, muted catcalls of “Tigrrr, Tigrrr” began to rise from the area of the older students. Kate rolled her eyes to the ceiling and murmured, “Here we go.”
Emily: What do you mean?
Florence: Oh, that’s what the kids used to call Mr. Magnason at Central.
Emily: Tigrrr?
Kate: Yeah, Tigrrr, with the emphasis on the ‘”grrr.”
Emily: why?
Florence: Oh, he’s big, I guess, always stalking around and really making them tow the line. They don’t like him very much.
As he approached the podium, it was obvious that Magnason heard the students. And the color rushing to his face made it equally obvious that he knew that it was not a term of endearment. He began with conventional opening and welcoming remarks and then addressed the subject of the new school and curriculum.
“This fine new school has been built for you, the students. Not only is it brand new, it is also the only school of its kind in the whole state. I think that you will learn a lot of important things and that you will have fun doing so. I expect you to accord your teachers the respect they deserve and to obey the school’s rules and regulations. As he concluded his remarks and began to walk off the stage, whispered calls of “Tigrrr, Tigrrr” once again were heard. They didn’t stop until he left the room through the same side door.
The first week or two of school were characterized by the usual administrative confusion and snafus that mark the beginning of any school year. Also, there were a few problems getting used to new equipment. The automatic smoke detector fire alarm set off two false alarms before it was discovered that the detectors in the chemistry lab were too sensitive and would trip off the alarm system at the slightest hint of fumes. This was fixed, but the air conditioning system was still giving some problems. The building was designed for “climate control” and the window, as a result, were sealed. The fact that the heat of summer lingered through September only made this problem more irritating. But this problem was circumvented by the school’s open program which encouraged many teachers to hold classes outdoors.
It was on just such a hot day in mid-September that Magnason walked over to Mrs. Trottier’s office in the middle school and met her in the hallway.
Magnason: Mrs. Trottier, do you have a minute?
Trottier: Yes, what can I do for you?
Magnason: I was trying to find McNair’s class this morning but couldn’t find them anywhere. Do you know where they were?
Trottier: No, not really. She’s probably taken them to a shady spot on the grounds somewhere. The damned air conditioning was really screwing up this morning.
Magnason (stiffening up visibly over Trottier’s choice of words). Well, I can’t control what’s going on when I can’t even find out where my teachers have taken their students! Come to think of it, the school seemed half empty this morning. I suppose all those students were out roaming the countryside, too? Is this what is meant by open classroom?
Trottier: Take it easy, Arthur. Giving teachers and students the freedom to make choices is part of the new concept. The teachers have to be able to flow with the direction the class is taking.
Magnason: Well, I’m trying to keep an open mind but I ought to be able to find out where the teachers of this school are teaching their students if I want to. It used to be that classes followed the direction the teacher was taking.
The presence in the hallway of some students returning from late lunch period ended the conversation. The next day Magnason received a telephone call from Harold Fowles, school committee president.
Fowles: How’s it going in your new school, Arthur?
Magnason: Pretty well, Mr. Fowles. Except for the cranky air conditioning system, everything is working beautifully. And you know the way that is: they’ll probably get it running perfectly about the time of the first snowfall. Other than that, though, there are no major problems.
Fowles: You have another of those false alarms yesterday morning?
Magnason: No, why?
Fowles: Well, I was driving by the school yesterday about 10:30 and there were groups of kids all over the place.
Magnason: Oh that. Well, that’s… that’s part of the concept of open classrooms. Teachers can feel free to take a class outdoors if they want to. And since it’s been unusually warm this week and the air-conditioning is not too reliable, more teachers are going outdoors. I’m sure things will settle down in a few weeks.
Fowles: You mean those groups of kids were actually in class?
Magnason: Yes.
Fowles: Well, I don’t know. It seemed to me that a lot of them were just running around playing. In fact, I can’t remember seeing teachers with some of those groups. They were just off doing what they wanted.
Magnason: It’s interesting that you should mention that, Mr. Fowles. I just spoke to Paulette Trottier about that very thing yesterday, as a matter of fact. She didn’t seem concerned. You get rough spots when you try to put any new program into operation. I do plan to tighten up on that sort of thing, however.
Fowles: Well, this is just the type of permissiveness I was concerned about when this new school was being discussed. But I guess you’re right about new programs. We have the same problem at the plant. (Mr. Fowles was president and principal stockholder of Fowles Electronics). It sounds as if you’re on top of the problem, though. Got to run. Talk to you later.
Magnason: Good bye, Mr. Fowles.
Later that day, Magnason sent the following memo to the faculty:
MEMO
To: All Faculty
From: A. Magnason, Principal
Subject: Guidelines for the conduct of classes out of doors
In an effort to improve control over and the educational value of outdoor class periods, the following guidelines will be observed.
1. Teachers wishing to conduct outdoor classes will submit a written request to their department head no later than one day prior to the day they wish to hold such class.
2. The request will contain, as a minimum, the following information.
a. Grade level of class b. Number of students c. Location of class on the school grounds. d. Subject matter to be taught. e. Time and duration of class
3. All classes must be supervised by a teacher and conducted in such a manner that the teacher retains full control over the class. Under no circumstances shall unsupervised groups of students be allowed outside the building.
“Just what is this all about, Arthur? Mrs. Trottier spoke sharply as she strode into Magnason’s office brandishing the memo. “That, Mrs. Trottier, is an attempt to bring some order and control to these wilderness trails some teachers are taking their classes on,” answered Magnason in a measured voice. “We can’t allow aimless wandering over the school grounds to continue.”
Mrs. Trottier closed the door to this office. “I can read, damnit. What are you trying to do, sabotage the whole program? I told you that the teachers have to be flexible enough to respond to the way their class is going! This ‘no later than one day prior’ stuff is too rigid. You hired me to implement an open classroom system at this school.”
Magnason clasped his hands on his desk and said, “I am responsible to the school committee to see that their educational objectives for students are met. I am also responsible to the parents of our students to see that they are supervised at all times and not exposed to any danger. And don’t forget, not everyone in this town was in favor of this new approach. We’re still in the implementation phase. It might be a good idea to proceed with caution.”
Standing up, he tried to be conciliatory. “Now we can still do all the things you want to do. It’s just that I want to make sure we meet all our responsibilities to the school committee and the community.”
Mrs Trottier was about to reply when Magnason’s phone rang. As he answered it, she left.
Despite the restrictions on outdoor classes, the implementation of the program seemed to be proceeding smoothly over the next few weeks. Besides, autumn had brought cooler weather so that the air conditioning was no longer important.
It was during this period that Mrs. Trottier spent more and more time with the middle school and its program while Mr. Magnason concentrated on the upper school. She maintained an “open door” policy with the teachers and always seemed willing to see one of them in her office whether to talk over problems or hash out new ideas. The Amster-Dix-Spinnela triumvirate was beginning to work very well. Dedicated teachers all, they worked together as they had at Central High. Pooling ideas and materials, they were imaginative and unstructured in their teaching. They were popular with their students and it was generally agreed that their students were progressing well. One of the new ideas that they tried was teaching with a minimum of supportive materials. They resorted to textbooks and other resources only when absolutely necessary. This teaching concept was a particular favorite of Mrs. Trottier’s and their success at it enhanced their prestige as practitioners of the new educational philosophy.
Some of the other teachers were not as successful in using this technique, however. Westley Perro and Emily Geoffrion, in particular, were having problems. They spoke with Mrs. Trottier in her office about their troubles one day.
Trottier: I really can’t understand the problems you’re having. Look at Kate, Florence, and Lou in the seventh grade. They’re doing very well and enjoying it to boot. Perhaps you’ve not given it enough of a chance yet.
Perron: Well, we’ve talked it over and we feel we need more to work with in class. I just can’t teach all day without any books or charts or anything.
Geoffrion. That’s right. Maybe some of these other teachers can do it, but they’ve been at it a lot longer. When I have as much experience as they do, I’ll probably be able to talk all day without a lesson plan too. Right now, it’s just too much.
Trottier: Look, you’re both getting too worried about this. I know it’s harder on you because of your lack of experience, but both of you have the makings of excellent teachers. That’s why I hired you. Sure, you’ll have to work harder but you’ll be better teachers for it.
Perron: It gets pretty rough down there, you know. You ought to take a look yourself. These kids can be pretty wild.
Trottier: Look, I know all about it. But I’ve put this program across in tougher schools than this. You’ll be all right. You just need to work at it a little more.
After leaving Trottier’s office, Emily was sullen. “’You just need to work at it a little longer’. Is that the best she can do? Why doesn’t she at least come down and sit in on a class or two so she could offer some suggestions?”
“Yeah,” agreed Westley, “she won’t even take a look at what’s going on. All she ever does is sit in her office talking to people and drinking coffee. We’re supposed to mark the kids on effort and all we ever get from her is ‘try harder.’”
The Wednesday morning before Thanksgiving, Mr.
Magnason was in the hall outside his office, having just gotten off the phone after trying to placate another upset committee member- this time regarding the curriculum not being as supportive of the vocational arts as had been intended. As he stood musing about the call, he heard shouts and loud laughter from around the corner. Rounding the corner were three seventh grade boys who were engaging in general horseplay. When they saw him, they immediately fell silent. “Where are you going?”, he demanded. After a short pause, one said “We’re going to the library.” “Why?”. The same boy answered, “We want to get a book.” “About what?”. “Animals.” “You know very well that the library isn’t in this part of the building, “ Magnason boomed. “Return to your classes at
once.”
Later he sent the memo below.
MEMO
To: All Faculty
From: A. Magnason
Subject: Movement of students throughout the building during class time
It is becoming increasingly clear that the unrestricted movement of students within the school building during class time is counterproductive to the educational process. Therefore, the following means will be used to control student movement.
1. Any student movement will be controlled through the use of passes which will be issued by the teacher. 2. The pass will be used only for a specific purpose which will be clearly stated on the pass. 3. Teachers will limit the number of passes issued in any one class period to 10 percent of the number of students present in the class. 4. Students found away from their classes without passes will be considered for disciplinary action.
Passes are being printed now. This policy will become effective upon the distribution of passes to each teacher.
“Paulette’s going to go through the roof when she sees this one,” Kate Amster said as she finished reading the latest memo. “Progressive school, my foot,” snorted Langford. “Why Magnason doesn’t have the slightest idea what we’re trying to do here. This place will just be another Central High in a few months. I’m going to call my old school in New York.”
During the first few months, it had become a ritual among many of the middle school teachers to meet at the Silver Pony, an English-style pub, in Devon every Friday after work. Such a gathering took place in mid-November.
Langford: Today, I had the pleasure of the Tigrrr’s company in class.
