HOW DID THE "HARRISON SYSTEM GET STARTED? Perhaps you are wondering how the "Harrison System" for school use got started. If so, the quickest and most succinct answer is contained in Chapter 3 labeled "Philosophies" in Harrison's first book, titled "How to Teach Children Twice as Much," published by Arlington House in 1973. Harrison's second book "Discipline at School Made Easy" also contains this Chapter and is quoted now: I arrived at my classroom two hours before the morning bell was scheduled to ring. This surely would provide sufficient thinking time with no student interruptions. To assure myself of this, I locked the door immediately after entering. I sat down in my chair, tilted it back, locked by hands behind my head, and then put one foot after the other upon my desk. It was a comfortable position for me, and was conducive to deep thought. I had to bring together the many ideas that had been chasing around in my mind. Since most conventional methods of teaching were forms of benevolent dictatorships, it was reasonable to assume that nothing less than the opposite techniques would erase the harmful effects. But I also realized that unlimited freedom was not the answer. Anarchy seldom solved anything. Something in between, which leaned heavily upon democratic and free enterprise principles, would be ideal. But whatever I used, it had to contain the opportunity for every student to exercise self-reliance in a reward and punishment atmosphere. In other words, the system had to allow each pupil to experience life on a miniature scale in such a way that it would be meaningful and encourage him or her to learn more. That was it! The realization struck me so hard that I almost fell off the chair. Why not use our own capitalistic nation as a guide? Was there ever a country more successful in history? Economically, we had the highest standard of living in the world. It seemed an ideal pattern to copy inside the classroom. To be certain that I was right, I began a systematic analysis of my idea. Some form of monetary reward had to be used which would be meaningful and motivational. The plan had to teach values that children could and should use. Also the system had to occasionally include the concept of duty without reward. And above all, it would need to emphasize the evil of the love of money. All this seemed, at the moment, to be a very tall order. First, to accomplish such goals, instruction in desirable social values would be included. All of society would be upgraded by the program. The new system of teaching would permit children to make mistakes and then offer the opportunity to rectify them. With a new method, pupils could learn to become responsible for their actions and pay the penalty for errors. This seemed to me a vital ingredient missing in the conventional classroom. As a conventional teacher, I was constantly trying to keep my pupils from making mistakes. Yet blunders are remembered by students equally as long as successes. Why cheat children of an essential part of their education? Second, the new system would require that desirable economic values be taught. Most adults not in business have almost no concept of practical finance. This, I felt, came from a lack of instruction when it could have been the most easily accomplished - inside the classroom. How many people, I thought, understand the desirability of thrift or circumspect purchasing, let alone any methods for saving or buying? Not many, I was sure, if marriage counselors could be believed. About half the divorces today are caused by mismanaged finances. In my fantasy classroom, children would be able to experience life in economic areas at their level of understanding. This would allow them to cope effectively with similar situations as adults. And after all, isn't this what the education of the young is all about? Third, my innovative techniques would have personal values automatically built into them. Attitudes, desires, philosophies and characters would be shaped through experience and, I hoped, retained forever. As students worked closely with each other, respect for strengths and weaknesses would come. This could be induced by giving each child a vested interest in the success of others. Probably the most important concept that would be in my proposal was the one that triggered it in the first place - self reliance. The idea of something for nothing would be completely erased and children would be taught to think for themselves. Mistakes would be costly in some way besides the motherly cluckings of the benevolent teacher. Pupils would be forced to undergo instructional experiences in race relationships, government, and business that would fill voids now existing in conventional classrooms. Other neglected instruction would also be offered, such as: training in the best way to handle competition; opportunities to enjoy pleasures and hobbies that would combat the growing trend toward the pseudo-pleasures of drugs, crime, sex, etc; and finally, children would experience relationships with each other that would encourage leadership within the classroom rather than just at the ball diamond. The further I pondered the educational needs of my pupils the more vast the task seemed. However, one fact was glaringly apparent: present teaching methods were woefully inadequate. From the standpoint of the instructor, my new system would need to lessen the tension and nervous strain. I had heard that many of my colleagues go home at night to tranquilizers and strong drink. The innovative methods must also reduce the petty details required of the instructor. I knew it wouldn't take much to demonstrate the success of my project. The achievement from most classrooms was so little that the janitor probably could accomplish as much. On second thought, using the janitor might not be such a bad idea! Many of today's teachers have become so indoctrinated with the love of learning that their students receive too much and turn off. A noninstructor, entering such a classroom, might spot the problem at once. For instance, the Janitor would probably realize that learning is work, and that children can only absorb so much. Homework, after a hard day in the classroom, often has the reverse effect from that desired. Sometimes little learning takes place at home and then the youngsters are too tired the next day to learn much. Therefore, if possible, homework should be eliminated in my new system (except for the rascal who wastes his time). With daytime motivation at its peak, homework seemed unnecessary (extra credit would take its place). Academic improvements for pupils would come only if certain techniques could be developed. As an example, instant aid for the slow would have to be available; all day learning would have to take place for proper retention; cheating would be reduced; and the pressure on pupils would be eliminated through self-motivation and self-discipline. The program I had in mind would be, in fact had to be, implemented piecemeal. I realized that any other course would swamp the teacher. The vastness of what I was proposing sent my head into a whirl. But I also knew that it was necessary, for education has too long resorted to instructional bandaids which actually accomplish little. Perhaps my proposal, even then, wasn't large enough. Every day overworked teachers were being driven from the schoolhouse with petty classroom details that might better be performed by their pupils who could profit from the experience. Parents were asked to teach their children at home when knowledgeable help was available from eager pupils (in the classroom) who lived nearby. Society was seeing less and less creativity coming from the classroom. These defects, and many more, cried out for remedies. My new system had to solve them to be called successful. But I was also acutely aware of the vast difference between discovering problems and finding their solutions. My head ached from all this heavy thinking. Gradually I became aware of the playground noise outside, but it wasn't until the bell began clanging above my head that I roused myself and opened the door. I felt that my two-hour analysis had been time well spent. Capitalism in the classroom would be an excellent tool to accomplish most of the objectives I had in mind. ANYONE WHO FEELS THIS ARTICLE IS INSUFFICIENT MAY WAIT FOR OTHER ARTICLES TO BE WRITTEN OR YOU CAN BUY OUR BOOKS: The books are not expensive and they're fun to read! 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