Testimonial on 10 years of Brooklyn Free School

tumblr_n0dyp7ucU21slfteoo3_1280Last evening my wife and I attended the 6th annual Brooklyn Free School year end gala. It was held at The Brooklyn Society for Ethical Culture in Park Slope. It is the school’s biggest fundraiser and an opportunity for the community of parents, advisors, supporters, graduates and students to come together at one grand and festive event. It is also a milestone: the school is celebrating its’ 10th year of existence.

As part of the 10th anniversary of the founding of the school, the gala also surreptitiously included honoring several parents and others who helped get the school started over a decade ago. Yours truly is among that group and one of the last with a child still in attendance.

Since there were too many of us to get up on the microphone and give a speech, one has been rolling around in my head this morning, and I felt maybe it needs to exit my head and go out into the ether.

I would like to say how proud I am to be a part of this experiment in democratic education. I call it an experiment because at the very core of its’ mission, there is a process of understanding children and how they learn. It must forever be reevaluated and adjusted. So it is here that I will interject my own story on how it began from my particular vantage point.

Back in 2002 Sheryll, Noah and I were on our yearly Memorial weekend retreat in Phoenicia, NY. One day, while visiting a yard sale, we got to talking with the home owner about education and such. In the course of our discussion it came up that a Sudbury school was in the planning stages of opening in Woodstock. This got our mental wheels rolling, and from that point on all we could think about was how to move our lives up to Hudson Valley.

You see, there was no way I was going to put my son through what I went through in public school. On top of that, I had already dealt with the public school system with my older daughters during their early years. I was not ready to fight those battles again.

Fast forward a few months, Sheryll shows me an article in the Park Slope Food Coop Linewaiters Gazette by Alan Berger. In the article, Alan outlined his interest in starting a school based on the principles of Summerhill. In that article, Alan posed a number of questions:

• Are you tired of federal, state, city, and “certified experts,” and bureaucrats telling you what your children should learn in school and when they should learn it?

• Have you had enough of high stakes, standardized testing and federal and state “standards” determining what our children should know and how they are measured and ranked?

• Are you unhappy with the fact that children, unlike the rest of society, are forced to learn particular subjects at particular times, and only with children their own ages?

• Do you think that it is wrong that children are punished (failed, left back, labeled, etc.) when they don’t “learn” something (at least as far as their teachers and school can determine) within a specific period of time?

• Are you turned off by the institutional nature of school; the bells, buzzers, announcements, overzealous security, large classes, overcrowded buildings, poor food, bars on the windows?

• Are you concerned that your children are not interested in much of what they are “learning” at school?

• Are you worried about the ever-increasing competitiveness and workload in school and the pressure and stress that children are experiencing because of it?

This set off bells for Sheryll and I. Everything we wanted for our sons’ future, was suggested by these questions.

We had a wish for our child to be unencumbered by the same nonsense that seemed to stand as a burden for us. My own schooling was not one that I would wished to impose on my young son. My 13 years in the public school system of NYC was not a road well travelled. It was a process of overcoming ignorant and oppressive attitudes. As a child, my main interest was to be able to work on my drawings as much as possible. This tendency was noticed by teachers as a distraction from what they were doing at the front of the room. They would often call on me while I was deeply immersed in some complex doodle in my notebook. Of course, my response was always bewilderment and disinterest. In the realm of ordinary schooling, this was not acceptable, and I paid dearly for it.

And today the situation is far worse with the conditions of standardized testing, massive amounts of homework, school security and burned out and disillusioned teachers. Schools have become like factory training floors gone nuts.

So you might understand why I was tickled pink to see Alan’s questions. My answer was yes on every point. And our response to this was to join others in the process of making something that had not previously existed for a long time in NYC, let alone Brooklyn—a democratic free school! We joined meetings that started with 15-20 people and sometimes would have as many as 50-60 in the room. There were many who felt as we did that in order for something like this to take place, we were going to have to be active in the formation of it.

One needs to realize that as adults we make mistakes. A lot of mistakes. I would go so far as to say that for the most part, most of my life’s’ decisions have not been good ones. It could be said that “I” did not even make these decisions, but that because of the path I have been propelled along, decisions got made as a kind of default way of life. Fortunately I have learned a few things along the way. And one of the truly rightful decisions (other than my current wife as a life partner), Brooklyn Free School stands as one of the great decisions in my life. It is a great thing because it is not only for me or my son. It is not only for the children of our school. I see it as a pebble thrown into a pond. You are called to observe the ripples the pebble has made. Those ripples potentially form a wave starting on the other side of planet.