Spinnela: Hey, John, be careful. The guy’s difficult, but it’s not really right to get down to the kid’s level.’
Langford: Oh, I know, but he watched my history class today. We were role-playing the Constitutional Convention, and the kids were really getting into it. They were moving around and yelling but, damnit, they were interested and involved. After the class do you think he said anything about what we had done? Hell, no! All he said was that he thought the class was a little unruly and that I should try to control them more.
Betty Sivils (Fiftyish. Although considered one of the “old guard”, she was well-liked by the younger teachers). I know how you feel, John, but you must admit that some of these kids are getting out of hand. Open classrooms is one thing, but to have them disrupting things is another. Paulette in undermining discipline. Do you know that the kids feel they can go to her and complain about teachers and she’ll listen to them? I don’t think that is proper, and I think we can see the damage it’s doing to the climate of learning. She doesn’t seem to be aware of some of the problems she’s creating.
Langford: I still feel that Magnason doesn’t care about content as long as our areas are calm and there’s no noise coming from them. He’s not even trying to understand the new system.
McNair: I agree. He’s been an administrator too long. He doesn’t care about people, whether they’re students or faculty, as long as he can control them. Some of those memos of his…
Resca: You mean the ‘Tigrrr Talks.’?
McNair (laughing): Yeah, the ‘Tigrrr Talks.’ They’re very condescending. He treats the faculty like children. And how about our staff meetings? If it’s not on the agenda, it doesn’t get discussed; and Magnason controls the agenda.
Spinnela: Changing the subject, did you know that Paulette and Magnason had it out again Tuesday? I don’t know the full story, but I guess it was about that latest memo of his.
Langford: You mean the one restricting student movement from class to class?
Spinnela: Right. Paulette was pretty hot.
McNair: No wonder. That ideas’s one of the basic premises of the open classroom concept. If you bog the kids down in bureaucracy, exploring new learning experiences will be too much of a hassle.
Spinnela: You know, this is starting to get pretty serious. Those two are at each other’s throats more and more. Things just can’t go on like this.
On Sunday evening, December 12th, Mr. Fowles made a call to Mr. Magnason’s house. After exchanging pleasantries, he brought up the school.
Fowles: Arthur, I’m starting to feel real concern over what’s going on down there in the middle school. We’re starting to get an awful lot of adverse reaction from parents. Arthur, it’s been over three months since school opened, and I’m beginning to hear complaints from parents that the bugs should be worked out by now.
Magnason: But you’re going to get that anytime a new school opens, And in our case, we’re starting a new curriculum too.
Fowles: I know, Arthur. I know. But it’s getting to the point where feelings among many parents are running pretty high.
Magnason: What are the big complaints?
Fowles: Well, I guess one of the biggest is that parents never see their kids doing any homework. In fact, they say they never see them with any books at all. Those outside classes in the beginning of the year didn’t go over too well, either. Oh yes, another thing. Parents don’t feel their kids are learning anything useful. One mother told me her sixth grade girl spends all day learning about Eskimos. Is that true?
Magnason: Oh that. That’s one of Trottier’s pet projects. Total immersion learning, where students learn all aspects of a culture and compare it to their own.
Fowles: I see. Well, I’m afraid it looks like the committee meeting in January could be stormy. You’d better get your ducks in line because there will be people there who’ll be looking for someone’s hide. Most of the committee is still not committed totally to the new school and I think we’ll be forced to take a closer look at what’s going on from now on.
It started snowing late that night and continued through the next morning, Monday, the 13th. Mr. Magnason had to attend a meeting of the school administrators in Clear River and didn’t get to Devon School until 1:30 in the afternoon. When he drove up, he saw about 30 students milling around in front of the school chanting unintelligible slogans. Parking his car, he went to the front entrance where he found Mrs. Trottier just inside the doors. She and a few other teachers where watching the students.
“What the hell is going on here, Mrs. Trottier.?” He demanded.
“The students are staging a walkout,” she said in a matter-of-fact voice.
Magnason started. “A what?”.
“I said,” she answered in a clipped voice, “ the students are staging a walkout.”
“Whatever the hell for?”
Sighing audibly, Mrs. Trottier explained. “Some of the eighth graders tried to pull a fast one. One of them called the bus company and said we were closing early because of the snow and to send the buses right over. When the caller didn’t give the code word, the bus company got suspicious and called back to confirm. That’s how I found out. When the buses didn’t come, they started getting restless. When I made an announcement over the public address system that the buses would come at the usual time, about 30 of them walked out. They’ve been out there for about a half hour.”
“And you’ve done nothing?”
“Why bother?” she said. “Let them get it out of their system. Besides, they’ll get cold pretty soon and come inside.”
“And in the meantime,” Magnason shouted, “we let everybody know that we’re making a bunch of revolutionaries out of their kids!”
“Well, you do something, “ she snapped. “You’re the drill master around here.”
“What?”
“You’re the one who wants them all quietly in their places like good little robots.” Mrs. Trottier was shouting now too. Pointing her finger at Magnason, she went on. “You people are all the same. Who cares if they learn anything as long as they behave themselves long enough for us to ship them to another grade. It makes me sick.”
With that, she stalked off down the hall.
Livid, Magnason shouted after her, “Mrs Trottier, come back here!”. Then he became aware of the circle of teachers, some watching him, some looking after Mrs. Trottier.
