Starting a Corporation

It’s funny how things happen at SVS. Conversation is always a huge part of how students and staff members spend their time. People of all ages are talking about interests, hobbies, and ideas. It flows without interruption. During one of these conversations, I was talking with a group about hair and make-up. While we were speaking, they were brushing and braiding each other’s hair. I was giving them a few pointers to make it easier for them. I asked, “Would you guys want to learn how to cut and style hair?” They looked at me and said, “YOU cut hair?!” I laughed and said, “I’ve been a hairstylist for eight years.” All of them looked at one another, and there was a resounding “YES!” That was it; our group was formed.

We quickly realized we needed materials and needed to fund-raise to get them. Hairstyling equipment isn’t cheap. About once a week we got together and discussed what to bake, checked the school for the supplies, and one of the students would go shopping for the extra things we needed. The next day, we were in the kitchen; cooking and enjoying ourselves! After three fund-raisers we had enough money to start buying the products.

I started talking with the other staff and it become clear we needed to form a corporation. Our group had money and we wanted to spend it! Once again, we got together to discuss the different parts needed in a corporation. Who was going to be a Director? Who was going to be Secretary and Executive Director? What were our by-laws going to be? We spent a good amount of time ironing these issues out.

This whole endeavor took some organizing. I would be lying if I said, “this was all tedious and a waste of time.” Also, I’d be lying if I said, “now the real work can begin.” We’ve been learning and working during this entire process. We covered many topics, got to know each other better, and had fun. The next step is to fulfill the purpose for which this corporation started; learn how to cut a “one length with layers”.

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When Artists Bake

When I was voted in as a new staff member last spring, I knew I’d be doing a lot of cooking. Since the school’s inception cooking has been a vital part of SVS’s culture. The seeds for my own career as a chef were sown in that same kitchen. I baked multiple loaves of bread with Danny; made moussaka, pastitsio and other exotic delights with Mimsy; and of course apple pies and countless yummy dishes with Margaret Parra.

Last September I volunteered to help with a series of fundraisers for the Art Corporation. Hundreds of cookies were baked with the efficiency of a restaurant staff. We also began making individual pizzas. On the third day of making individual pizzas from scratch, students decided to make each pizza in a different shape. There was a rooster, a candy cane, a heart, and snowman to name a few. These students not only worked like a well-oiled machine as far as preparing and cleaning up the kitchen, they were detailed-oriented, creative, and had fun from start to finish.

It dawned on me that what I had witnessed during “the pizza variations”, was something far more profound than having fun with dough. I wondered if they’d be interested in baking more “high-end” items to share or take home. They would need to pay for the ingredients and commit to six sessions. I ran the idea by them. Some students said “yes” right away, and others who were not part of the fundraisers joined in. Thus, Baking Mondays began. Over the course of six weeks we made Italian cheese cakes, French fruit tartes, brioche, flourless chocolate cakes, Julia Child’s apple custard tartes, and linzer tortes.

 

It was during the second week, when we made fruit tartes, when I realized that I was entering new territory. I approached baking from the perspective of a pastry chef. The students viewed their work as artists. In addition to mastering methods and techniques, each culinary creation was truly a work of art. After baking the crust and preparing cream filling, it was time to place fruit on top. There were strawberries, raspberries, blackberries, blueberries, and kiwis to choose from. Also, I showed them a color photo of a fruit tarte—not to imitate but to give them a general idea. The fruit was washed, and based on decades of making fruit tartes, I estimated that in 20 minutes they’d be done; they just needed to place the fruit on the tarte and glaze it. Voila: gorgeous and delicious tartes.

What came next took me by surprise. Students asked for large cutting boards, bigger than were needed to halve berries. They studied the fruit and began experimenting with designs, each developing a tarte concept. One student decided her sole medium would be strawberries. But unlike strawberry tartes I’ve made or seen in bakeries (halved strawberries in a circular pattern), hers was a delicate flower with paper thin slices carefully overlapping, with a perfect whole berry in the center. One student painstakingly removed the individual knobs of a blackberry and carved minute triangles of kiwi.

