Our History
The History of Touchstone
Touchstone was founded in 1982 by parents and educators who knew that children learn best when they are respected as individuals and actively engaged in their own learning.
Thoughts from Ginny Scherer: Founder and First Teacher of Touchstone
During the early 1980’s, a number of parents, dissatisfied with the education their young children were receiving, began to meet in one another’s homes to discuss their concerns. These small groups, led by Carol Frey and Sonya Porter, from the Blackstone Valley area, eventually became connected with Pat and Ray Budde, progressive educators living close by. They spoke of their frustrations with the educational systems their children attended, as well as of their dreams of a school that would make a difference.
I remember the day when Pat Budde phoned me. She had been given my name from the head of a school in Worcester, MA, a woman who knew my dream of starting a school based on the research of how children learn. Pat and I talked for over an hour and it was clear that our philosophies meshed. Pat asked if I would be willing to meet with the parent group pursuing a new, private school, and I eagerly agreed. The parents expressed a variety of concerns. They all wanted their children to like going to school and many expressed a desire for their children to be motivated and excited about learning, rather than bored with it. Some were eager for more art, music, and physical education, as these were being cut in many schools at that time. They were tired of meaningless worksheets, memorization, and rote learning techniques. They wanted challenging and hands-on learning activities. They desired something much different from the experiences their children were currently in. These parents wanted a developmentally appropriate curriculum designed to meet the needs of the whole child and strong parent participation and partnership between school, parents, and students. These “Founding Parents,” as they have come to be known, set the tone for an extraordinary level of parent involvement.
Over time more concerned parents joined the original group. A building in Upton was leased. On a warm, sunny day in September 1982, Carol, Sonya, Pat, and I excitedly welcomed twenty-two eager students, and their parents, as we opened the doors to the Â鶹´«Ă˝ for the first time. The twenty-two students were divided into two mixed-aged groups, 4-6 years old and 7-9 years old. The dream was a reality! The educational program was based on the following “Touchstones”:
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A balanced and integrated curriculum based on the interests of the students and teachers
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The child as an active learner
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Children were meant to interact with the world. It’s through those active interactions that learning takes place. Therefore, hands-on learning experiences would be the basis for all learning at Touchstone.
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A staff that would take the opportunity to explore social and emotional growth as an integral part of the curriculum
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A challenging and supportive environment for learning
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Choice was to play a significant role in the learning process
As children grow into young adulthood, they are asked to make important life choices. They find themselves being asked by family members, friends, teachers, and even strangers, “Are you going to college? If not, what do you want to do? Where will you apply? What will you study? What do you want to do with your life?” And on and on! These major life decisions can only be made by children who understand themselves as learners, who have a solid knowledge of their passions and interests and are confident and eager to make positive choices for themselves. Therefore, at Touchstone, students are given numerous opportunities each day to make learning choices for themselves. Choices about which books to read, what to write about, what to play or where to go in the classroom to have a positive experience. We have learned, over time, that when children are given choices in their learning, they enter high school with confidence and a deep understanding of themselves as learners and individuals.
Choice and confidence are integral to the curriculum for all students.
Children learn through play. At Touchstone, the young children play inside with materials, in small and large groups. They tell stories and act them out. They paint, build, and pretend. They listen to stories throughout the day. They interact outside with the world through nature studies and explorations of all sorts, many led by teachers and others led by the children themselves. This type of supported play builds voice and initiative that carry our youngest students into their elementary years with confidence.
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Deep work and supported choice defines elementary and middle school at Touchstone, offering today's children a respite from their often connected, tech-centric lives. A focus on communication and collaboration with peers, inquiry, and core skills stays true to Touchstone's progressive model while preparing them for a rapidly changing future.
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Over time it has become clear that our students move forward from Touchstone with confidence, motivation, and a strong understanding of themselves as learners and people. Their success stories are innumerable. Touchstone is a safe place where children are loved and where they learn to love themselves, and others. Where they also learn to love the process of deep and meaningful learning. It is a place where children can be children. People often comment when they enter the school that they can hear children laughing, singing, and talking. Children’s voices are everywhere. One can see children actively playing. It is clear that the students are deeply engaged in meaningful learning experiences. Happiness permeates the air. People are glad to be there. The dream lives on.