Clear River, despite its prosaic name, is a bustling manufacturing and mill community of about 65,000 people. As the only large population center in Tonley County, it also serves as the hub of financial, transportation, and governmental services. On the outskirts of Clear River are smaller suburbs. Devon, known locally as “Nob Hill”, is one of them. As its nickname implies, it is the most affluent of these suburbs and is the home of many of the area’s business and civic leaders.
Devon also attracts professional people, who choose to live in the community because of its beauty, reputation, and higher quality public services. The town is not all middle and upper middle class, however; there is a sizable minority of tradesmen and service people. Although less well off financially than the rest of the town, this group is able to exert some influence in local politics and community affairs. The township manager and three- fourths of the town council are Republicans; indeed, registered Republicans outnumber Democrats two to one.
The following item appeared in the August 15th issue of the Clear River Examiner.
NEW SCHOOL OPENS IN SEPTEMBER- …show more content…
DEVON. The recently completed Devon Middle High School will open for classes Tuesday, September 6th. The school, under construction for the past 16 months, will represent a radical departure, both architecturally and educationally from the traditional junior and senior high schools. It is the first of its kind in this area.
Mr. Arthur Magnason of Devon has been appointed principal of the new school. A native of New England with a master’s degree in education from the University of Vermont, Magnason has 18 years of experience in teaching and administrative duties in the school systems of Tonley County. He leaves Clear River Central High after fours years as its principal.
In discussing the new school, Magnason said, “This is clearly a case where form follows function. The school has been designed and built with the express purpose of using an ‘open classroom’ concept of teaching and learning. Under this system, small ‘learning groups’ meet in a large common area and in an environment in which students and teachers are much freer to pursue alternative learning concepts than in traditional programs. The curriculum is also more flexible and students are sometimes allowed to move from one learning group to another to undertake a new subject of interest to them.
“The upper and middle schools are housed under separate roofs, but a central walkway connects the two both physically and, I think, symbolically.”
Enthusiasm for the new school is not confined to its faculty. Mr. Harold Fowles of Devon, president of the Greater Clear River School Committee, said recently, “This new school is a concrete example of the committee’s determination to give the young people of this community the most up-to-date and best education possible. The school will embody all the latest innovations in learning and has been thoroughly equipped to meet the needs of all students whether they plan to go on to college or into a trade after graduation.
“We have brought some excellent teachers to Devon from other schools in the district,” Fowles continued, “and have hired only the very best new teachers available.
Designed to serve some 600 students in grades 5-12, the school is indeed an impressive example of a community’s dedication to the education of its youth.
Not everyone in the town shared Magnason’s and Fowles’s enthusiasm, however, due to the unstructured and highly experimental nature of the new school. Some members of the school committee had been outvoted by those members whose views reflected the more active and liberal elements in the community. Some parents also had objected to the new school on the grounds that their children might not learn enough to get into top-rated universities, while other parents worried that the new school would encourage permissiveness. However, those objecting were in the minority, and most people in the area appeared proud of the new facility and its modern educational concepts.
MEMO
To: All Faculty
From: A. Magnason, Principal
Subject: Workshop Orientation
All faculty members are to report to the multipurpose room (a combination auditorium and gym) at 8:30 A.M., Monday, August 23, for the preterm workshop orientation.
Standing almost 6’ 4” tall and of solid build, Mr. Magnason at 41 years was an imposing figure as he stood at the rostrum on stage addressing the teachers.
“I would like to take this opportunity to welcome all of you to the Devon Middle High School. We have before us a once-in-a-lifetime opportunity, a chance that most teachers only dream of. We are going to be using the latest innovations in education – open classrooms, flexible schedules and curricula – in buildings designed and equipped for that purpose and with the active support of the community.”
Magnason paused for a moment; then moving to the side of the rostrum, he leaned against it and struck a more casual pose. “Now a lot of this is going to be new for many of us. This is the primary reason that we have hired Paulette Trottier as vice principal.”
He nodded to a smallish, trim woman in her early 40s who was seated in a chair beside him on the stage. She returned a brief smile.
“She’s done a lot of wok with open-classroom systems and possesses outstanding credentials. As you know, she’s taught for eight years in similar progressive schools and has, for the past four years, broadened her experience and skills working for the New Jersey Department of Education as an evaluator of programs and policies.”
Clearing his throat, he went on, “As I said before, I’m not fully familiar with these new concepts and, like the rest of you, feel that there is much to learn. However, I do feel that, in my 18 years of teaching, I have learned a few things about education and about students. He paused briefly for the polite laughter he knew would follow his mild sarcasm.
“A good school is run efficiently, and I think my record speaks for itself in that regard. Everyone, students and teachers, knows where they’re supposed to be and what they’re supposed to be doing at all times. When I go into a classroom- oops! I guess I should say into a ‘learning group’ area, I like to see quiet, attentive students and a teacher in control of the situation. If everything’s going well, don’t expect to see me. But if things are falling through the cracks, you will see me and I’ll be asking questions. I think Mrs. Trottier has assembled a great team and I look forward to the beginning of the term, as I’m sure you do. Collecting his notes, Magnason turned to Mrs. Trottier. “And now Mrs. Trottier, would you like to say a few words?”
Thanking Magnason as she approached the podium, Mrs. Trottier spoke to the group in a voice whose power belied her size. “I don’t have very much to say today, but I do expect to work with all of you more closely in smaller groups over the next week and a half. I think Mr. Magnason made a good point when he said that all of us will be learning a lot over the next school year. I’ve started and worked successfully with a number of these programs over the years, and each one is different. One thing that I’ve learned is that we have to be open, flexible and cooperative with each other. Only by working together and sharing our successes and failures can we make this thing work, Thank you.”
