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How Children Fail

How Children Fail

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03/18/2014

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How Children Fail
By John Holt, Penguin Education

Foreword
Most children in school fail.
For a great many, this failure is avowed and absolute. Close to forty percent

of those who begin high school, drop out before they finish. For college, the
figure is one in three.

Many others fail in fact if not in name. They complete their schooling only
because we have agreed to push them up through the grades and out of the
schools, whether they know anything or not. There are many more such
children than we think. If we "raise our standards" much higher, as some
would have us do, we will find out very soon just how many there are. Our
classrooms will bulge with kids who can't pass the test to get into the next
class.

But there is a more important sense in which almost all children fail: Except
for a handful, who may or may not be good students, they fail to develop
more than a tiny part of the tremendous capacity for learning, understanding,
and creating with which they were born and of which they made full use
during, the first two or three years of their lives.

Why do they fail?
They fail because they are afraid, bored, and confused.
They are afraid, above all else, of failing, of disappointing or displeasing the

many anxious adults around them, whose limitless hopes and expectations
for them hang over their heads like a cloud.

They are bored because the things they are given and told to do in school are
so trivial, so dull, and make such limited and narrow demands on the wide
spectrum of their intelligence, capabilities, and talents.

They are confused because most of the torrent of words that pours over them in school makes little or no sense. It often flatly contradicts other things they have been told, and hardly ever has any relation to what they really know\u2014 to the rough model of reality that they carry around in their minds.

How does this mass failure take place? What really goes on in the
classroom? What are these children who fail doing? What goes on in their
heads? Why don't they make use of more of their capacity?

This book is the rough and partial record of a search for answers to these
questions. It began as a series of memos written in the evenings to my
colleague and friend Bill Hull, whose fifth-grade class I observed and taught
in during the day. Later these memos were sent to other interested teachers
and parents. A small number of these memos make up this book. They have
not been much rewritten, but they have been edited and rearranged under
four major topics: Strategy; Fear and Failure; Real Learning; and How
Schools Fail.Strategy deals with the ways in which children try to meet, or
dodge, the demands that adults make of them in school. Fear and Failure
deals with the interaction in children of fear and failure, and the effect of this
on strategy and learning. Real Learning deals with the difference between
what children appear to know or are expected to know, and what they really
know. How Schools Fail analyzes the ways in which schools foster bad
strategies, raise children's fears, produce learning which is usually
fragmentary, distorted, and short-lived, and generally fail to meet the real
needs of children.

These four topics are clearly not exclusive. They tend to overlap and blend into each other. They are, at most, different ways of looking at and thinking about the thinking and behavior of children.

It must be made clear that the book is not about unusually bad schools or
backward children. The schools in which the experiences described here
took place are private schools of the highest standards and reputation. With
very few exceptions, the children whose work is described are well above
the average in intelligence and are, to all outward appearances, successful,
and on their way to "good" secondary schools and colleges. Friends and
colleagues, who understand what I am trying to say about the harmful effect
of today's schooling on the character and intellect of children, and who have

visited many more schools than I have, tell me that the schools I have not

seen are not a bit better than those I have, and very often are worse.
FOREWORD TO REVISED EDITION
After this book came out, people used to say to me, "When are you going to

write a book about howteache rs fail?" My answer was, "But that's what
this book is about."

But if it is a book about a teacher who often failed, it is also about a teacher
who was not satisfied to fail, not resigned to failure. It was my job and my
chosen task to help children learn things, and if they did not learn what I
taught them, it was my job and task to try other ways of teaching them until
I found ways that worked.

For many years now I've been urging and begging teachers and student
teachers to take this attitude toward their work. Most respond by saying,
"Why are you blaming us for everything that goes wrong in schools? Why
are you trying to make us feel all this guilt?"

But I'm not. I didn'tblame myself or feel guilt, just because my students
were so often not learning what I was teaching, because I wasn\u2019t doing what
I had set out to do and couldn't find out how to do it. But I did hold myself

responsible.

"Blame" and "guilt" are crybaby words. Let's get them out of our talk about education. Let's use instead the word "responsible." Let's have schools and teachers begin to hold themselves responsible for the results of what they do.

I held myself responsible. If my students weren't learning what J was
teaching, it was my job to find out why. How Children Fail, as I said, was a
partial record of my not very successful attempts to find out why. Now,
twenty years after I wrote most of How Children Fail, I think I know much
more about why. That\u2019s what this revised version of the book is about.

I've decided to leave the original exactly as I wrote it, and where I have
second thoughts about what I then wrote, I\u2019ve put those to. It may seem to
some that it took me too long to learn what I have learned, and that I made
many foolish mistakes, and missed many obvious clues. I feel no guilt

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