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272 pages, Hardcover
First published December 13, 2016
”The Shady Hill School might have looked a bit like a Montessori school, offering the type of progressive education that encouraged students to pursue their own interests instead of following a strict curriculum, but looks could be deceiving. Yes, Agnes had a “constitutional aversion to textbooks,” but this did not translate into pedagogical laxity or an educational free-for-all. Agnes Hocking believed that bringing young children into contact with original literary sources – Homer, Shakespeare, Dante – would go a long way in cultivating mature and sustaining intellectual interests. (Shady Hillers still read The Iliad and The Odyssey in fourth grade.) The Hockings wrote that they
'were often classified as progressive – chiefly, I suspect, on the ground of a certain informality in our procedures, which led to the supposition that, like the typical progressive school, we were consulting and catering to the existing “interests” of children. Our principle was the exact reverse of this. Interest was of course of first importance, and we secured it; but not by bending our work to what was on the surface of children's minds. We expect children to take an interest in what was worthy of their interest; and with teachers who cared for their subjects, they did so.'"