Magnason once more approached the podium and suggested they break for coffee and doughnuts, which had been provided in the rear of the room. Then, excusing himself, he left the group to attend to several administrative details concerning the opening of the school.
As the teachers drifted toward the back of the room, three who had sat together during the opening remarks began to talk with each other. They were Katherine Amster, Florence Dix, and Louis Spinnela. Assigned to seventh-grade classes, they had all taught previously at Clear River Central and had applied for positions at Devon. Their seniority and their reputations as good teachers with records of successfully applying new educational concepts in their classes won them their new jobs. Although Magnason knew each personally, the actual interviewing had been done by Mrs. Trottier, and the job offer had come from her.
Amster: Well, Lou, what do you think?
Spinnela: He sure spoke well. It doesn’t sound like the Magnason I worked for- he would never have admitted having anything to learn.
Dix: Yeah, it kind of surprised me that he even got the job. After all, he’s never been exposed to these ideas before, and he’s not the most liberally-minded administrator in the world. Do you think he can handle it? I think maybe the committee hired him because they didn’t want to go all the way.
Spinnela: Maybe he’s supposed to keep an eye on Trottier and make sure things don’t get out of hand. Anyway, you can be sure of one thing. He’ll- how did he express it- yeah, he’ll run a “run a tight ship.”
Dix: You know what he told me once? I was having some trouble with discipline and he said that as long as I could “keep the lid on” he would be happy.
Amster: He really stays on top of things, though. I think he’s a good administrator. But isn’t this place great? Do you still think facilities don’t make much difference, Lou?
Spinnela (smiling): You know, Kate. I never felt that a school had to be built to order for an educational concept to be effective. I must admit, though, this place is beautiful. Are there any plans to have the parents in for a “cook’s tour”?
Amster: Well, I thought there were some parents who wanted to see where their kids were being transferred to, but I don’t know of any plans to have an open house. You know Magnason; he’s concentrating on getting things ready to open on time.
As the days went by, the teachers got down to the job of assimilating the new program and making final preparations in their lessons. They also renewed old acquaintances and began to make friends among others.
The teachers who had been newly-hired were of a uniformly high caliber. John Langford, for instance, was in his mid-thirties and had taught for a number of years at an experimental and exclusive private school in New York City. Alice McNair, though only 25, came to the school from Sacramento, California. She was highly recommended and had experience in a school like Devon. Westley Perron and Emily Geoffrion had both completed master’s degrees in June and would be starting their first full-time teaching job when Devon opened the following week. They were assigned to fifth grade classes.
There were also a number of teachers who, like Amster, Dix and Spinnela, had transferred to Devon from other schools in the district. Paul Addles, a seventh grade teacher, came from Southside Junior High; and Dave Resca, the physical education coordinator, came from McNelly High in Clear River. Resca, in particular, was ecstatic over Devon’s facilities and equipment and exuded enthusiasm as he planned programs for the fall.
Mrs. Trottier worked tirelessly with the teachers in teaching them about the new concepts and how they could be applied to their respective disciplines. Although she was the vice principal and dealt with matters throughout the school, she concentrated her efforts with the middle school faculty. Amster, Dix, and Spinnela warmed to her right from the beginning. They were familiar with most of the new ideas she was trying to introduce. At Clear River Central they had used many of them in their classes and had often worked together implementing their ideas.
Mrs. Trottier spend most of her time, however, with the new teachers. She had personally interviewed and hired each of them over the summer and was certain that they were among the best young teachers available in the area.
Paul Greene was one teacher who seemed unaffected by the generally high level of enthusiasm pervading the faculty. He had come to Devon from Central High like a number of other teachers, but brought with him a reputation as a traditional, procedures-bound teacher. Spinnela, a military history buff, called him the “Old Guard.” Although his preparation for the coming year evidenced the same quality as that of the other teachers, his lack of participation during meetings and discussion groups led some teachers to doubt the sincerity of his commitment to the new school and its ideas. Once, after such a meeting, Alice McNair mentioned Greene’s aloofness to Mrs. Trottier. “Don’t worry about him, Alice,” she answered. “He’s one of the ones Magnason brought over from Central. We’re going to have to put up with him, but if he doesn’t get with the program damn quick I’ll fire him. That’s all there is to it. In the meantime, so long as he stays over in the upper school building, we won’t lock horns. If it had been up to me, I never would have hired him and I think he knows it.”
During most of this time, Magnason worked primarily in the administration area dealing with the logistics of getting the school fully ready for opening day. Problems associated with late delivery of a few pieces of equipment kept him busy for most of the two days. Then there were the impromptu tours to be conducted for visiting dignitaries. What contact he did have with the middle school teachers was limited to an exchange of pleasantries. Although he didn’t participate formally in the preparatory workshop sessions, Magnason did seem to know what was going on generally.
By opening day, Tuesday, September 6th, Devon School was ready for classes. All the supplies and equipment had finally arrived and except for a few minor problems with the air-conditioning, everything was in perfect condition.
The 600 students who assembled in the multipurpose room at 9 A.M. on the 6th for Mr. Magnason’s opening address had previously attended junior and senior high schools throughout the Clear River area. A large proportion of the upper school students had been transferred from Clear River Central. All were about to begin a new educational process for the first time and there was an air of excitement in the room. Emily Geoffrion was standing at the rear of the room with Kate Amster and Florence Dix when Mr. Magnason entered through a side door and began walking to the stage at the front of the room . As he mounted the stage, muted catcalls of “Tigrrr, Tigrrr” began to rise from the area of the older students. Kate rolled her eyes to the ceiling and murmured, “Here we go.”
