Thirty Years of Progressive Education—Here, Right under our Noses

Calgary’s most unfortunately best-kept secret is that a progressive school has been living in its own small niche in this city for 30 years, largely unknown. This school began in November of 1979 by a single teacher with a dream, and two lone students. Banbury Crossroads it was called. A. S. Neill, who wrote Summerhill, provided her with the initial seed of inspiration to re-think “school”. Neill believed that children have a right to be happy, and that they should be able to direct the course of their own lives, as long as they don’t interfere with the rights of others. This concept is at the root of mutual respect and democracy itself. That is why this type of education is sometimes called “democratic education”. Summerhill still exists in England, and is now associated with similar schools across Europe. Banbury wasn’t only inspired by Summerhill, however. John Holt was another major influence. He wrote many books in the spirit of objectively examining the process of learning for children both within schools and outside them. He is perhaps best known for starting the homeschooling movement with his newsletter, Growing without Schooling. When Banbury Crossroads began, its founder started from scratch, in terms of creating an environment that would work best for children and adults to come together in the pursuit of learning. In the end, the structure used in the Modern British Infant System, called open classroom or integrated day, was chosen for Banbury. This choice of model was due to its emphasis upon individuality, student pacing, relationships, movement, self-responsibility, learning based upon inquiry and projects, and ultimately, student autonomy. For thirty years now, this progressive school has been developing and providing very special learning experiences for the children in Calgary. It’s time that everyone knew this.

As part of the educational scene in Alberta, Banbury now plays a unique role. Its atmosphere is engaged and peaceful; its students free to be themselves and to prosper in multi-aged classes of no more than 12 students. The small class sizes allow teachers to really know their students, and to provide socially adept role-modelling and intensive individual and small-group instruction. The environment is designed to be familial—like an extended family or village that is devoted to learning. The values that parents live by in their homes are also honoured there. In addition to providing for physical needs, parents give their children visibility, affection, stimulation, safety, encouragement for talents, reasoning skills and communication strategies. Banbury values the same approach to its students.

Individuality is one driving theme that underlies all aspects of the school. Students progress through the curriculum at their own pace, and with respect given for their personal interests. Teaching is not lecture-based; rather, it is tutorial-based. This is a more effective way to engage learners—when discussions are relevant and personal. Time management and organizational skills develop as students take responsibility for their own education. Since children are treated as people with hopes, dreams, fears and feelings, and since teachers have time to help their students with emotional and social challenges, healthy relationships are more possible between children and adults. Under these conditions, trust grows.

Opportunity and exploration are other underlying themes of life at Banbury. Students are given many and various opportunities to really explore their world, as they use their innate curiosity and energy to master their environment. Since one purpose of education is to draw people out from themselves and into the world around them, it makes sense that we not close our youngest citizens up within four window-scarce walls, with only pictures and words to describe that real world outside. The community needs to be part of the learning equation.

At Banbury, the community is touched not just through field trips and cultural excursions, but also through frequent volunteerism and contributive internships. Every Junior and Senior High student participates one day per week off-site at various businesses and services. They design projects to connect the learning they pursue in the classroom with the needs of living in the real world. They develop a sense of altruism and purpose, and the buoyancy that comes from working side-by-side with adults who care about their work. This allows young people not only to explore career opportunities, but to extend their intrinsic motivations and interests in a concrete way. Learning is not just about reading and writing, although it certainly does contain those necessary communication tools. Learning is also about seeing the world as a scientist, a mathematician, a sociologist, a psychologist, a political scientist, and so on. To actually do this work is much more impactful than just reading about other people doing it.

Young people need to learn concentration and persistence and the power of passion. At Banbury, such goals are held in high esteem, because over the years, it has been very obvious that students who are raised in such a fashion become effectual people. Their social responsiveness is greater, because they have been able to truly care about the small number of people they spend each day with, and because they have learned to communicate and negotiate. Having lived with the idea that the best reason should win, they are able to analyze situations so that they can make better decisions. Our graduates are quietly confident about their accomplishments and their ability to learn more. They are the future entrepreneurs and service providers who will spread, like ripples, across our Canadian culture. They will change the way that the world works. People should know about this school. It’s about time.


- Diane Swiatek
www.banburycrossroads.com