Woolman Blog

by Andrew Sellery, Ceramics instructor - May 25, 2015

Hello Friends,

Each Semester at the Woolman campus, students, faculty, staff, interns and local potters join together to be a part of the magic of wood fired ceramics.

It is hard work, requiring cooperation, team work and focus. It requires a community. This process offers so much more than

the end results of clay art, which is precarious at best, embracing the journey which asks you to step up, work hard and get blazing hot !

Indeed so much beauty is gifted in the end, and if lucky, may even be one of your pots.

As Ceramics instructor for the Woolman Semester School I thank each and everyone who participated in this magical event.



by Brianna Beyrooty, Staff, Farm Apprentice - May 13, 2015

Interns play an integral part in the garden. They spend 10+ hours in the garden a week doing everything from seed starting to pruning an entire orchard.  Intern garden time is a great way to bond over hard work and see something transform with their efforts every week.

Monday mornings start with a garden check-in, starting with silence interns share thoughts to start the week with. This is a way unique and effective way to ease into the week with a clear mind and heart.  With the intern’s hard work and dedication the garden gets the attention and love it deserves.

Here are some of the intern’s thoughts on working in the garden:

Joe- I like pruning and being in the trees in the orchard. I like not killing, but invigorating the tree to grow. I think I’m good with the ladder and enjoy the aggressive ladder work. 

Em-What I love most about working in the garden is the opportunity to be outside. Nothing makes me more jolly than the California sun! I’m also quite fond of whispering encouraging words to our growing plant babies and chasing away hungry quails.


Gio- Our farm manager Maggie McProud is my favorite thing about the garden! Granted, she isn't a plant, but she does support the interns as we grow as farmers and people. She is closely seconded by harvesting cherry tomatoes, pruning apple trees, and planting garlic.  It was harvest season when we first arrived at Woolman, so understandably we were easily enchanted by the incredible amount of produce that was picked and consumed every day. At one point, at the end of the peak season, we harvested over five hundred pounds of produce in one day (four hundred of which were tomatoes). 

Kat with weeds

Kat- Having never grown food before, working with the garden this year has given me a deep and visceral appreciation for cycles of life and the radical act that is taking that process into your own hands and belly. I love knowing that the sweat off my own back is a gesture of resistance against industrial agricultural practices that harm our planet, bodies and communities. I also love knowing that the greens and tomatoes on my plate haven’t been shipped from hundreds or thousands of miles away and that their growth contributed to and not detracted from the health of the soil. I’m grateful to be understanding these cyclical processes of life and death, so essential to our basic existence, not in a textbook but through hands-on experience with a brilliant teacher like Maggie McProud leading the way.

by Lisa Putkey, Peace Studies Teacher - May 6, 2015


Last week was my favorite week of the semester: our Radical Learning for Change Trip (Rad Trip). I love to visit the Bay where I grew up and am thankful for the opportunity to introduce the students to incredible organizers, artists, educators and change makers. My internal fire was fueled with inspiration, and I grew closer to our students. The Rad Trip built upon the teachings of our Global Thinking and Peace Studies classes.

In Peace Studies, students have been challenged to look deeply at themselves and explore their multiple and fluid identities. This includes exploring how their roots, cultural backgrounds, and lived experiences inform their worldviews and values. Their self-reflection has focused on how power, privilege, and oppression manifest in their everyday lives and life spaces. A goal of the class is to cultivate critical consciousness in which students actively take part in anti-oppression work and see themselves as agents of transformation. 

We learn about systems of oppression with a critical, intersectional lens, and understand the story of the US to be rooted in white supremacy, heteropatriarchy, militarism and capitalism. We study grassroots resistance movements led by directly affected peoples. We seek out voices that speak truth to power and stories omitted from mainstream educational narratives. We celebrate the resilience, courage, and power of ordinary people whose deep love of self and community outweigh their fatigue and fear of violence and injustice.