Emily: What do you mean?
Florence: Oh, that’s what the kids used to call Mr. Magnason at Central.
Emily: Tigrrr?
Kate: Yeah, Tigrrr, with the emphasis on the ‘”grrr.”
Emily: why?
Florence: Oh, he’s big, I guess, always stalking around and really making them tow the line. They don’t like him very much.
As he approached the podium, it was obvious that Magnason heard the students. And the color rushing to his face made it equally obvious that he knew that it was not a term of endearment. He began with conventional opening and welcoming remarks and then addressed the subject of the new school and curriculum.
“This fine new school has been built for you, the students. Not only is it brand new, it is also the only school of its kind in the whole state. I think that you will learn a lot of important things and that you will have fun doing so. I expect you to accord your teachers the respect they deserve and to obey the school’s rules and regulations. As he concluded his remarks and began to walk off the stage, whispered calls of “Tigrrr, Tigrrr” once again were heard. They didn’t stop until he left the room through the same side door.
The first week or two of school were characterized by the usual administrative confusion and snafus that mark the beginning of any school year. Also, there were a few problems getting used to new equipment. The automatic smoke detector fire alarm set off two false alarms before it was discovered that the detectors in the chemistry lab were too sensitive and would trip off the alarm system at the slightest hint of fumes. This was fixed, but the air conditioning system was still giving some problems. The building was designed for “climate control” and the window, as a result, were sealed. The fact that the heat of summer lingered through September only made this problem more irritating. But this problem was circumvented by the school’s open program which encouraged many teachers to hold classes outdoors.
It was on just such a hot day in mid-September that Magnason walked over to Mrs. Trottier’s office in the middle school and met her in the hallway.
Magnason: Mrs. Trottier, do you have a minute?
Trottier: Yes, what can I do for you?
Magnason: I was trying to find McNair’s class this morning but couldn’t find them anywhere. Do you know where they were?
Trottier: No, not really. She’s probably taken them to a shady spot on the grounds somewhere. The damned air conditioning was really screwing up this morning.
Magnason (stiffening up visibly over Trottier’s choice of words). Well, I can’t control what’s going on when I can’t even find out where my teachers have taken their students! Come to think of it, the school seemed half empty this morning. I suppose all those students were out roaming the countryside, too? Is this what is meant by open classroom?
Trottier: Take it easy, Arthur. Giving teachers and students the freedom to make choices is part of the new concept. The teachers have to be able to flow with the direction the class is taking.
Magnason: Well, I’m trying to keep an open mind but I ought to be able to find out where the teachers of this school are teaching their students if I want to. It used to be that classes followed the direction the teacher was taking.
The presence in the hallway of some students returning from late lunch period ended the conversation. The next day Magnason received a telephone call from Harold Fowles, school committee president.
Fowles: How’s it going in your new school, Arthur?
Magnason: Pretty well, Mr. Fowles. Except for the cranky air conditioning system, everything is working beautifully. And you know the way that is: they’ll probably get it running perfectly about the time of the first snowfall. Other than that, though, there are no major problems.
Fowles: You have another of those false alarms yesterday morning?
Magnason: No, why?
Fowles: Well, I was driving by the school yesterday about 10:30 and there were groups of kids all over the place.
Magnason: Oh that. Well, that’s… that’s part of the concept of open classrooms. Teachers can feel free to take a class outdoors if they want to. And since it’s been unusually warm this week and the air-conditioning is not too reliable, more teachers are going outdoors. I’m sure things will settle down in a few weeks.
Fowles: You mean those groups of kids were actually in class?
Magnason: Yes.
Fowles: Well, I don’t know. It seemed to me that a lot of them were just running around playing. In fact, I can’t remember seeing teachers with some of those groups. They were just off doing what they wanted.
Magnason: It’s interesting that you should mention that, Mr. Fowles. I just spoke to Paulette Trottier about that very thing yesterday, as a matter of fact. She didn’t seem concerned. You get rough spots when you try to put any new program into operation. I do plan to tighten up on that sort of thing, however.
Fowles: Well, this is just the type of permissiveness I was concerned about when this new school was being discussed. But I guess you’re right about new programs. We have the same problem at the plant. (Mr. Fowles was president and principal stockholder of Fowles Electronics). It sounds as if you’re on top of the problem, though. Got to run. Talk to you later.
Magnason: Good bye, Mr. Fowles.
Later that day, Magnason sent the following memo to the faculty:
MEMO
To: All Faculty
From: A. Magnason, Principal
Subject: Guidelines for the conduct of classes out of doors
In an effort to improve control over and the educational value of outdoor class periods, the following guidelines will be observed.
1. Teachers wishing to conduct outdoor classes will submit a written request to their department head no later than one day prior to the day they wish to hold such class.
2. The request will contain, as a minimum, the following information.
a. Grade level of class b. Number of students c. Location of class on the school grounds. d. Subject matter to be taught. e. Time and duration of class
3. All classes must be supervised by a teacher and conducted in such a manner that the teacher retains full control over the class. Under no circumstances shall unsupervised groups of students be allowed outside the building.