BFS has shown me that when we take our own self righteousness out of the equation, miracles are possible. It is possible for a higher understanding to reach us through our children, because they have been set free from a very specific shackle—the assumption that “I know.” Their process invites me to partake. The path of self discovery is always unfolding. Their freedom is my freedom. And it would seem that the potential exists, that this innocence mixed with empathy and inquisitiveness, can be turned back on the world as a force of good. A positive action. An intention to be better.

The formation of the school back in a church basement in 2004, eventually encouraged others to try to start their own schools. Manhattan Free School, Longview School in Brewster, NY, Village Free School in Portland and others soon followed around the country.

That is why I am honored to be part of the ongoing experiment called Brooklyn Free School. As my wife said to me last night, we have helped to create a community that we truly love.

¨We do not mould children in any way, we do not try to convert them to anything. If there is such a thing as sin it is the propensity of adults to tell the young how to live, a preposterous propensity seeing that adults do not know themselves how to live¨ — A.S. Neill

 


The Community of Trust

Microsoft Word - Document1It is fairly early in the morning. My coffee is here with me and I have already been up a while. I find myself here at the key board, after such a long layoff from blog writing, with my brain on fire. My thoughts this morning center specifically around our school. There has been a lot to digest from this year.

Yesterday, a few of us gathered for an Upper School parent breakfast meeting, to discuss issues that may have arisen over the course of this year and how best to address them for the year to come. It was interesting to listen to what others were going through, what their child’s experience of the past year was and to express my own understanding about where Noah is in this whole process. After the fact, I began to ponder what his and our situation is, and felt a need to write the community as to what has crystalized in my understanding of Brooklyn Free School. Also, after Sunday’s very intense and emotional parent meeting, I felt it was important to state my growing sense of how this school has grown since the time we all sat down in a room 10 years ago, to conceive the idea of a democratic free school.

The one thing that stood out in my mind when thinking about my son, is that for the most part, he has always been in conditions where he is loved. As my third child, I was more relaxed with his arrival, and my wife and I have fortunately agreed most of the time as to how best to allow him to find his own way. This has always come with a huge amount of love. When Noah started at BFS 8 years ago, it was clear from the beginning that he was in a condition of love. He was in a place where he was appreciated for being who he was, and therefore, his growth has been guided by trust, patience and empathy.

This gave me to pondering my own upbringing. I know my parents loved me, but they did not have the facility or awareness to know the consequences of the conditions they put me in. Public school, right from the start was a place where I could not be myself. I was constantly told what to do and what NOT to do. “STOP RUNNING! SIT DOWN! SHUT UP!” As a human being, it is our instinctual need to seek love and friendship. As a child we begin immediately to look for friends who will like us and accept us. But in public school, you could not talk to your new friends in class because that would annoy a teacher or interfere with their preconceived agenda to jam facts down our throats. Many wrong facts I might add. It is amazing we developed friendships at all, but we did. But much of those were awkward scenarios of trying to fit in. A great deal of my life has been wasted trying to find people who loved me, for being me. Noah has never known this condition. If he was not accepted in one place, he just moved on and never looked back. We noticed this quality in him early on when he would interact in the playground. If a kid was mean or agressive, he just moved away from them and found someone else who wasn’t. And that has been his modus operandi ever since.

The parent meeting on Sunday left me with a lot to think about. There has been a pervasive feeling throughout this year, especially among the parents of the youngest children, that something was “not quite right.” I am not sure if this is true, but it is how people are perceiving a situation that is frustrating, and not changing rapidly enough to gain any consensus satisfaction. Well, here is my take: BFS has always been, and still is in a constant state of growth. It will likely always be in a state of growth. That is a good thing. Humans need to grow throughout life. It should not stop. As a man who is at the end of middle age and about to enter that “gray zone” before old age, I feel I am still in a state of growth. Maybe more so now than ever in my life. This school has been a part of that process for me. I have watched layers of distrust and impatience fall away from me like layers on an onion. As it is for me, so it is for the school, (As In Heaven, So on Earth.)

