Students learn freedom
by using it

By Randy Swikle
NINA Past President

In the classroom of a school that honors and applies the First
Amendment, the greatest challenge is inspiring students and others to acquire a more panoramic vision of that cornerstone of American freedom.

With such a vision, one may more effectively understand and apply the freedoms of speech, press, religion, assembly and petition. The formula for meeting that challenge is simple: enlightenment via engagement.

Johnsburg High School is one of four in the nation that for two
consecutive years has been named a First Amendment School by the Freedom Forum's First Amendment Center. But even in this environment, significant challenges test free expression's most ardent defenders.

In education, the most pressing challenge is enlightenment. Herein lies a paradox: What the First Amendment protects, it also requires. The First Amendment protects the right of free people to give intellectual or spiritual light to ideas. In return, the people must give back understanding and devotion to the source of that protection.

If people are unenlightened about the First Amendment, then it will fail to meet its potential for service. Alarmingly, most measures reveal the American public lacks a keen understanding of the First Amendment. That represents a threat to democracy.

As evidence, annual surveys published by the First Amendment Center of The Freedom Forum monitor public attitude. In 2002, almost half of those surveyed that the First Amendment goes too far in the rights it guarantees. About 49 percent said the First Amendment gives us too much freedom, up from 39 percent last year and 22 percent in 2000. Asked to name the rights guaranteed by the First Amendment, fewer than 2 percent could name all five.

In 2001, more than half disagreed with the statement, "High school students should be allowed to report on controversial issues in their student newspapers without approval of school authorities."

A single sentence of 45 words, the First Amendment is packed with meaning. Unfortunately, students and even educators tend to have a rather narrow view of it.

Students who look upon the First Amendment simply as a protection for them to express controversial, discomforting, unpopular, or critical views in school are students who are wearing "horse blinders." They don't see the big picture.

Educators who "support" the First Amendment as a concept but who resist its application whenever expression is contrary to their personal agendas or preferences also have a narrow, distorted view.

In both cases, the application of free expression is tainted by narrow vision.

Educators, particularly school administrators, should understand the protective nature of all five rights of the First Amendment. In public schools, officials do not have complete, autocratic control over student expression. Educators need to accept student rights and to encourage students to exercise those rights responsibly. Protected expression should be protected even when the educator thinks it is irresponsible. There are many routes toward promoting accuracy, good judgment and ethics. The clout of the censor should yield to the persuasive powers of the teacher. Suppression breeds contempt; enlightenment promotes respect.

By considering legalities, ethics, diversity, discovery, and other aspects inherent to the meaning of the First Amendment, one can better apply it in ways that strengthen freedom and democracy. Take ethics, for example. Knowing you have the right to do something does not mean it is the right thing to do. A free society will tolerate some abuse of freedom in order to protect diversity, but at some point it will draw a line in order to protect the rights and welfare of others.

At Johnsburg High School, students exercise First Amendment rights with the blessings of the principal, superintendent, and board of education. In the journalism classroom, the weekly student newspaper has NEVER been censored or subjected to prior review, despite many controversial articles. Students have real decision-making power; and within the parameters set by the Supreme Court, they control the content of their newspaper.

The maintenance of student rights is achieved through practice. Students are trained to develop insight so they recognize issues, define problems and determine solutions. The teacher/publication adviser serves as a catalyst and mentor as students tackle real situations.

For example, when an assistant principal was arrested and charged domestic battery and possession of drugs, it wasn't simply a "We've got the right, so let's cover it" issue. Instead, legal and ethical considerations were discussed, strategy of coverage was debated, and decision-making was left in the hands of student editors. The school community was enlightened through the dynamics of the First Amendment.

People will best understand the First Amendment's broad principles by practicing its five freedoms. It's not enough just to know them; people have to experience them!

Randy Swikle has taught journalism at Johnsburg High School in McHenry County for 25 years. In 1999, he was named National High School Journalism Teacher of the Year by the Dow Jones Newspaper Fund. He is a member of the NINA board of directors.

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