Throughout the semester students have been studying and discussing racism/white supremacy, the school-to-prison pipeline, the prison-industrial-complex, the New Jim Crow criminal justice system, the Black Panther Party survival programs, and the Civil Rights and #BlackLivesMatter movements. From Oakland to Boston our students from around the country shared stories and photos from participating in #BlackLivesMatter protests in their home communities. Last week in Oakland we watched Fruitvale Station and participated in May Day rallies and marches protesting racist police brutality in solidarity with Baltimore. The following are examples of class activities and resources in the hope that you will continue to talk about how Black Lives Matter and push for systemic change.


One day in class students worked individually and in collaboration to create activist art inspired by the Black Lives Matter movement.  They designed screen prints, postcards, t-shirts, memorial posters, graphic art collages, and a performance piece.


We watched the following:


Each day in class we start with someone sharing a song that relates to peace and justice. These are some of the songs we discussed for this unit:


Theses are some examples of readings from homework and class:

Resources for Educators:

Many of these resources are from the following radical educational guides:

by Red Feola, Maintenance Supervisor - April 19, 2015

I am responsible for taking care of 236 acres, 46 structures, pastures, a-frames, a dining hall, soccer field, bathhouses, 2 ponds, forest…..and I love my job, but when I describe my work to those outside Woolman these are the least of the responsibilities that I speak of.  I am also a teacher, an activist, a mentor, a student, an elder, and a friend. These are the roles that make my job worth it every day, I am the grounds and maintenance supervisor at the Woolman Semester School.

I repair sinks and fix toilets while thinking about systems of oppression and social justice issues, I chop firewood while discussing gender and identity, I work on garden irrigation systems while contemplating the effect of this year’s continued drought in the region, I work throughout the day with my hands, connecting to the land and helping others develop a sense of place, I am the grounds and maintenance supervisor at the Woolman Semester School.

I teach high school aged youth how to utilize a mop while discussing food systems and food choices, I sit every Wedensday, for 30 minutes, in silence with my community and reflect upon the opportunity that we call life, I dig water diversion swales in the afternoon and then at dinner, discuss lucid dreaming during Quantumplation Club. I am a teacher, an activist, a mentor, a student, an elder, and a friend, I am the grounds and maintenance supervisor at the Woolman Semester School and I love my job.


by Amelia Nebenzahl, Global Thinking Teacher - April 16, 2015

It’s sometimes hard to notice harmful systems in our daily lives, even though they make up the basic fibers of our society. Even when we do notice them these systems can be hard to name, hard to articulate. Or perhaps when we try to talk about them, it feels like no one’s listening. At Woolman we challenge this status quo: we not only analyze systems of oppression, we vocalize how our society treats people of different identities in different ways. We examine the prison industrial complex, food justice, and the continuous prevalence of racism across the country and world. We explore the intersectionality of systems of oppression and realize that in fact our democracy is really an oligarchy and thus there is a direct link between the corporatization of our economy, marginalization of disenfranchised people who are not represented by our governmental system, and the increasingly growing wealth disparity in the United States.

At Woolman we don’t hide from the fact that the world is in crisis and that we are far from true peace, sustainable peace. Instead we embrace the fact that we are at a point of immense opportunity which the radical author and activist Joanna Macy, whose work we read in Peace Studies class, calls The Great Turning. “It is a name for the essential adventure of our time: the shift from the industrial growth society to a life-sustaining civilization” (http://www.joannamacy.net/thegreatturning.html). We bring a critical eye to the structures and systems that govern our society not just to identify the problems but more importantly to craft alternative solutions. We think about how those who are disenfranchised by the status quo, particularly youth like those who are already leading the movement for a better future, can be agents of change, how we can build economic systems that allow people to jump out of the poverty cycle, food systems that provide everyone access to healthy and affordable nourishment, police and criminal justice systems that aren’t sending the message that young black men don’t deserve to be alive. Our inspiration comes from highly acclaimed authors like Naomi Klein, who enlightens us on how a commitment to green jobs could simultaneously solve our climate crisis and our economic crisis, and also from less known forward thinkers like Jonah Mossberg, whose film Out Here explains the intersection of food justice and queer liberation (http://outheremovie.com/).

