Founded by educator philosopher, Jiddu Krishnamurti, in 1969, Brockwood Park School is an international boarding school for 14-19-year-olds, in the heart of the Hampshire countryside. It provides a holistic education for around 75 students and is the only school of its kind in Europe.
In January of 1969, three educators and two teenage students moved into a cold, slightly neglected Georgian manor house and set about cleaning and renovating it, and so began Brockwood Park School. They were assisted by volunteers and well-wishers and by the beginning of the new academic year in September, the school had grown to over 20 residents. These simple beginnings belie the careful thinking and planning about the creation of a Krishnamurti School in Europe, which had been occurring for several years. Krishnamurti had already founded successful schools in India and now a resurgence of interest in his teachings meant that concerned parents and educators were ready for such a venture.
Brockwood was to be a very different school from the outset, with all its uncommon elements integral to the whole. The school would not operate for financial gain, nor would it be supported by the state it would depend on fees and donations by those who felt the value of what was occurring there. Wherever needed and possible, bursaries would be provided for deserving students. All residential members of staff – whether academic, gardening, kitchen, office, maintenance – would receive the same modest salary and have the same basic responsibility as educators. The task of coordinating the whole was assumed by the principal/s, but important decisions were only to be taken after full discussion by staff and students.
The school would be international (students and staff now attend from 25 countries, or more) and small, not exceeding around 100 residents in total. These two factors would ensure that everyone living at Brockwood would learn how to meet others from different backgrounds and resolve any difficulties arising in a spirit of mutual consideration and affection, and there would not be so many people as to require an institutional approach to school life.
A high staff-student ratio would be maintained and each student would be given as much individual attention as possible. The academic work of the school was important and was to be pursued seriously, but the main point of Brockwood, its deeper purpose, lay in the intentions, as outlined by Krishnamurti. These intentions underpinned the central concern of Brockwood: to what degree could a community of staff and students, living and learning together, free themselves from the background of destructive conditioning?
Over 50 years have passed since Brockwood began and the model described above remains unchanged, making the school unique in Europe. The intentions remain identical and the question concerning the nature of freedom is as central and vital as ever. To what extent is Brockwood fulfilling its central purpose? We feel there are many indications that something significant is being accomplished but don’t take our word for it, come and see for yourself.
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