The need to raise children in freedom through play and practical work appeared in 19th century as a reaction to the current classical form of education and the classsubject-school-hour system of J. A. Comenius, which did not follow the developmental needs of the child. Theachers and parents, as well, as students themselves, want „reverse“ pedagogy, pedagogy completely focused on the child and the development of his independence. As a result of the need for change, various pedagogical and didactic conceptions have opened the door to school pluralism. Therefore, in the late 19th and early 20th centries, schools were opened as an alternative to the existing public schools and were called alternative schools. They were based on different pedagogical and didactic principles, but had a number of common features: child is in center with his interests and needs, individualized teaching, the overall development of the child and the new role of the teacher. The paper tries to give a brief description of schools based on different pedagogical concepts: Waldorf school based on Rudolf Steiner's pedagogy, Montessori school based on the pedagogical concept of Maria Montessori, Jenaplan school founded by pedagogue Peter Petersen, alternative school of pedagogue Celestin Freinet and the Summerhill School founded by Alexander Sutherland Neill. The paper also presents the approach to pedagogy advocated by Leo Tolstoy. The main aim of Tolstoy's schools was the complete freedom of students. Tolstoy played a great role as a pedagogue and forerunner of alternative schools as they are known today.