Space: New Places for Learning
New shapes and forms of space for learning are, at long last, appearing in nearly every school district of the nation. New views of how learning takes place, new styles of teaching, new knowledge, and pressures of social change have broken the hundred-year reign of the boxlike school and batch processing of students. Following the lead of the Quincy Grammar School, a fully graded public school established in Boston in 1848, schools for more than a century were designed in the form of a large box made up of a series of smaller boxes set side-by-side. Each box or classroom served a class of twenty-five to thirty pupils who were instructed in the same way by a person who did most of the talking while the students listened. Based on the assumptions that sameness for everyone was good and that the school's business was to "tell" or to impart information to students who had no other means of acquiring it than from teachers and books, the nineteenth century model continued to be duplicated over and over again until its widespread use came to be regarded as the standard to be copied whenever a new building was built.