“Just what is this all about, Arthur? Mrs. Trottier spoke sharply as she strode into Magnason’s office brandishing the memo. “That, Mrs. Trottier, is an attempt to bring some order and control to these wilderness trails some teachers are taking their classes on,” answered Magnason in a measured voice. “We can’t allow aimless wandering over the school grounds to continue.”
Mrs. Trottier closed the door to this office. “I can read, damnit. What are you trying to do, sabotage the whole program? I told you that the teachers have to be flexible enough to respond to the way their class is going! This ‘no later than one day prior’ stuff is too rigid. You hired me to implement an open classroom system at this school.”
Magnason clasped his hands on his desk and said, “I am responsible to the school committee to see that their educational objectives for students are met. I am also responsible to the parents of our students to see that they are supervised at all times and not exposed to any danger. And don’t forget, not everyone in this town was in favor of this new approach. We’re still in the implementation phase. It might be a good idea to proceed with caution.”
Standing up, he tried to be conciliatory. “Now we can still do all the things you want to do. It’s just that I want to make sure we meet all our responsibilities to the school committee and the community.”
Mrs Trottier was about to reply when Magnason’s phone rang. As he answered it, she left.
Despite the restrictions on outdoor classes, the implementation of the program seemed to be proceeding smoothly over the next few weeks. Besides, autumn had brought cooler weather so that the air conditioning was no longer important.
It was during this period that Mrs. Trottier spent more and more time with the middle school and its program while Mr. Magnason concentrated on the upper school. She maintained an “open door” policy with the teachers and always seemed willing to see one of them in her office whether to talk over problems or hash out new ideas. The Amster-Dix-Spinnela triumvirate was beginning to work very well. Dedicated teachers all, they worked together as they had at Central High. Pooling ideas and materials, they were imaginative and unstructured in their teaching. They were popular with their students and it was generally agreed that their students were progressing well. One of the new ideas that they tried was teaching with a minimum of supportive materials. They resorted to textbooks and other resources only when absolutely necessary. This teaching concept was a particular favorite of Mrs. Trottier’s and their success at it enhanced their prestige as practitioners of the new educational philosophy.
Some of the other teachers were not as successful in using this technique, however. Westley Perro and Emily Geoffrion, in particular, were having problems. They spoke with Mrs. Trottier in her office about their troubles one day.
Trottier: I really can’t understand the problems you’re having. Look at Kate, Florence, and Lou in the seventh grade. They’re doing very well and enjoying it to boot. Perhaps you’ve not given it enough of a chance yet.
Perron: Well, we’ve talked it over and we feel we need more to work with in class. I just can’t teach all day without any books or charts or anything.
Geoffrion. That’s right. Maybe some of these other teachers can do it, but they’ve been at it a lot longer. When I have as much experience as they do, I’ll probably be able to talk all day without a lesson plan too. Right now, it’s just too much.
Trottier: Look, you’re both getting too worried about this. I know it’s harder on you because of your lack of experience, but both of you have the makings of excellent teachers. That’s why I hired you. Sure, you’ll have to work harder but you’ll be better teachers for it.
Perron: It gets pretty rough down there, you know. You ought to take a look yourself. These kids can be pretty wild.
Trottier: Look, I know all about it. But I’ve put this program across in tougher schools than this. You’ll be all right. You just need to work at it a little more.
After leaving Trottier’s office, Emily was sullen. “’You just need to work at it a little longer’. Is that the best she can do? Why doesn’t she at least come down and sit in on a class or two so she could offer some suggestions?”
“Yeah,” agreed Westley, “she won’t even take a look at what’s going on. All she ever does is sit in her office talking to people and drinking coffee. We’re supposed to mark the kids on effort and all we ever get from her is ‘try harder.’”
The Wednesday morning before Thanksgiving, Mr.
Magnason was in the hall outside his office, having just gotten off the phone after trying to placate another upset committee member- this time regarding the curriculum not being as supportive of the vocational arts as had been intended. As he stood musing about the call, he heard shouts and loud laughter from around the corner. Rounding the corner were three seventh grade boys who were engaging in general horseplay. When they saw him, they immediately fell silent. “Where are you going?”, he demanded. After a short pause, one said “We’re going to the library.” “Why?”. The same boy answered, “We want to get a book.” “About what?”. “Animals.” “You know very well that the library isn’t in this part of the building, “ Magnason boomed. “Return to your classes at
once.”
Later he sent the memo below.
MEMO
To: All Faculty
From: A. Magnason
Subject: Movement of students throughout the building during class time
It is becoming increasingly clear that the unrestricted movement of students within the school building during class time is counterproductive to the educational process. Therefore, the following means will be used to control student movement.
1. Any student movement will be controlled through the use of passes which will be issued by the teacher. 2. The pass will be used only for a specific purpose which will be clearly stated on the pass. 3. Teachers will limit the number of passes issued in any one class period to 10 percent of the number of students present in the class. 4. Students found away from their classes without passes will be considered for disciplinary action.
Passes are being printed now. This policy will become effective upon the distribution of passes to each teacher.
“Paulette’s going to go through the roof when she sees this one,” Kate Amster said as she finished reading the latest memo. “Progressive school, my foot,” snorted Langford. “Why Magnason doesn’t have the slightest idea what we’re trying to do here. This place will just be another Central High in a few months. I’m going to call my old school in New York.”
During the first few months, it had become a ritual among many of the middle school teachers to meet at the Silver Pony, an English-style pub, in Devon every Friday after work. Such a gathering took place in mid-November.