The school is a perfect example of what growth is. Most of us do not have the experience to understand properly what takes place in the school on a daily basis, unless you spend a little time there. We need to realize that our children are in a process of adaptation to the difficult idea of “freedom.”  While it is happening in them, it is also happening in us, in the teachers, staff help, interns and just about anybody else who has the inclination to get involved with the grand BFS experiment. There are occurences on the student level, decided by the children, that are incredibly baffling to us.

One example: this year there was an incident involving the drawing of penises on the school walls. An all school meeting was called, but the culprit never stepped forward. There were more incidents and then action was taken by the WHOLE school. It was decided, that for a time, the WHOLE school would be punished by limiting access to the upper floors. Many parents were aghast at this decision, but it was decided on by the WHOLE school. If you have never attended a democratic meeting at BFS, I urge you to do so. When children are given a situation to decide on, and action is required, they can be way more punitive than any adult. I have seen this many times.

At the core of this, at least for me, is love. This is truly a community in the making and one that has love as its’ core value. It is constantly reforming itself, but it is always guided by the fact that the people involved with BFS love this community. And before we go into reaction because something is bothering us, we need to stop and think how rare a thing this is. “A Community.” We live in a world where neighbors hardly talk to one another. Everyone in this country is so busy trying to pursue an outmoded consumerist model for existence, they have withdrawn themselves into their own private psychological cave. We live in a world ruled by fear, mistrust, and growing anxiety, all of our own making. The collective anxiety is so great, it creates a terror that accompanies most people as they awaken from their beds on a daily basis. What BFS represents for our children on most days, is that they arise from slumber with the intense urge to go to school. It is certainly not the case with the majority of America’s children. Is not entusiasm considered an important trait to venture out into the world with? Think of the case for the youngest son or daughter in just about every fairy  tale. Many conquer great obstacles with nothing more than entusiasm in their arsenal.

At BFS we have the opportunity to raise objection, but we should remember that this is not the case anywhere else. When we raise our objections, we should consider that it is against others who are merely trying their best to provide a condition of love, where our children can thrive while searching for who they are. There will be times where those involved will show a lack of understanding, or make a misstep, but in a community, that can be looked at in an open way that can be helpful to the individual or to the community as a whole.

We need to face our own impatience and mistrust of life so that they can fall away. This is our condition as parents. It is a difficult challenge, but one with many rewards if we choose to face our own lack which an experiment like BFS will undoubtedly reveal. Then one day we can hope to graduate, along with our children, with a better understanding on how to function in this crazy, uncertain world we live in.

This world of ours… must avoid becoming a community of dreadful fear and hate, and be, instead, a proud confederation of mutual trust and respect. —Dwight D. Eisenhower


Jessika’s House

After a long layoff, I got to spend a day at school. Fortunately, I have been busy, and have not had the time to do this. Also, the school has found a kind of groove, and I did not feel as needed. But somehow I might be wrong.

So today, I planted myself down in the art room, and just let things unfold. I first had the opportunity to work with the youngest and newest BFS students. Truth is, I do not teach anything. I am just there, doing what I do. Drawing my drawing. Kids come over and have a look, and then dash off to find paper and pencils and begin working around me.

As I have learned in the past, a school like this has waves. So after about 40 minutes a different age group came wandering in. Mostly girls whom I was more familiar with. This whole cycle lasted about 2 and a half hours when it was finally time for lunch.

Throughout this whole process, Jessika, a very talented young artist, was meticulously working away at her house, which she has been working on for weeks. I had promised her that at some point, I would take pictures, as she was planning to sell it by Christmas. She helped to raise money last year for the school with another house. This one was even better. So I share with you the work of Brooklyn Free School student, who pends a great deal of her time, pursuing her passion.

Jessica working

Jessika working

View of the front

View of the front

Dining Room

Dining Room

Downstairs room

Downstairs room

Blue Room

Blue Room

Pink Room

The bathroom

Picture Frames

Picture Frames

View from back window

View from back window


Photo Diary-Another Day at Brooklyn Free School

So I spent a day at Brooklyn Free School. Essentially, I was asked to teach a class in the afternoon on Adobe InDesign, a program used for most of the designed layout you see in printed material everywhere. I used the opportunity to document some of the current happenings in the school. Key among them are the “intensives.” These consist of 4 specific classes that the students have agreed to attend daily for the past 3 weeks and which will terminate at the end of this week leading into winter recess.

