Abstract
mported from England, where at least a third of the primary schools (kindergarten through sixth grade) have now adopted the open classroom (Hertzberg and Stone, 1971: 222),' a powerful social movement now seems to be building in the United States to reform education along similar lines. The movement reached wide-spread public attention initially through a number of strongly worded criticisms of traditional American education (Holt, 1964; Kohl, 1967; Kozol, 1967; Herndon, 1968; Leonard, 1968; and Dennison, 1969). Specific how-to books have also recently appeared, such as Brown and Precious (1973), Kohl (1969), Hertzberg and Stone (1971), and Silberman (1970). It should not be thought, however, that all advocates of open class education espouse the same philosophy and methods.
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