We realize that because systems of oppression are so interconnected, systems of liberation are equally linked. We also acknowledge that in order to achieve a truly equitable society we must listen and learn from those who are most affected by oppression. Australian Aboriginal Elder Lilla Watson stated that, “If you are coming to help us, you are wasting your time. If you are coming because you know your liberation is bound up with ours, then let us work together.” Looking deep inside our own identities and experiences, Woolman students learn how to use their privileges and positions in society to build the world that we all need: a world free of oppression and marginalization where all people are empowered and supported to live healthy and free lives.                    

Students brainstorming what empowering education looks like.


Taking notes off the whiteboard isn't common in radical education. Instead students' ideas bring notes to the board.

by Joe Beatty, Community Intern & Peace Studies Teaching Assistant - April 7, 2015

Picture this....  April rain.  April rain heavy.  April rain bulky.  April Snow.  The garden apprentice from Tinseltown gasps.  Eyes wide.  It is her first snow.  Before this, white April had only been a dream.  As she dashes for the door she slips on the kitchen floor already muddy from the rainy night before.  She giggles with glee, excited about the plump snowflakes and rattled from her near fall.  Outside the snowflakes fall thick on our hair, dazzling our smiles.  Down south, in her hometown, Los Angeles is shriveling like a stale plum.  But for a moment the bald snowpacks and empty aquifers are forgotten, and we could be elves, feeling wonderful in a wonderland.  Twenty minutes later the snow is gone and the dream is over.


by Nicole Esclamado, Intern Program Coordinator and Kitchen Manager - April 3, 2015

I'm Flo and I turned one year old last week!  What does it mean to be a one-year old goat?  I can do ANYTHING.   I can run really really fast while hopping sideways, backways, upways, and downways pretty much all at the same time.  While your favorite food is probably "sweet" or "spicy" or something silly ...  mine falls into the category of "anything with a lot of thorns" (thistle! blackberries! roses! locust!), which is to say my tongue is tougher than yours.  I eat poison oak.  What is my purpose in life?  To sneak into the school office if the door is left open and play king of the mountain on top of computer desks.  

But, I do get scared sometimes, which makes me sneeze. 
If you like adventure, spontaneous dance moves and authentic self-expression, fruit orchards and head-butting ... come play with me!!!  We can take on the world together. 
by Kat Globerson, Community Intern '14-'15 - April 1, 2015
When I first learned about the Woolman internship, one component that piqued my curiosity was the mentorship program. The idea of being a mentor for a group of teens was intriguing but also nebulous—what exactly does being a mentor look like? Is there some particular way one acts as a mentor? Throughout my time here, I have been delightfully surprised by the many ways that mentorship exists here at Woolman. I have also come to realize that the richness of the mentorship program lies in the mutual growth that comes from mentoring relationships—it turns out that Woolman students are in many ways just as much mentors as are Woolman interns. For me, at the heart of mentorship is a willingness to listen deeply and to give joyfully in order to make life more wonderful, as we say in Non-Violent Communication. Mentorship at Woolman is about being medicine for others when we are able, and allowing others to be medicine for us when we need it, whether in matters of academic obstacles, relationships in and outside of Woolman or grief for the hardships we see in our world. Of course, mentorship here is also about fun and celebration. From working through college essays, kitchen baking and dance parties, trips to the Yuba River, and long one-on-ones over lunch or on the hammocks, mentorship has proven to be a hard to define yet central component of what makes our community so strong here. I am grateful for the variety of ways that I have been able to foster relationships that inspire growth, understanding and straight up gratitude for the chance to share this life with so many lovely humans.  
Mentor & Mentee, Emily Spognardi and Jasmine Rosalbo, Fall 2014

by Sadie Weinberger, Community Intern '14-'15 - March 31, 2015

Springtime has arrived at Woolman! Jackets and sweaters are being shed, the days are getting longer, and temperatures are rising, much to everyone's enjoyment. The garden is waking up, the orchard is in full bloom, and some of the plum trees are already sprouting their leaves.