Given that I had my camera with me, I used the occasion to document life at the school as it is. There has been a lot of development since the days BFS occupied 2 floors of an old church in Park Slope. We now reside in 4 floors of a sprawling brownstone in Clinton Hill. And it seems we are slowly out growing our space. There isn’t a place in the school without activity.

Oren and Noah start their day in the library communing on some game situation or other. There is a “no-screens” rule in effect during the morning hours. These two were circumventing the rule. Later in the morning, Noah taught a class in Animation to some of the boys from the lower school.

Jessica's house.

Ken's House

I got a peak in the art room at some of the current projects. Noah seemed impressed with them, so I had to have a look myself. Jessica. who is one of our newer students having come in from Brooklyn Friends, is a very shy and extremely intelligent young lady. She also shared with me her box of hand made earrings and pendants, all of which she made herself. I was impressed by the quality and commitment she shows to detail. Notice the scale accuracy of the furniture in her house.

Ken’s house shows a talent for architectural detail, and whimsical design.

The Intensives

These classes consist of four selections: Job Readiness, Casino Games, United Nations and Geography. The classes seem designed to allow the students to absorb a great deal of information in core subjects such as Math, History or Social Studies.

Alan Berger teaches “Job Readiness” The students had to come in dressed for an interview. The class was spent going through mock interviews.

Each student was at work either creating their own map of the United States, or going over the agricultural, economic and religions makeup of various regions.

 They spent the first weeks learning some of the rules that govern Casino games. Understanding the math involved in betting and then creating their own versions of the games. Noah created a hybrid of Craps and Roulette which inolves a complicated betting scheme. I need to copyright it ASAP.

In United Nations, each student represented one member country and would have to give a presentation about that country to the other panel members.

There were other activities during this whole process.

Nico practices for the upcoming talent show. The band was rocking out all day.

The Flash considers a wardrobe alternative.

Blu casts her spell.

Some dramatic play in the Gym with Sarah Mercogliano.

I felt it important to share this in order to give our community an idea as to how learning is going on in this school at an intensive and non-coercive level. The atmosphere has become much more focused. Students are being engaged at every level.


Contemplating Purpose

A comment overheard at a BBQ we attended this weekend, has been rolling around inside my head. The comment was innocent. Made under the influence of a pitcher of lemonade and gin. But it was something fairly profound and it has given me reason to sit and contemplate it. It issued forth from the lips of a man who spent a good part of his career on Wall Street.

“I have to say,” he bellowed, “that my entire life was spent, not in the service of good, but in the efforts to screw people over. To take away their money so that my employers could profit. So that I could profit. I have to say, that my life was spent in the pursuit of doing bad for the world. I basically helped to fuck over this country, and I deeply regret that now. I wish now that it was otherwise.”

Now in all honesty, this is not a word for word recap of what was said. But it is the main gist. And while I was sitting in the dark, listening to him say this, I wanted to respond. I did not, so I will respond now. My first thought was that I felt the same way. Until recently, I feel, most of my work, including the self indulgence of making art, has also been somewhat misguided. And then I began to ponder why.

Most of my career has been spent as a graphic designer and art director. It developed as a compromise to live as an artist, but still be able to generate an income. And it is here that the core of the problem lies. I had to divert from something potentially useful, benign, spiritual and possibly healing, to engage in the pursuit of money. And it is this same quest, that everything in our society is made to serve.

Make no mistake. The greatest destroyer of ecology. The greatest source of waste, depletion and pollution. The greatest purveyor of violence, war, crime, poverty, animal abuse and inhumanity. The greatest generator of personal and social neurosis, mental disorders, depression, anxiety. Not to mention the greatest source of social paralysis, stopping us from moving into new methodologies for personal health, global sustainability and progress on this planet, is not some corrupt government or legislation. Not some rogue corporation or banking cartel. Not some flaw of human nature and not some secret cabal that controls the world. It is the socioeconomic system itself at its very foundation. —Peter Joseph, from Zeitgeist: Moving Forward

The above quote comes from a controversial documentary which puts forth a theory that we could develop into a “resource based” economy as opposed to a “monetary market system.” One can agree or disagree with these theories. But the quote would still hold true. Everything around us has come to be self perpetuating and self involved.

