Formation process of educational thought of Homer T. Lane: Based on analyzing of Homer Lane: A biography

Abstract

The purpose of this paper is to analyze how Lane’s theory of self-governing community was formed. I conducted my research using Homer Lane: A biography and other research concerning the formation process of the educational thought of Lane.

First, Lane’s theory was heavily influenced by Larsson’s American Sloyd’s philosophy, “The child must not be forced to learn,” which was based on the principle of self-activity advocated by Frobel.

Next, as supervisor of a Detroit city-owned playground, Lane discovered a close- knit relationship between unrestrained play, spiritual growth, and criminality. By creating and enjoying free play without any restraint, a child cultivates healthy sociality and accomplishes normal character building. A child develops self-activity. Releasing a child from repression of self-activity promotes healthy mental and social development.

Then, as superintendent of the Ford Republic, Lane developed his theory on education further by implementing a self-governing community - legislatively, judicially, and economically. His theory of self-governing community, established at the Ford Republic, ripened after he went to the Little Commonwealth, where Lane was able to implement more change than he had been able to at the Ford Republic. He abolished the superintendent’s authority and entrusted all the community management to the children. He divided the children into small groups and enabled each to live as a family unit.

In conclusion, Lane’s educational thought was based on the principal of self-activity. United with his outstanding psychological insight, Lane’s educational theory developed into a theory of healthy mental development by means of unrestrained play. Finally, his theory of self-governing community on education evolved through his work at the Ford Republic and the Little Commonwealth.