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The Hyde School is scarcely typical of schools professedly dedicated to character education; it is, if anything, the extreme case, where principles that elsewhere have been applied halfheartedly have been most deeply considered and uncompromisingly followed. Hyde is, in fact, so peculiar, so supremely dedicated to its eccentric founding principles, that it is not easy to imagine the school's serving as a useful exemplar of anything. Nonetheless, Hyde schools are now flourishing in Woodstock, Connecticut, and in the inner-city systems of New Haven, Connecticut, and Washington, D.C. Like so many of the programs of reform now competing for primacy, the Hyde idea emerged entirely from the mind of one extremely determined and deeply dissatisfied individual. This was Joe Gauld, a math teacher and administrator at the New Hampton prep school in New Hampshire in the late 1950s and early 1960s. Joe Gauld wanted to work with the kids who had not been comfortable in the orthodox academic settings that he himself had spurned. From the outset Hyde attracted children who, for a variety of reasons, had failed in more conventional schools. Hyde very quickly gained a reputation, which it has never shaken, as a turnaround school.