For the past 20 years, much of my work has been focused on health care. Mainly hospitals and medical groups. I am not saying that these are bad. In fact, under certain conditions, they are considered extremely good. But there are two sides to every coin.

We live in an environment where everything exists to serve the dollar. EVERYTHING. And what has emerged in our century, more than any other is that we generate so many self perpetuating systems, that we have become myopic in seeing anything clearly. I mention health care because that is one self perpetuating system. If humans continue to ignore the importance of what they put in their bodies, or how their environment is impacted by profiteers, then we will continue to show the symptoms of disease that our current health care systems exist to serve. This can be said of many other industries and events including the drug wars, prisons, military manufacturers and so on.

Recently, I made a comment on this blog, which I believe offended a segment of people I grew up with in my bucolic neighborhood of Bayside, Queens. District 26 was one of the top (and still is) school districts in New York City. In sixth grade, we were subjected to an evaluation system, that separated me from my peers. In truth, I never got over it. My reading level was deemed average, my behavior was considered wild and undisciplined. Some of my friends, who were better students, more obedient in class, were put into what was then called the SP program. SP was an acronym which came to mean “special pupil.” A large portion of my school mates were transfered into this program while I was tracked into “special arts.” One of the traits was that I was prevented from the early study of a foreign language. I was put in a classroom with social delinquents and “slower learners.” I was labeled a discipline problem, although my reading level was 2 grades above my own. I was given modest to low expectations. Another fact is that very FEW black students were promoted into the SP program.

The offending comment was based on what I observed 40 years later. Many of the SP students moved onto better colleges, better paying jobs, and upper middle class lifestyles, whereas, many of the other students attended local or trade colleges, lesser paying jobs, and struggled to maintain a middle class existence. But in truth we ALL suffered for this. What I have observed in the SP group, was that even though they did “better” in life, were directed toward better opportunity, for the most part, they were deprived of a greater understanding of the world simply because they were shielded from it. This group tended to travel less, many never leaving the country with the exception of a tour guided visit to Paris. The group interest still revolved around sports. Golf and poker are the core social activites among this group and curiosity about how our world works is compromised. I guess if someone summed up my life in this way, I would be offended too. But to be fair, this is a gross generalization of a specific group. It may not hold true in every instance.

But here is the catch. A few benefit, while others do not. Does this serve the greater good? If we are cut off from other segments of society, then we come to understand them in a jaded manner. The United States is an individualistic culture. Every man for himself. I do not blame those that benefitted from this form of tracking. But I am saying that it is inherently harmful to the greater community. If a large segment of our population is excluded from participation in how the world functions, WE ALL SUFFER. And if not now, certainly my son will be paying for the outcome as he matures.

Education is one of those systems that has become incredibly self perpetuating, having lost its’ intention to encourage anything useful. It has been pointed out on this blog that testing has become an industry in itself. Corporations have sprung up to supply, grade, distribute and oversee the epidemic of testing. This exists so that schools can get a better score, therefore putting them in the front running for funds, thus depriving other institutions of the same. So what has evolved is a system where teachers teach to the test, having forsaken any understanding of what learning is. Having given up any care as to what students want. Failing to recognize who they are, creating a system that perpetuates anxiety, and revulsion of knowledge. And this is an outgrowth of what I described about the tracking practices I was subjected to in the late 1960’s.

So the sense of feeling that one has of not being useful, is a truth that needs serious consideration. Over the past year, my wife and I have given the greater portion of our efforts into helping Brooklyn Free School raise money, as well as improve its’ positioning to attract more funds. We have been involved with every aspect of the school including organizing parent committees, creating an after-school program, reviewing the diet of the school, sustainability issues, and promoting events through press releases. My wife has also interned for Sustainable Flatbush, a non-profit, focused on energy awareness, transportation alternatives and community gardens. And all these efforts have produced an income of Net Zero.

Those of us without trust funds have to make choices. And the world is not yet ready to embrace a vision that would exclude the exchange of money for effort. But the idea is gaining interest. If we all served our communities, we would begin to feel differently about each other. Racism would diminish because we would begin to understand one another. Eventually, there would be no difference. Is it possible for a society to resemble the deck of the Starship Enterprise?