Maggie, Bri, and the interns have been hard at work for a month pruning the apple, pear, and plum trees. After hours of staring at fruit trees and planning our cuts, our hard work started to pay off as we became more and more familiar with the structure and growth of the trees. They are looking happy and healthy heading into warmer temperatures, and we are looking forward to a bounty of fresh fruit come fall. 

Everyone is hard at work in the garden, too. We've been tilling, bed prepping, laying irrigation, and transplanting hundreds of plants. Baby cabbage, kale, broccoli, cauliflower, and lettuce plants are poking their heads up and greeting the spring! Our asparagus starts, which have been in the greenhouse for a year, are finally in the ground. Though we won't see them matured for another year, their fuzzy green tops adorn the beds and bring joy to the garden.

During shared work, the whole community contributes to getting the garden ready for summer. Below, students and staff weed beds of garlic.

by Brianna Beyrooty, Farm Apprentice - March 16, 2015

My name is Brianna Beyrooty, I'm the new Farm Apprentice at Woolman. For the next 9 months I will be working in the garden, experiencing a full season of farming. From Permaculture to weeding, I'm excited to get my hands dirty and see what this beautiful earth has to offer!

The great thing about the garden here at Woolman is that we are always looking for ways to improve and expand our thinking when it comes to gardening. Permaculture gives us the principles to do so, and is a great way to live in a sustainable way within our garden walls. The more we can reflect and observe nature’s already complex system we can take from that system and mimic what we see to have a more sustainable, ecological, and well-rounded environment.  
In our Farm to Table course students can directly see the principles they are learning about take effect in their own campus garden! Here are some principles of Permaculture that we use every day in the Woolman Garden on campus:
Sheet Mulching!
This is our sheet mulching between our raspberries. Sheet Mulching is a way to emulate nature’s own forest floor, sheet mulching is done by laying cardboard sheets down, along with a composting a material then finishing with a layer of mulch on top. By sheet mulching we can eliminate the need for weeding as well as protecting and giving good nutrients to the soil as the cardboard and organic materials disintegrate over time. 
Forest Garden!
Our forest garden creates a native place for plants to naturally work together with each other. It’s low maintenance and gives the local flora and fauna a great place to interact. 
When we compost we take leftover food from our dining hall and let earth transform it into nutrient rich soil for our garden. This eliminates waste from our school and turns our food into our own usable treasure! 
We installed swale in our garden last Fall, we have two 75 foot swales that collect run off water from the soccer field. Otherwise this water was flooding our garden during rainfall, so now we can slow down the runoff and spread it so it will slowly sink deep into the soil. The swale is directed into a 100-foot French drain to maximize drainage, minimize erosion and prevent water from flooding our garden plots.
by Gray Horwitz, Environmental Science Teacher - March 7, 2015

For the past two weeks students have been researching different aspects of our campus and looking for ways to reduce our energy consumption. Yesterday students presented their energy audits to the class, and in the coming weeks we will be implementing the changes that they've recommended. The first group looked at our dish sanitizer and alternatives to it.

Based off their research they will be proposing to the community that we save energy by washing dishes by hand for a week. We will see how that method serves or does not serve the community.

The next group — Alex, Pedro, and Wade presented on our wood stoves and their efficiency. 

What was most interesting for them and the class was how inefficient space heaters are and the benefits of EPA certified wood stoves. We have written grants in the past, through the Strawberry Creek Meeting Dime-A-Gallon Grant, to replace old wood stoves with EPA certified ones, and this research supports doing so again.

