“…Let us be clear, it is not progress, technology or time that kills a small rural school or any school for that matter. Small schools often do not fit the standardized mould and they cause difficulties for administrators. And so, the very qualities that make these schools work and that their students and communities love about them are actually used as justification for their closure. These schools work because they are nonstandard and responsive to real communities…”
“…Contrary to the mythology, exceptional schools do not die off, most are killed by intentional acts, not by the inevitable forces of nature. In nature, variation, messiness, and chaos are not unnatural or unproductive forms of organization. In fact, as biologists would remind us, they are essential features of growth. When school people forbid such messiness, or view it as a burden, we undermine the possibility of proliferation … Many good schools die an early unnatural death because the policies that govern our public systems cut short their natural growth … the people who operate the present system do not see themselves in the business of trying to maintain idiosyncratic practice …they’ve been trained to seek, first and foremost, ways to solve problems by rule. Education on a Human Scale
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