There is no casting aspersions at anyone. We just need to reevaluate what it is we exist for. Money has created a great diversion. It has a long history. Hopefully, we can evolve beyond it one day. I doubt I will live to see it. But in the meantime, I have the possibility to work for things that I believe to be good for the world. We all have a past that needs repairing. And it is only in the present that we can do so. Then the future has new, and unforeseen possibilities.


BFS Art Gala in May

Hello friends,
We are asking for your support for this year’s fundraiser for Brooklyn Free School. You can help by placing an ad in our full color souvenir journal. The letter and ad rate sheet from the school is attached. If you have any questions, feel free to contact me or Sheryll.

We look forward to your generous support for this ground breaking form of education.

BFS Gala Ad Rate sheet

Dear Friends and Neighbors:

Brooklyn Free School (BFS) is excited to report that our first year in Clinton Hill has been a tremendous success.  Through our community outreach and fundraising efforts we hope to continue building on this foundation.

Our 3rd annual art gala, one of our major fundraising events, will be held on May 14, 2011, from 6-9 pm, at the Starck Building, 15 Broad St., in Manhattan. We are reaching out to you, our community, to help make this gala successful.  As a democratic free school, we place a premium on community ties. We believe that cooperation with our neighbors strengthens these ties, is integral to fostering strong values among our students, and enriches their education.

Here is a sampling of some of the partnerships we have forged this year:
BFS provides space to local groups such as Brooklyn for Peace and Brooklyn Food Coalition,for a nominal fee.

Our 2nd annual Democratic Education Symposium, hosted with Medgar Evers College, took place on March 5, 2011.

The Greene Hill School hosted our 6th annual musical, Little Shop of Horrors, in February 2011, with performances open to the general public; and last year’s production of Once On This Island was hosted by the Masonic Temple.

In this spirit of cooperation, several local artists have generously donated their artwork to benefit the gala. We look forward to partnering with you as we build our school community and reach out to our neighbors. There are a number of ways that you can help BFS make the gala successful:

  • by purchasing ad space in our gala journal — ad rates and sizes are included;
  • by providing catering for the event — in return you will be listed as one of our program sponsors;
  • by becoming the print sponsor for our journal;
  • by offering a donation to our silent auction, such as merchandise or a gift certificate – your gift will be acknowledged in our gala journal;
  • by making a donation to the BFS annual appeal or capital campaign – you will be listed in our honor roll of donors.

We will follow up with you in the next few weeks, but in the meantime, if you have any questions please contact  Sheryll Durrant at (718) 687-0929.

Thank you for your generous support.

The BFS Gala Committee


No Homework and Recess All Day

Just before the winter break I grabbed a few books off of the BFS shelf. I had forgotten that our friend and president of AERO, Jerry Mintz had written a book on Democratic Education. Being that I have been scheduled to give a presentation on this philosophy at the Park slope Food Coop in April, I thought it would be a good idea to bone up on some of the facts.

Jerry’s book No Homework and Recess All Day, is a very good introduction into the basic concepts that guide a Free School. His plain way of telling a story keeps you engaged while he lays out the positve results and experiences that take place as a result of this approach. He feels strongly that children need to be listened to, and how this can create some unexpected situations. He also makes it clear that when the balance of power shifts away from adults, the kids tend to step up and have some incredible solutions to daily problems.

One more point that I found unique to this book is that he he asks the question “Where do adults fit in?” This has been an interesting aspect of being involved with BFS over these years. It has had an affect on me as well as other parents. When a parent, whose child is enrolled with us, tells me that he/she still does not quite get it or trust it, my response to them is that they need to take the time to attend a democratic meeting. It is in this venue, as Jerry points out, that the most progress takes place. How children conduct themselves in the meetings. How it teaches them to listen to each other without interrupting (A feature in adults I find difficult to bare.) It builds confidence in a way that results in the students taking more responsibility for how their school is run.

The book is available at the AERO website. It is a quick read and lays out some of the many dimensions of a Free School. It lists many of the innovators who helped to build the education reform movement and lists many of the schools still in operation (as of 2003.) And the straight out story telling gives you a front seat into the adventures of the Shaker Mountain School which Jerry ran for 15 years in Burlington, Vermont. A must read for Free School afficianados.