We then heard about Woolman's vehicle use, and a proposal to buy a two-seater leaf car for short town trips, which we will be looking into. Finally, Lily and Luz presented on cabin lights. They looked into switching them to motion sensing lights and/or timer lights. Their data showed that switching the porch lights of all 8 cabins to motion sensing would cost about $100, but pay for itself in a year. They will be proposing this change to the community next Wednesday.

I am excited for the impact these students will have on the campus and for the understanding that they gained while doing these projects. Their knowledge will transfer to where ever they go when the leave Woolman, and will hopefully have a positive impact on those communities as well.

by Keithlee Spangler, Community Intern 2014-2015 - March 7, 2015

Each semester, the community interns plan a pretty rad trip to somewhere in California for the students to catch a break, get away from schoolwork, and let the campus rest for a few days. This semester, we took our students down the coast to Big Sur, California for a few days of beaching, hiking, swimming, resting, s’mores-making, and exploring.

Day One: We left Woolman at 8:00am (on time!) to start our day of driving. We stopped in Las Trampas Wilderness – it looked like the Shire! – for a picnic lunch and a chance to stretch our legs with a short hike up the grassy hills. We finished the drive around 3:00pm at Plaskett Creek Campground to set up camp and catch a beach sunset.

 photo by Pedro

Day Two: Six-mile round-trip hike up to some stunning views of the Pacific Ocean with a stop for lunch on the trail. We headed back to the campground to drop off gear, have a surprise snack (chips!), and head over to the beach to explore, swim, and play.

 photo by Pedro


Day Three: We packed up camp early in the morning and were on the road by 8:00am to drive North to the Monterey Bay Aquarium. I was driving the suburban on the winding and beautiful CA-1 byway, watching rainbows appear seemingly behind every turn, while Lily played an acoustic guitar and everyone sang along for the two-hour ride.



After the aquarium – where we saw jellyfish, stingrays, sea turtles, puffins and penguins, giant tunas, tiny sardines, octopi, and hammerhead sharks – we headed to Taqueria Santa Cruz for a taco dinner. We drove back to Woolman that night for pack-in and cozy cabin fires.


by Gray Horwitz, Environmental Science Teacher - March 4, 2015

Happy March! It is hard to believe that the semester started almost six weeks ago. We have some updates for you from different aspects of Woolman life, written by various teachers.

Students and interns had a gorgeous 3 days on Staycation last weekend! They headed down the coast to the Big Sur region, camping at Plaskett Creek campground which bore a lovely resemblance to Frodo and Bilbo’s shire. A 6 mile hike up the switchbacks of the Cruickshank Trail was well worth the trek when met with epic oceanic views at the summit and a West Coast sunset at the shore in the evening. Saturday morning started early to get down to the Monterey Bay Aquarium. While the tentacle exhibit was incredible, the simple pleasures of double rainbows, tacos, and accoustic melodies of fellow students were a wonderful completion to a weekend away. 

In Peace Studies students just finished a unit on oppression, power, privilege, and allyship. This week they started learning about US empire, militarism and native sovereignty. Here is a link to one of their readings by feminist activist Andrea Smith. In Peace Projects class the students came to a consensus that for their collective action organizing project they want to focus on three issues: Pro-Choice, Immigration Rights and Islamophobia. In groups they have been researching each issue and will present this week on the root causes and effects of injustices and articulate their own visions for social change on their issue. We will then as a class look at the intersectionality of each issue and dream up an action to implement that will address all three.
Woolman’s Technology Committee is organizing Tech Free Day challenges for the campus. These are opportunities for us to explore our relationship to and dependency on the various forms of technology in our lives. All community members will be encouraged to leave their cell phones behind and be intentional about using as little electricity as possible. Our first challenge will take place next Wednesday, March 11 on the five-year anniversary of the tsunami and nuclear disaster at the Fukushima Daiichi nuclear power plant in Japan. We will be joining forces with efforts around the world to take a stand for clean, safe, and sustainable power by unplugging from the grid.
The attached pictures show Lily playing with the bluegrass Fruit Jar Pickers in Rough and Ready, CA, gnocchi and quiche meals, students working on EnviSci energy audits, and pruning in the orchard.
by Amelia Nebenzahl, Global Thinking Teacher - March 2, 2015

