The papers in this collection reflect some of the ideas about children, teachers and environments for learning which resulted from participation in the "yards" at Pacific Oaks Friends School, an open education environment established by Quakers for preschool and elementary aged children. Each of the eight articles focuses on either the problem of clarifying the goals of the open classroom or the risks entailed in learning by discovery. In Section One (containing four papers), the meaning of open education is discussed, suggestions for planning and communicating an emergent curriculum are provided, results of a follow-up study of Pacific Oaks primary students' transition to other schools are reported, and ways of discussing emotionally sensitive topics with children are demonstrated. In Section Two (four papers), the open education teacher's role as an authority with power is explored and teacher interventions in children's activities are listed, implications of Piagetian theory for the development of social consciousness are discussed, a staff discussion of children's use of words that upset adults is reported, and strategies for identifying the intervening in the activities of isolates are provided. Briefly, in postscript, the teacher's status in American society is discussed. (Author/RH)