Abstract
THE pronouncements of James B. Conant, Alexander Neill, and John Holt rang in my ears as I crossed the threshold of my first teaching position in Manchester, Michigan. Student cries of protest to textbooks, grammar, and irrelevancy resounded as loudly as I had been lead to expect. Solutions, however, were not so ready-made. Manchester was not a ghetto a free school, or an elementary school. What answers might adapt to the problems of a small high school with a relatively standard outlook on scheduling and discipline? Must academic studies be labeled sterile; can only the functional be relevant? I asked myself frantically between class periods, and nightly scratched my brain, hoping for nothing short of a Joycean epiphany. Manchester is a school of 350 students
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