In one of our first units in Global Thinking, we examined how each of us views the world. What parts of our identity, backgrounds, experiences, and other aspects of our selves influence our perspectives? Where do our biases and opinions come from? Multiple perspectives is a key theme that we will explore throughout the semester, and students began by digging deep within themselves and shared what makes up their unique worldview.




by Gray Horwitz, Environmental Science Teacher - February 12, 2015

The semester is in full swing! After a week of orientation, and a hectic first week of classes, people are starting to find their rhythm. Each of the teachers have written about their classes for this update.


The students hit the ground running in terms of being introduced to and grasping the basic concepts of NVC.  On their second day here in orientation week we identified what values/life qualities would be present in their ideal community and what we were willing to do to live into or out of those values. In our first NVC class we looked at what gets in the way of us living like this all the time. This led us to exploring right/wrong, good/bad thinking and how that naturally flows into a system of punishments and rewards and named that way of living as a "power over" culture. The whole process and consciousness of NVC was presented as a choice to explore a "power with" culture instead. Next class we will continue to explore what it means to embody a value that we deeply care about so we may better meet hard and challenging moments from a place of fullness, without judgements or blame.


In Environmental Science, we began the semester hiking around Woolman’s campus, learning about the land and what we will be covering. We then shared our experiences with science and our dreams for this class. We are now studying global warming and the biases commonly associated with both sides of the issue. From here we will delve into energy, and groups of students will be doing an energy audit of different aspects of Woolman’s campus.


In Peace Studies we began by sharing our hopes and fears and envisioning the world in which we want to live. We also made collective agreements with the goal of creating a safer space for learners who support, challenge, and affirm each other. In this introductory unit we are building a theoretical foundation drawing on concepts of peace, violence, power and interconnection. We are exploring the power of voicing our truths and transforming our silences in to action for peace and justice. This week students wrote and shared powerful “Where I’m From” poems.


In Global Thinking, we began by exploring what it means to be a global citizen, working off the idea that we are all interconnected to each other and thus in order to be agents of change we must start by changing our own lifestyles. We have examined our individual worldviews and what parts of our identities and experiences help shape our perspectives. This week we began our unit on media literacy with a TED Talk by Nigerian author Chimamanda Ngozi Adichi


In Farm to Table, we started with a class on fruit tree pruning, which we will be practicing all spring as we maintain our orchard. During shared work, several students learned to create trays of seedlings, which will be transplanted to the fields in April. This week we are talking about why growing, preparing, and consuming our own foods is a form of activism.


Sorry, we don’t have many pictures from class… yet! But here are some from the Contra dance we took students to this past weekend, shared work, and community meeting. Oh, and a Valentine’s Day gift Eli and Andrew gave to Wade!


by Jasmine Rosalbo, a recent graduate of the Fall 2014 semester - December 16, 2014

When I think of intersectionality,

I see a venn diagram of overlapping social categories

I see colorful pasta intertwined to make mutually constructed identities

I see runners on a track

I see obstacles set in front of them

On the basis of their race

and gender

I see privilege and the power to oppress

I see multi layered oppression of people of color

I see gender, race, class, sexuality

a checklist of categories that place us within the patriarchal hierarchy we call our world

But when I translate this to to world around me, and to feminism

I see a huge part of the media portraying white middle class heterosexual cisgendered ablebodied men and women as humanity

I see politicians claiming neutral politics

That serve this fictional majority

I see a public space filled with institutions

That were built to serve the hegemonic masculinity

and oppress the other

I see the center of knowledge production operated by white men claiming objectivity

Where are the people of color?

