doubled to 44 students. The seeds were sown, and the founders’ efforts were rewarded. Classes were held in rented space in a church, but Chuck’s analogy of choice for the school environment was that of a farm. What better place, he thought, to ingrain essential character traits like industry, interdependence and discipline? “You have to milk the cow at a certain time in a certain way — even if you don’t want to — or your farm will fail.” In their school environment, in other words, you had to be willing to ask kids to do things they don’t really want to do.
“In helping our children become ‘great,’ we must embrace the responsibility and commitment required of parents to raise ‘great’ kids. Parents are the catalyst. It may require our time; it may require our money. It most certainly will consume our hearts. We understand that we cannot control all of the variables in the lives of our children. We could never account for all of the curve balls life will throw at them. Nevertheless, we should be deeply serious about what we can do to become the major inf luence in shaping their character. If we do not grasp this central role of leadership, believe me, someone else will, whether deliberately or by default, whether for good or ill.” Charles Debelak, Education and Character: Essays from the Birchwood Clipboard, p. 39
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Hawken Review
“Wanting our kids to feel good all the time can undermine kids and hold them back,” the Debelaks claim. “Hard work leads to competency which leads to self-worth which produces enjoyment in the labor and effort.” It’s just not a quick fix – and it often runs counter to messages dictated by popular culture and to parental inclinations — however well-intentioned — to ensure their child’s perpetual state of happiness. But as their mission suggests, a Birchwood education is not just about developing the habit of industry. There’s another critical lesson that is essential to character building and the development of social responsibility: Children must learn that they are not the center of the universe. This understanding, too, must be nurtured by parents and educators. It can be a tough pill to deliver and swallow, but there is no better real-world lesson. It all comes down to intrinsic motivation, the Debelaks assert. “When you are intrinsically driven to do and accomplish and achieve, and when you learn to give to others for their betterment, your life is full. You are in a constant state of becoming. That’s where we want to see our kids.” And it isn’t easy to cultivate. Quite the opposite. “It’s hard,” they admit. “It’s hard on the parent, it’s hard on the kid, it’s hard on the teacher — but the end result is worth it because of what you’re able to shape.” When parents see how much is asked of their children at Birchwood, some inevitably ask, “How can you do that to kids?” The Debelaks raise their eyebrows, more