Langford: Today, I had the pleasure of the Tigrrr’s company in class.
Spinnela: Hey, John, be careful. The guy’s difficult, but it’s not really right to get down to the kid’s level.’
Langford: Oh, I know, but he watched my history class today. We were role-playing the Constitutional Convention, and the kids were really getting into it. They were moving around and yelling but, damnit, they were interested and involved. After the class do you think he said anything about what we had done? Hell, no! All he said was that he thought the class was a little unruly and that I should try to control them more.
Betty Sivils (Fiftyish. Although considered one of the “old guard”, she was well-liked by the younger teachers). I know how you feel, John, but you must admit that some of these kids are getting out of hand. Open classrooms is one thing, but to have them disrupting things is another. Paulette in undermining discipline. Do you know that the kids feel they can go to her and complain about teachers and she’ll listen to them? I don’t think that is proper, and I think we can see the damage it’s doing to the climate of learning. She doesn’t seem to be aware of some of the problems she’s creating.
Langford: I still feel that Magnason doesn’t care about content as long as our areas are calm and there’s no noise coming from them. He’s not even trying to understand the new system.
McNair: I agree. He’s been an administrator too long. He doesn’t care about people, whether they’re students or faculty, as long as he can control them. Some of those memos of his…
Resca: You mean the ‘Tigrrr Talks.’?
McNair (laughing): Yeah, the ‘Tigrrr Talks.’ They’re very condescending. He treats the faculty like children. And how about our staff meetings? If it’s not on the agenda, it doesn’t get discussed; and Magnason controls the agenda.
Spinnela: Changing the subject, did you know that Paulette and Magnason had it out again Tuesday? I don’t know the full story, but I guess it was about that latest memo of his.
Langford: You mean the one restricting student movement from class to class?
Spinnela: Right. Paulette was pretty hot.
McNair: No wonder. That ideas’s one of the basic premises of the open classroom concept. If you bog the kids down in bureaucracy, exploring new learning experiences will be too much of a hassle.
Spinnela: You know, this is starting to get pretty serious. Those two are at each other’s throats more and more. Things just can’t go on like this.
On Sunday evening, December 12th, Mr. Fowles made a call to Mr. Magnason’s house. After exchanging pleasantries, he brought up the school.
Fowles: Arthur, I’m starting to feel real concern over what’s going on down there in the middle school. We’re starting to get an awful lot of adverse reaction from parents. Arthur, it’s been over three months since school opened, and I’m beginning to hear complaints from parents that the bugs should be worked out by now.
Magnason: But you’re going to get that anytime a new school opens, And in our case, we’re starting a new curriculum too.
Fowles: I know, Arthur. I know. But it’s getting to the point where feelings among many parents are running pretty high.
Magnason: What are the big complaints?
Fowles: Well, I guess one of the biggest is that parents never see their kids doing any homework. In fact, they say they never see them with any books at all. Those outside classes in the beginning of the year didn’t go over too well, either. Oh yes, another thing. Parents don’t feel their kids are learning anything useful. One mother told me her sixth grade girl spends all day learning about Eskimos. Is that true?
Magnason: Oh that. That’s one of Trottier’s pet projects. Total immersion learning, where students learn all aspects of a culture and compare it to their own.
Fowles: I see. Well, I’m afraid it looks like the committee meeting in January could be stormy. You’d better get your ducks in line because there will be people there who’ll be looking for someone’s hide. Most of the committee is still not committed totally to the new school and I think we’ll be forced to take a closer look at what’s going on from now on.
It started snowing late that night and continued through the next morning, Monday, the 13th. Mr. Magnason had to attend a meeting of the school administrators in Clear River and didn’t get to Devon School until 1:30 in the afternoon. When he drove up, he saw about 30 students milling around in front of the school chanting unintelligible slogans. Parking his car, he went to the front entrance where he found Mrs. Trottier just inside the doors. She and a few other teachers where watching the students.
“What the hell is going on here, Mrs. Trottier.?” He demanded.
“The students are staging a walkout,” she said in a matter-of-fact voice.
Magnason started. “A what?”.
“I said,” she answered in a clipped voice, “ the students are staging a walkout.”
“Whatever the hell for?”
Sighing audibly, Mrs. Trottier explained. “Some of the eighth graders tried to pull a fast one. One of them called the bus company and said we were closing early because of the snow and to send the buses right over. When the caller didn’t give the code word, the bus company got suspicious and called back to confirm. That’s how I found out. When the buses didn’t come, they started getting restless. When I made an announcement over the public address system that the buses would come at the usual time, about 30 of them walked out. They’ve been out there for about a half hour.”
“And you’ve done nothing?”
“Why bother?” she said. “Let them get it out of their system. Besides, they’ll get cold pretty soon and come inside.”
“And in the meantime,” Magnason shouted, “we let everybody know that we’re making a bunch of revolutionaries out of their kids!”
“Well, you do something, “ she snapped. “You’re the drill master around here.”
“What?”
“You’re the one who wants them all quietly in their places like good little robots.” Mrs. Trottier was shouting now too. Pointing her finger at Magnason, she went on. “You people are all the same. Who cares if they learn anything as long as they behave themselves long enough for us to ship them to another grade. It makes me sick.”
With that, she stalked off down the hall.
Livid, Magnason shouted after her, “Mrs Trottier, come back here!”. Then he became aware of the circle of teachers, some watching him, some looking after Mrs. Trottier.