Where are the colonized?

Where are the disabled people?

Where are those who lie outside the recognized boundaries?

This is what needs to be seen

This is what needs to be made visible

These are the voices that need to be heard

This is the call that can reshape economic structures of oppression and exclusion

Which can unmask the identity of the “neutral” citizen

Which will show that his privilege is built upon the exploitation and discrimination of the marginalized

But how can the concept of intersectionality be more than just a buzzword?

More than a checklist of static identity categories

And instead something that is used to really take into account

The complex forms of discrimination

Shaped by history

And social structures

As a white middle class cisgendered woman

And a bearer of privilege,

I am trying to understand the ways i reproduce systems of oppression

So that i may be apart of deconstructing them

I am not humanity

I am not women

I am not objective

I am a standpoint in solidarity with,

and recognition of society's many unique and complex identities


In other words, I hope for solidarity.

I hope for understanding, gender starscapes and fluidity

I hope to bring compassion for the unknown

And recognition of the need to listen, I hope for humility.

by Gray Horwitz, Environmental Science Teacher - December 4, 2014
Another semester has sped past all too quickly, and I wanted to take this chance to share some highlights from Environmental Science.

    Food Intensive

Learning about grafting at Wolfskill Experimental Orchard & Picking strawberries at Swanton Berry Farms

What seems like forever ago — late September — the students journeyed to the Bay Area and Santa Cruz to learn more about the unseen sides of agriculture.  We toured Swanton Berry Farm and learned about socially just farming, Bi-valve Clover Dairy and saw the inner workings of a 600-cow operation, and UC Davis’s Feedlot and GMO Seed Lab. Spencer Wollan, a current Woolman student, says, “Until I went on the food trip, I never realized the complexity surrounding the issue of GMOs.” All of our stops, from distribution centers to living plant libraries and even a Jelly Belly factory tour provided us with new information, perspectives, and questions to pursue.


Ecology Research Presentations

Wild Turkey Jeopardy & Thistle on thistles
Delving into the wilderness surrounding Woolman, students chose one organism to research and present to the class. Through these spotlights on individual species, we gathered a larger sense of the ecology of the land. Emily Spognardi, a community intern and environmental science class T.A. says, “Turkey Jeopardy was a refreshing way to connect and learn about local wildlife!”




Sustainability Projects

Woolman well data for this semester & Ceramic coffee filters to replace plastic ones

Students have been working hard throughout the semester on their Sustainability Projects. Some projects include creating a student library, plastic awareness, well water monitoring and awareness, cataloging what is grown in the Woolman garden, a chicken guide, and fire circle renovation. Come see our presentations December 6th at 2:00 pm!
by Dorothy Henderson, Interim Head of School - December 3, 2014
As I write this, I am warmed by the fire in my wood stove, awaiting the warmth of the almost-winter sun to take the chill off the day.  On these clear cold mornings it is easy to feel grateful for the simplicity of a full stack of wood and kindling, for the pink and azure sunrise, for the quiet of an early morning at Woolman. Gratitude fills the space.
This morning I am grateful for the young people who take the risk of leaving home to come to Woolman. Some travel across the country, some leave the inner city, some leave suburban prep schools. All of them leave what is known, what is familiar, and their time at Woolman becomes a living laboratory of what it really means to practice equality and peace, to try to live in harmony and understanding with others. 
This morning I am grateful for this living laboratory, this container that we are trying to create to hold these young people as they find their way. Within this container, we have deepened our roots in Friends faith and practice, strengthened our teaching and learning of Nonviolent Communication and instituted restorative justice circles as part of our response to community discord. 
This morning I am grateful for the abundant community discord that has emerged as we endeavor to live these practices, to create this container. We have described our effort as an experiment and within this experiment we struggle. Again and again, we need to remind ourselves and each other to come back to our faith that it is possible to find that of God, that of Truth, in all. That we can bring the core of nonviolence to all that we do and say. That love is an action, not just a feeling. 
This morning I am grateful to be a part of a Quaker school.  As the only Quaker semester school, we are held in the larger container of a 325-year history of Friends education in this country that prepares young people to live lives of integrity and meaning.  We draw strength and support from this history and community.
Finally this morning I am grateful for you, the reader of this newsletter and blog, for taking the time to share this moment. I hope that this message inspires you to stop and reflect on what in your life fills you with gratitude.
by Maggie McProud, Farm-to-Table Coordinator - December 2, 2014

It’s been a very busy season in the garden this year!  The fields have been put to bed and are bursting with a think blanket of cover crop spouts.  Our community has been working hard all year to tend and celebrate the little sweet spot on our campus that provides such bounty.  Since January we built a new and very nice green house, remodeled our beehive, installed a huge drainage system as well as three water catchment elements to preserve our soils, reduce run- off and increase the water holding capacity on site.  All the while, we're pumping out hundreds of pounds of the freshest of foods, rich in nutrients for our community in as well as inspiring young people through garden education.  We had a wonderful season with our small and loyal CSA members.  Woolman has also been selling produce to Summerthyme’s Bakery, where we are featured in their weekly specials. Wow, no wonder we're tired! A huge THANK YOU to the students, interns, staff, visiting students and volunteers who all played a part in making this season a success!

In the Intern Garden Class and Farm to Table, we've started exploring the ethics and principles of Permaculture.  Permaculture is best described as "a system of assembling conceptual, material and strategic components in a pattern which functions to benefit life in all it’s forms. It seeks to provide a sustainable and secure place for living things on this earth."  It's been a wonderful and interesting opportunity to brainstorm ways we might design our lives to be more ecologically and socially resilient in this time of globalization. In the Woolman garden, we hope to inspire mutually beneficial approaches to life though observation, careful thought, smart work and cooperation, leaving plenty of room for imagination and enjoyment. As Einstein said, "We cannot solve our problems with the same level of thinking we used when we created them."

by Nicole Esclamado, Intern Program Coordinator - December 2, 2014

The Woolman Community Intern Program forms an essential thread that helps to weave together the fabric of life here at Woolman. On any given day, you will find these magic-makers creating beautiful meals, planting seeds, harvesting roots, connecting with students, hugging, laughing, crying, supporting – doing the invaluable work of the heart – an organ that doesn't just pump blood through the body, but synergizes all of its cells, organs and systems. Indeed the interns here combine really hard work and deep heart-work, in a way that allows unique and emergent life to flow through the veins of this community. 

The classes we teach here deal a lot with how to live in a time of great change, and how to hold oneself and each other lovingly as beings who are constantly changing and growing.  I am excited to teach Cooking & Nutrition Class to the interns this semester, as I see it as an opportunity to look at this truth through a different window.  What are the interconnected systems inside our physical bodies that inspire our one emotional, mental, spiritual dynamic life?  What do we know about these physiological systems, and how do we know it?  How do our bodies relate to the Earth, and what role does food play in this relationship?  Every Thursday morning, interns come to prepare a meal for the community together and spend time considering the story of food as it moves through ecosystems and human hands, and the stories we tell ourselves that shape what the food does when it gets to our body.

Intern Seminar is a time to gather skills to celebrate and support life.  Thus far, we have had classes on: The Art of Live-Culture Fermentation, The Great Toilet Challenge (Plumbing 101), Woodworking I and II, Craniosacral Therapy Introduction – an example of the art of hands-on healing, and The Acorn Model:  A Nature-based Model for Mentoring and Community Building. This semester the interns are also taking a weekly Garden Seminar and a Non-violent Communication class, to widen and deepen their skill set as change-makers in the world.