Together they became a stunning flower in the center. Rather than full coverage, he went for a minimalist style; carefully crafted shapes and colors appeared to float above the cream. Applying the glaze with a pastry brush so that the tiny fragments of fruit stayed in place was a trial of patience and perseverance. Over an hour passed since the fruit came on the scene before the tartes were complete. Why was I surprised that SVS students would glance at a photo of a standard French fruit tarte, shrug, and proceed to create stunning designs that expressed their unique vision?

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Free Books, Free Students

Especially at the beginning of the school year, a new student, or somebody who has just not gotten around to it before, might ask about what’s the deal with the books at school. They might want to know if you can borrow them, and how that would work, or where we have books about a certain topic. Or perhaps there will be a new batch of books, and somebody will jokingly say, oh, look another bunch of books nobody may read. And we’ll laugh, and look at them, and eventually some or all of them will be on the shelves, and we all know that we don’t really know if somebody is or is not going to read this that or the other book anytime soon, because, you know, books are free at SVS, just like our students.

Let me explain: first of all, most books at school these days come to us as donations from families, friends, and staff members, so they are free for the school. Then, students are free to take books off the shelves and look at them as they please, and yes, take them home if they want to. It’s good to get them back, but we don’t have a regulated system for borrowing, and I don’t think anybody wishes we had that kind of system either. If we have more than one copy of something we know is popular, we might keep the extra, just in case. All we ask of readers is to put back books by placing them on a shelf horizontally, so we know they have been moved and can put them in their place.

So yes, books at SVS are pretty free-floating entities, easily accessible for all. One thing I personally like a lot about our school is that books are everywhere, and that they are not delegated to a special area designated as a library. That way too, our books are free, and they can come off the shelf and go outside just like that.

But our books are free in yet other ways. Apart from the very broad class of books that I would describe as “books people affiliated with SVS have read or looked at and thought to give to us,” a less random criteria of selection it turns out than it might sound, our books are not part of any classroom reading list, course schedule, or curriculum, even though you might find a good number of them on such lists. Apart from the extremely small number of books we have that are text books originally designed for use in classrooms, our books are books that have been written, first and foremost, for readers to read.

When I was a student, I sometimes used to think of something like this in the middle of a seminar: Studying literature, like I did, can make you feel like books exist primarily to be discussed in a classroom, with a professor, students, and perhaps some other learned people surrounding them; but that is not so – except for books and articles about books, authors write for readers, and anybody can be that reader. I still think it’s thrilling that everybody who picks up a book has the same right to it, and is at the same distance or proximity to whoever wrote it, no matter if they were sitting in a seminar discussing it with other people, or at home alone in their own room with it. It did confuse me sometimes that something I had read waiting for the bus would be the same thing we were talking about with a professor, but in the end that’s something I really like about books, how these worlds within worlds move about on subways, trains, and in airplanes, from bedside tables and kitchen counters to waiting rooms or the beach. And between times! Something might have been written 1 year ago or 100 years ago, and the time in the book might be a present, past, or future, but once you are reading, the time of the book is always now, it’s disorienting and exciting.

Here, I feel some objection rising, a voice saying that you know, you can pick up a book and find that it doesn’t quite seem to be written for you, that there are books with specialized audiences, or archaic vocabulary, or books that, starting with their cover design, try to draw some people in and keep others out, or that you need to be educated to have access to certain kind of books. But I think if you put books on shelves without too much ado about them, people can figure these things out for themselves and try to crack the code of a book or leave it, it’s really up to them. And if googling doesn’t help or appeal, there are certainly a good number of enthusiastic and experienced readers around that are more than happy to talk about books and help decipher reading material of all kinds.

As a school, we don’t try to preselect our students’ reading or access to books. People can read magazines, philosophy, literature on gardening, self-help books, novels, history, sports, architecture and art, science, in short, almost everything. Even if students never open any of these books, or use them for anything else than propping up a laptop, the relationship is friendly, a signal that yes, books are part of a world that is open to thinking, imagining, and discussion, and perhaps a reminder of the fact that we live in a culture that is unthinkable without the written and printed word. This might all seem so basic, but whenever I go to the Strand bookstore in Manhattan and see the table of books that are banned in some place or another in the United States (Harry Potter among them), I see how special it is to have this abundance of books and people in every room, no strings attached.

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