Our Roots

In the beginning, there were several instrumental individuals who helped to shape the school. These founders are our ‘roots’ and have been celebrated throughout our school theme this year: From Roots to Branches. Our founders include: Cal Simon and Richard Laden, Lynne and Peter Berman, T. Carter Fussell, Maggie Greif, Christopher and Madge Donner.

“When I taught at TPS, the school was located in a rented space in a synagogue, Rodeph Shalom Congregation. I worked with kindergarten and first grade when the school started. Those were the grades of the first children who attended TPS. Each year that followed, while I was a teacher at the school, there was a new grade added as those children got older and new children came to the school. By the time I left TPS in 1975, the oldest children were about 8, third grade age.The subjects that were taught were reading, math, science, social studies, music, art and many others. I, particularly, enjoyed teaching French to our students, as well as doing some cooking and craft projects with them.”

“Lynne and Cal dreamed of a school where children would develop their abilities to learn independently, develop their learning skills individually, and be sensitized to the needs and social goals of other human beings.”

“We Believe and We Know–That a school of modest size, with a learning atmosphere of intimacy, openness, and rich variety, can bring education of the highest quality to a mixed group of urban children. Above all, the school will strive to give children a zest for learning; to give them a chance to stretch their minds, to discover their own gifts, and to grow in their individual powers and qualities.”

“Because there was no physical school for prospective parents to visit, Carter became known as the ‘salesman.’ He traveled to the parents’ homes with cuisenaire rods and Effie and Me books in his efforts to ‘sell’ the teaching philosophy of TPS.”

“In my long experience as a teacher, the world of nature seemed to be forgotten too often by people–both students and teachers–who were cooped up in classrooms for ten months of the year. When I heard that several young parents wished to start a school which would bring their children into a farming community at least a day each week, was very much in favor of it. In a very short time I arranged to place Sycamore Farm at the use of the school.

I lived over 35 years on Sycamore Farm. I knew every path, tree, and stream. My activity with the students was to walk with them and help them find those things which interested them.

We kept the animals as part of the life we enjoy. Some students make friends with them. Animals, birds, and fish need people as friends and vice versa.”