Progressive Education

Greenbelt's Center School was the first of the county that dedicated its learning program to progressive education. The essential theme of learning in this environment was "hands-on". There was also much individual attention in the early days of the Center School because class sizes were limited to twenty. The school started with fifteen regular classes, two special education classes and one class serving students with hearing difficulties.

The rooms were average size and few pieces of equipment were used, unlike now, where a computer, film projectors, movie equipment, and science lab instruments are likely to be found in a lot of classrooms. However, the advantage was small class sizes and enthusiastic, educated parents.

As far as curriculum, math and reading were taught with a systematic approach. Both subjects were taught consecutively with published workbooks. Spelling, writing, and English were taught more with daily planning and activities in the classroom. There were also spelling lists complied by the state that children on the second and third grade level should be able to spell. Teachers thought that English skills were very important and consciously made sure that spelling, writing and reading were taught correctly.

Another emphasis that teachers placed was on each child's school, home and community life. In class, discussions would lead to personal stories and teachers would often visit the child's home to observe and inspect the what the child's life was like at home. In school, they would study proper sleeping habits, and what should be a comfortable bedroom and how they entertained friends. The children would go on field trips and little voices were overheard saying, "Don't look, don't look, or you're going to have to write about it" which was certainly the truth. The children also learned to write and act out plays at an early age. The play would involve the whole school, making it quite a project. They would have to make their own costumes as well.

Another major emphasis was placed on the development of self discipline. The teachers tried to do away with lining up, keeping in formation to got o the auditorium, and being excused to go to the bathroom. It was a free classroom, and children were allowed to move about, talk and do various things. Eventually, each child was taught to take responsibility for their own behaviors. For example, every so often, assemblies were held for the whole school. At a certain time, all the children would be dismissed to go to the assembly. There was always a whole lot of pushing, shoving and noise, but the teachers were not disappointed. Eventually, things calmed down after the assembly began. Then the same thing would happen when the children were excused to go back to their classrooms. When they got back, the teacher would ask,"What did you think of the way our class went to assembly?" The children were often very critical of themselves. Gradually, over the course of the year, the children learned to be excused for an assembly in very controlled manners.

An significant difference of the Center School was the fact that it was a walking school. Almost all the children walked to school and most went home for lunch. The children knew and trusted the three policemen on the force and saw them as an extension of civic responsibility. One student of Center School wrote a poem: