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As the Oak Grove academic year ends, students depart and the campus quietens. This is a time for staff and board members to retreat, recoup, and reflect. 

In late June, the Oak Grove School Board met in the relaxed setting of a ranch home on the California coast. Between casual walks and light conversation, the OGSB inquired into the intention of the school, discussed some big-picture topics, and made goals for the 2019-2020 school year. 

Twice throughout the summer, Oak Grove staff has the opportunity to retreat over a three-day period with the Head of School at the Krishnamurti Education Center. This gives faculty and staff the opportunity to stay at Pepper Tree Retreat, a place of silence and calm, to explore the Krishnamurti Education Center with all of the resources it offers, and to discuss Krishnamurti’s Letters to the Schools. Each person has ample time to quietly reflect, take walks, rest, read, and practice yoga. A true retreat.

The Leadership Team, a group of ten administrators representing all departments of the school, retreats in August, meeting for three days at a home in Santa Barbara. The days are filled with planning, philosophical discussions, and organizing the upcoming year, all the while interspersed with fun activities and importantly, leisure time. 

“So we must be very clear in the understanding of the word leisure: it is a time, a period when the mind is not occupied with anything whatsoever. It is the time of observation. It is only the unoccupied mind that can observe. Free observation is the movement of learning. This frees the mind from being mechanical.”

The Whole Movement of Life is Learning
J. Krishnamurti

 

Our class of 2019 consists of twelve students. The 11 who applied to four-year colleges and universities have collectively been accepted into 32 schools. This is an average of four acceptances per student and this average is not unusual for Oak Grove seniors. The schools (listed below) include major public universities and colleges, independent and public liberal arts colleges, and specialized art schools. While this is impressive, and we joyfully celebrate this accomplishment with our students, it is also important to know that it is not our objective to have all of our graduates go directly from high school to a four-year college.

Oak Grove High School has a challenging college preparatory scope and sequence curriculum not because we think all students should go directly from high school to a four-year university, but because we want every student to have the choice of going directly to a university if that is what is right for them. More importantly, we want our students to be well educated with a solid and well rounded academic foundation for whatever they choose to do in life.

Class of 2019 College acceptances:
Allegheny, Bard College, Bryn Mawr, Cal Lutheran, Cal Poly SLO, CSUCI, CSU Long Beach, CSU Sacramento, CSU Sonoma, Centre College, Eckerd College, Fordham, George Washington, Goucher, Ohio State, Pace University, Purdue, Quest University, Reed, Southwestern, UC Berkeley, UC Davis, UC Los Angeles, UC Riverside, UC San Diego, UC Santa Barbara, UC Santa Cruz, UIUC, University of Washington, University of Wisconsin, Willamette University.

Introduction by Jodi Grass, Head of School and Russ Bowen, Director of the Secondary Program

Music performance by the 2019 graduating class

Jodi Grass, Head of School Speech

Bria Schraeder

Yiyang “Lewis” Lu

Eleanor Clift

Ziyi “Valentina” Li

Emma Hughart

Alex Richardson

Catherine Cornwell

Zhiqi “Birkhoff” Cheng

Sarame Sahgal

Haemin Ro

Rio Petersen

Sanaya Dahanukar

Brittany Borowitz, Senior Advisor & Conferment of Diplomas

From the Head of School

The culmination of the school year is fast approaching which signals transition to many things—the completion of a grade, the advancement from one program to the next, the excitement of an Ojai summer and time with friends and family. For our seniors, this transition is particularly poignant as in this culture, completion of high school marks the symbolic end of childhood.

Our class of 2019 consists of twelve students. The 11 who applied to four-year colleges and universities have collectively been accepted into 32 schools. This is an average of four acceptances per student and this average is not unusual for Oak Grove seniors. The schools (listed below) include major public universities and colleges, independent and public liberal arts colleges, and specialized art schools. While this is impressive, and we joyfully celebrate this accomplishment with our students, it is also important to know that it is not our objective to have all of our graduates go directly from high school to a four-year college.

As shared here before, some of our students choose to pursue a personal passion directly after Oak Grove. Sophia Grunder (2013) has made her lifelong dream of being an artisan chocolatier a reality. Today, alongside her mentor, Jennifer Smith, Sophia owns and operates the exquisite Ex Voto Chocolates in Ventura. Some Oak Grove graduates choose to defer their college acceptances and take a gap year, like Emilie Del Signore (2017), who spent a gap year traveling through the American Southwest and western Europe and a trek across Zavkhan, Mongolia, before beginning her studies at Syracuse University in the fall of 2018. We also have several students who chose to attend one of California’s excellent local Community Colleges to complete their general education requirements while staying closer to home, saving money, and perhaps pursuing other passions. Dane Wilson (2014) who spent several years with the US Sailing Olympic Development Program before heading to San Diego State University.

Oak Grove High School has a challenging college preparatory scope and sequence curriculum not because we think all students should go directly from high school to a four-year university, but because we want every student to have the choice of going directly to a university if that is what is right for them. More importantly, we want our students to be well educated with a solid and well rounded academic foundation for whatever they choose to do in life.

Class of 2019 College acceptances:
Allegheny, Bard College, Bryn Mawr, Cal Lutheran, Cal Poly SLO, CSUCI, CSU Long Beach, CSU Sacramento, CSU Sonoma, Centre College, Eckerd College, Fordham, George Washington, Goucher, Ohio State, Pace University, Purdue, Quest University, Reed, Southwestern, UC Berkeley, UC Davis, UC Los Angeles, UC Riverside, UC San Diego, UC Santa Barbara, UC Santa Cruz, UIUC, University of Washington, University of Wisconsin, Willamette University.

Observing a pair of California Scrub Jays through binoculars with students and parents in the quiet early hour before school begins…

Witnessing the Pavilion transform into the Pale of Settlement of Imperial Russia of 1905…

Discovering the studio of Leonardo Da Vinci surrounded by student-crafted renditions of Mona Lisa and Self Portrait in the medium of candy (yes, candy!)…

Learning the process of sketching out a mural from concept to fruition, which is inspired by a group of high school students’ open-hearted immigration ideals…

All this happened this past week, and all were initiated and/or implemented by our parents. As Krishnamurti said the day before the school opened for the first time, “It would be right that the parents as well as the teachers and the students work together as a family unit.”

We ask parents to communicate directly with the teachers and staff, to attend parent education meetings, to actively read school and classroom updates, and to volunteer for projects and activities already established within the school. When parents move beyond this base-level of engagement and are energized by an idea for which the school can provide scaffolding for its implementation, we are able to provide something that might not otherwise be possible. When parents and staff can partner to bring form to a new idea, we are able to broaden our resources and capacity as a school, as a community, and as a family unit. Being a small school with a skeletal staff and a modest tuition, we might be limited by internal resources. But limited we are not! We have parents with an incredible wealth of knowledge, talents, and energies who choose to share those with our community. We rely on our parents to complete the circle so we can, together, operate a school “where one learns about the totality, the wholeness of life.”

Both our 1st-4th grade and 5th-8th grade spring concerts have been a blast in the past two weeks. On Friday, May 17, we will host our High School Spring Showcase. The philosophy guiding our music program is consistent with our general approach to teaching.

The elementary through 8th grade program is required and based on Orff Schulwerk. Orff Schulwerk is an approach to music education established in the 1960s by German composer Carl Orff and his colleague, Gunild. The program employs elemental techniques such as imitation, echo, and ostinato. The objective is to build musicianship in every learner through the integration of music, movement, speech, and drama.

Effort and skill-building are what we emphasize here. Our music program is both experiential and inclusive: everyone participates. All students, regardless of age, interest, or ability have the opportunity to explore music and to perform.  

Early elementary students learn songs through movement, dance, and voice. As they develop skills with notation, ear training, and fine motor movement, they begin to incorporate more sophisticated instruments into their work. Third graders learn to use recorders and 4th grade ukuleles.         

By 5th grade, students choose a specific chromatic instrument like piano or guitar. By 7th grade, students are supported in specializing in an instrument, should they choose to do that, and the curriculum is focused more on forming musical bands. Singing is a fundamental practice for students in all grades. Music provides us with the opportunity to discover our feelings, to explore cooperative process, and to develop neural pathways that connect both hemispheres of the brain.  

In High School, music is no longer mandatory but continues to be an option for students in electives. HS students have four electives each year, and this year can choose from music, ceramics, woodshop, journalism, French, digital design, studio art, film studies, film making, theater, and dance.

At Oak Grove, students don’t audition or take required prerequisites to participate in band, art, and sports. Regardless of skill or experience, students are stretched beyond their natural inclination and given the opportunity to participate in all art forms as well as sports. Our teachers are highly skilled in differentiation and able to challenge some forward while simultaneously providing additional scaffolding to others.

At the upcoming HS Showcase, you will witness musicians, many playing a particular instrument for the first time this year, perform complicated songs like Free Falling, Lucy in the Sky with Diamonds, Unchained Melody, as well as Mack the Knife; along with some uncomplicated melodic songs like Nothing’s Gonna Hurt You Baby, Stand By Me, and Don’t Let Me Down.

The High School Spring Showcase will also include a dance performance and a student art exhibit including woodworking, ceramics, photography, and fine art. The artists, using many media, will showcase Hatch/Hanson/Rosulek-inspired delicate ceramics, abstracted landscape photography, and large-scale paintings. Woodworkers, having just learned how to use power and hand tools, will display wooden tables, spoons, and a lamp; journalists, some with English as a second language, have filled an eight-page newspaper with deeply personal reflections and relevant investigative reporting.

Music begins at Oak Grove in the Early Childhood Program with weekly singalongs and daily integration of informal singing and music-making. Our preschool and kindergarten students have opportunities to bring their singing to community events like Open House, Martin Luther King, Jr. Day, and Earth Day celebrations.

At Oak Grove, every student has the opportunity to be a musician, an athlete, an artist, a scholar, while not being limited by any or all of these narrow concepts of identity. At Oak Grove, music practice along with the arts are crucial processes in the development of the “whole” child.

Camping Trips

Our spring trips have officially begun! Last week, the freshman and sophomore classes backpacked the Gene Marshall trail, beginning at Reyes Creek Campground in Lockwood Valley and ending at Rose Valley. They arrived safely home on Friday to warm showers and reports of ice cream and large amounts of pasta.

Our juniors are currently on day 7 of a 10-day expedition through the southwest—river rafting the Kern River near Sequoia National Forest, trekking through Death Valley, hiking up a portion of the Mt. Whitney Trail and traversing up to Angel’s Landing in Zion National Park.

This past Thursday night, kindergarten students and their families camped on our athletic field. Together, they enjoyed bonfire stories, a sing-along, and roasted marshmallows in the darkness. This practice of spending the night at “school,” is where our students begin to develop camping skills (pitching a tent, sleeping outside, fire safety) while in a familiar and safe place with their family.

In the next few weeks, our students in 1st through 8th grades will travel progressively further away on increasingly more challenging trips. Immersive outdoor trips enhance learning through direct experiences. In early elementary, the camp-out moves away to Carpinteria, first with parents, then the following year, without parents. The students practice being with teachers and peers away from home, but geographically close.

In upper elementary, the focus moves to places further away with more physically challenging activities: group bike rides, longer hikes, and bouldering. Then they are off to our local forest carrying their own packs, swimming in water holes, and out of cell phone range. Our 7th and 8th graders travel by plane to other states to sleep in teepees, to river raft, and to study glacier science. In a couple of weeks, this group will head to the Canyonlands Field Institute in Moab, Utah. While there, they will participate in white water expeditions through ancient canyons and engage in active, meaningful, transformative, hands-on, outdoor curriculum that integrates science, history, literature, and art.

These trips are developmentally appropriate, with each building on the one before. Students practice essential life skills, gain a sense of agency and grit, and also deepen their relationship with the natural world.

For our parents, these trips offer an opportunity to practice trusting other adults to care for our children away from home. As I have shared here before, from the moment of birth our children begin growing away from us. Each moment brings new opportunities for children to gain confidence in their ability to be separate, for parents to trust that the child is capable of separating, and for both to trust that this separation is natural and safe. These trips allow the child and parent an ever-increasing practice in separating. There are things that cannot be learned conceptually—digging a hole in the wilderness to go to the bathroom, overcoming a fear of water or heights, pushing ourselves physically beyond what our mind believes is possible (just one more step), and, perhaps the most difficult of them all, letting a child grow away from us.

March 31, 2019

by Christina Sbarra

Self-Discovery: Making Space for What Really Counts

The recent college admissions scandal, dubbed Varsity Blues, hit the news just a few days before the release of Turning the Tide II, the second installment of a report on the college admissions process from the Harvard Graduate School of Education’s Making Caring Common Project.  As if part of a well-choreographed but tragic dance, a large portion of the report, entitled Ethical Parenting in the College Admissions Process, unabashedly calls out parents for “failing to prepare young people to be caring, ethical community members and citizens.”  According to students surveyed for the report, most parents place far more emphasis on their children getting into good colleges than on them being good people.  “In an effort to give their kids everything, these parents often end up robbing them of what counts.”

The report goes on to provide recommendations for parents guiding their teens through the college admissions process. Their first recommendation, ‘Keep the focus on your teen,’ centers around supporting the teen’s authenticity.   In order to be authentic, teens first need to know themselves.  In fact, identity formation is a primary facet of adolescence.  But when in the frantic years of clamoring to accumulate outstanding grades, AP credits, athletic awards, participation in clubs and leadership credentials, do these teens have time to get to know themselves?

Parents are not the only culprits here.  At risk of stating the obvious, Harvard itself is a major culprit.  In fact, Harvard is ironically leading the pack on both sides of this dilemma: as arguably the most elite university of them all (with a record low 4.5% acceptance rate this year) and also as head of a movement to re-write college admissions criteria.  Kudos to them for at least trying to be part of the solution.

All of the adults stewarding children through childhood play a role in this crisis and have the opportunity to be part of “turning the tide.”  In my mind, the best way for both parents and educators to support young people in the essential process of self-discovery and increasing independence is to get out of the way, to back-off, humbly taking our well-thought out agendas and our best intentions with us.  Schools can build in time in the regular schedule for pursuit of personal interests, for social interaction, and for quiet reflection. Parents can seek out and support these schools, eschewing questions about test scores, rankings, and college acceptances in favor of deep consideration of the culture of the school, the quality of the relationships, and the opportunities for self-discovery.  Together parents and teachers can build supportive communities committed to creating the space teens need to come to know themselves.

There are many elementary and high schools that intentionally provide opportunities for self-discovery.   Here are just a few inspiring examples from my own personal research this past year.

Oak Grove School in Ojai, California incorporates both time and space for a variety of contemplative practices into the regular weekly schedule and into the campus. These include meditation, council circles, quiet time communing with nature, and the 7th grade rocking chair circle pictured above.
www.oakgroveschool.org

Skorpeskolen Private School in Helsingor, Denmark offers Personal Time to students in the early grades and Talent Time to students in the upper grades.  These weekly periods provide opportunities to follow a curiosity, to pursue a personal passion, and to develop the capacity for sustained, deep focus on a self-directed project for an extended amount of time.  Open in Google Chrome for a translation of the website.
www.skorpeskolen.dk

The Green School in Bali, Indonesia identifies sustainability as one its primary values.  They believe that the practice of sustainability starts at the individual level.   For that reason, teachers are free to set aside all academic demands whenever an individual child needs extra social-emotional support.
www.greenschool.org/about/

You can access the full report from Harvard here.
Harvard’s class of 2023 acceptance rate reported in The Crimson.

You can view Christina Sbarra’s original post here.

Watch video of the speech below. 

Travelling has always been something that I really enjoy. Exploring different places, seeing different people, experiencing different cultures. You can really see how colorful this world is and how amazing our globe is. I have long yearned to visit India. In fact, the Senior India trip was one of the many factors that led me to choose to attend Oak Grove over other schools. So finally here I am, after almost four years at Oak Grove, reflecting on my India trip experience.

So, the India trip was indeed quite different from any other trip I have been on. Instead of simply touring around and visiting attractions, this trip was a very immersive experience. It shows India in a different perspective from regular tourism, a perspective that is based on human connection, the essence of being a person.

I had a great time talking to students at the three schools that we visited and enjoyed making new friends in a completely different and alien territory. However, the hospitality I experienced and witnessed triggered me to think, to reflect on myself, my country, and my own culture.

Despite my personal interest in India, as a student coming from China, India has a different, or I would say a distorted image pre-installed in my brain, and in most other Chinese’s brains as well. The way the Chinese perceive India is full of prejudices and biases. When I told my friends in China about my plan to go to India, they frequently questioned my decision. They think of India as an inferior country, a place they would never want to visit. And this impression has greatly influenced people’s view of Indian people as a whole. But I don’t believe in accepting what others think. This added my desire to go to India. I wanted to see India with my own eyes, to prove that they were wrong. Like Krishnamurti said, we must look most intimately and discover for ourselves; then it is our own, not somebody else’s, not something that we have been told.

A history teacher at Pathshala reminded me of the very origin of this problem with my culture. There was one day at lunch when he joined my table and started a conversation. As our conversation progressed, he brought up a fact that I have almost forgotten. It wasn’t until the 19th century that the Chinese people stopped calling everyone else “barbarians.” That is less than 200 years ago. And I hate to admit (but sadly it is true) that even now, many people in China still see themselves as superior to other ethnicities. And they have many different and negative biases and prejudices towards different racial groups.

I couldn’t stop thinking and imagining how Indian students would be treated if they had a chance to visit a school in China for a week. Because as I said, I am well aware of how prejudiced Chinese people are. This little mind test always turns out with unfavorable results. And I cringe when I compare it to my experience at the schools.

So, on one bus ride out to Bangalore city, I had a chance to talk to Elsie, a faculty member at The Valley School. I asked her, “How do people in India view Chinese people? What kind of attitude do Indians have towards China?” Her answer was not surprising, but did make me feel bad. She said that Indian people have no hostility against the Chinese people. Though there is political conflict, it has no relevance to what the people think.

She was right. China and India have been neighbors forever. The two civilizations have coexisted for thousands of years. But neighbors don’t like each other all the time. Territorial conflicts have been a huge obstacle that has kept China and India from being better friends. Diplomatic relationships involving Pakistan and the US have simply added more flames to the already fiery relation.

But the two countries, India and China, took very different approaches on this matter. In China, isolationism never disappeared. In addition, the modern day Chinese government has put strict controls on the media, both social and journalistic. A highly censored social media and government-controlled news industry have led to a biased public opinion on many things. Chinese media purposely patronizes India and portrays India as an inferior country. India, on the contrary, according to Elsie, has a much more open media. Though there are conflicts on the government level, there is no propaganda against China, nor is the social media patronizing to China as an inferior power. People can really see a different reality through an open media.

This difference made me realize how important an uncensored media source is. A highly controlled and censored media would only cause misapprehension and manipulate people’s minds. With a worldwide trend of isolationists rising to power again, we must be aware of the possibility of the world moving towards closed and censored media. Even in America, there is a trend towards that. Net neutrality is a perfect indication of possible media censoring. And we need to be aware of it, to stand up to it, and to fight against it.

By the end of the trip, I came to the conclusion that things need to change back home in China. I realized that my perspective of my own country has changed, being outside of it. There are too many misconceptions in China. Krishnamurti once said that we are very defensive, and therefore we are aggressive, when we hold on to a particular belief, dogma, or when we worship our particular nationality. We need to be more receptive towards other cultures.

When we were at Pathshala, we had a few discussion sessions with the local students. In one part, they specifically addressed a few questions to me, about agriculture and rice production in China. In our conversation, I brought up the idea of a joint research force on rice production between China and India. Because, imagine the two countries with the world’s largest populations, making up one third of the world population, both having rice as their main dietary consumption, working together to increase the quality and quantity of rice production. It would be a blessing to our world. So when I brought up this Idea, I saw accord and eagerness in their eyes. That’s when I realized, it’s we Chinese that need to make a change, to open up our minds and to be more receptive to new possibilities.

I feel more than ever that it’s our responsibility, it’s our generation’s responsibility, to bring unity to the world, to become global citizens no matter how messed up our world is today. Sometimes it’s inevitable that we have a few setbacks along the way towards world integration. But it doesn’t matter, because the future is in our hands, and I have confidence that together, we can make the world a better place.

A school is a place for learning, and not just for our students. It includes an active learning environment for the adults, too. In addition to an emphasis on inquiry and self-reflection, which in and of itself supports a culture of learning, we also set aside time in our regular schedule for professional development, shared inquiry, and parent education, as well as targeted individual training and development for faculty and staff.

On most Wednesday afternoons, the faculty and staff meet to learn together. Two Wednesdays ago, the entire staff participated in an in-service around Peer Conflict. This past Wednesday, the faculty inquired together around the Intent of the School. On Friday, three of our Early Childhood Program teachers attended a workshop in Santa Monica on Materials and the 100 Languages of Children in the context of learning. Also recently, our K-8th grade teachers attended a Responsive Classroom training. Last month, a group of teachers and high school students attended the first annual Martin Luther King, Jr. Youth Summit at Thacher on Courage, Conscience, and Coalitions.

There is a significant amount of engagement, sharing, and learning with staff from other schools, too. I talk regularly with the Heads of Schools at many schools in Ojai and several in Santa Barbara; our admissions team talks with other admissions departments, communications with other communications staff, teachers with teachers, and so on. Several of our teachers have made recent visits to observe maths, science, and learning labs at local schools. I spent four days this past week visiting the Waverly School in Pasadena, serving on their accreditation team as part of my HOS duties as a dually accredited independent school. Although the intent is to closely examine the school in all its practices, culture, and governance, to recommend a term for accreditation, it is also an opportunity to take a deep look into how another school operates. Next month, three staff and two students will visit our sister schools outside of London — Brockwood Park School and the Inwoods School for Small Children.

Last Tuesday, parents of our Junior High students met with our High School teachers for a coffee mixer, as a way to get to know one another and to discuss questions about the High School. On Thursday, parents and teachers from Preschool-3rd grade met by the fire in Main House to discuss emergent questions around early childhood development. Upcoming all-school parent education topics include growth mindset, stress, and college.

Krishnamurti was clear about the teacher also being the learner, just as the student is the teacher. He intentionally added the parents into this purpose when founding Oak Grove School. On February 11, 1974, the day the school was officially announced, Krishnamurti said:

“And this school here, we have been discussing with the teachers, with the parents, and with the architects for the last two years. This school is entirely different from the other schools in India and England. Here the parents are involved in it, which is a new kind of experiment because if the children are going to be different then parents must also be different, otherwise there is a contradiction between the child and the parents, and there will be conflict between them. So to avoid all that we thought it would be right that the parents as well as the teachers and the students work together as a family unit.”

You can also read this article in context by viewing our
2017-18 Annual Report »

 

One of my most memorable experiences growing up in India was that my twin sister and I would travel to Chennai during the warm days and cool nights in December. It was something we waited for eagerly, as we would get to stay at the beautiful 250-acre land of the Theosophical Society in Adyar wherein my family would attend the international convention that happens every year. Each year the convention has a theme where theosophists and avid learners of various disciplines would converge to hear lectures and have wonderful discussions. For us as children, we would be in this wonderful environment of learning but mostly focused on play and I had no idea that it was subconsciously having a great impact on my inner child. A theme from the convention has stayed with me over the years, “where YOU are, love is not” and I didn’t understand the impact it would have on me in my adult life.

When we came to Oak Grove to explore the school and community, Surya (my son, 11 at that time) and I were resistant as we did not want to leave our lovely home, community, friends in the Bay Area. My husband convinced us to explore the school and then to decide if we wanted to uproot our lives from the known and jump headlong into the unknown. We met with Andy, who embodies many wonderful things of the Oak Grove teacher culture and were very taken in by the honesty and simplicity of this Krishnamurti school. I remember sitting with Surya by the Pavilion and asking him about his thoughts/ feelings going through his mind. After voicing some of the positives and fears of moving to a new school, he said, “My heart says to stay in the Bay Area (because of my friends) but my gut says to come to this school”! I was stunned at the depth of his observation in himself and that he was able to articulate it so succinctly. I told my husband about this and we both knew at that time that this would be the right choice for him/us and applied to the school. Suffice to say, when Surya got accepted, we moved our lives, left all that was familiar and safe to us, and moved to Ojai.

They say (I don’t know who) that nothing good in life comes easy. We went through our struggles of moving, change of jobs, finding a home in Ojai, saying goodbyes to friends and I can say a year later that it has been completely worth it. Surya was welcomed, embraced by the class, teachers and school alike, and made connections with kids that I know will last a lifetime. The growth of the mind, the ease of the heart and the happiness of learning in a relaxed environment is reflected on Surya on most days after school. One day, in the middle of the year, he said, “I did not realize I was so stressed at Independent (his previous school) until I realized I wasn’t feeling the stress anymore.” When asked how he would describe the stress, he said that he felt the class energy was less about strict rules and more focused on learning and creativity. Every child goes through their own struggles (education, social relationship dynamics and peer pressure) in school irrespective of the greatness of the school but to hear that he was not stressed, my husband and I thought this was absolutely worth all the sacrifices we made as a family.

I realized after I moved to Ojai that the convention theme of many years ago, “where YOU are, love is not” would circle back as a theme of being more present and aware of one’s own self in the world of relationships. And that we as a family would get an opportunity to be in an environment to explore that self and be able to reflect and grow.

Oak Grove embraced us, reminded me that there are schools in this world that breed a culture of integrity, kindness, honesty, authenticity and most of all genuine empathy towards fellow human beings. My family and I are grateful for this wonderful experience of the Oak Grove school/community and look forward to the exciting years ahead in Surya’s experiences at the school.

Warmly,

Deepa Pulipati