Meeting Waldorf at the Circus.

As development coordinator for Meadowbrook, I was asked by a reporter why our school promotes Circus Smirkus.  On camera, a 30 second sound bite -  where to start!  Sure, from a development stand point it is a fundraiser but for me as a Waldorf parent this event has a value far beyond dollars and cents.  How to explain it?An usher at a show attended by 107 day campers from Burrillville, RI shared some comments made by a group of young boys.  "I could do that," they assured each other as they watched some of the opening tricks.  A little further into the show there was an exclamation - "I couldn't even do that!"; though someone else thought his dad could.  It didn't take long for them to realize they were no match for the trained and talented Smirkos (as the troupers call themselves).  By the end of the show all the boys were in agreement - "I want to learn to do that!"  Artistic director Troy Wunderle writes in the playbill that, "In addition to talent, [Circus Smirkus] programs strive to cultivate focused individuals with sturdy minds, solid work ethics, positive attitudes and humble hearts".  Who doesn't want that for their child?  As a parent I know that no-one inspires a child in the way another child can, for better or for worse!  The passionate, hard working, joyful Smirkos are a gift to everyone engaged with growing children.

Circus Smirkus has no animals, it doesn't boast spectacular effects or extravagant sets.  It does have a highly professional and dedicated crew who produce extremely high quality, theme driven shows.  This meshes well with the Waldorf love of story, expressive movement and meaningful use of color and live music.  The success of each show depends on the skill and showmanship of the performers.  As physically demanding as any competitive sport, circus requires the highest levels of teamwork with performers literally putting their lives in each others' hands as they hang and balance high above the ring.  In this youth circus as in Waldorf education relationships are built by facing challenges together, by following through with tasks and responsibilities - doing the chores behind the scenes as well as the fun stuff in the limelight.Three of the 29 troupers this year are Waldorf students, a high proportion when compared to the number of Waldorf students in the general population.  This finding is consistent with past tours so I asked Sara Wunderle the assistant operations director if there were any qualities that made Waldorf students particularly well suited to joining the circus.  She said, "Smirkus loves Waldorf kids.  They are well rounded and fit in easily socially".  As she looked for a word to define how Waldorf kids typically tackle the demands of circus life I suggested 'independence' but the difference was something else.  Finally she chose the word 'competence'.  A well developed sense of self that helps the individual to meet anything that needs doing with a grounded, 'can do' matter-of-factness.  They can be relied upon to get the job done.  She also said that the Waldorf troupers out perform in the Smirkus ring and all continue to excel after graduating, be it at other circuses or some quite different career.It's great fun to be part of this event.  Many members of our school community volunteer their time and effort to help with the logistics of presenting Circus Smirkus in Rhode Island.  We also provide the hospitality of our homes to the performers, making friends and hearing their stories - they really are a great bunch of kids!  My family was thrilled to see our home-stay troupers again from last year.  Over two days of shows we also see thousands of new faces.  The circus is an opportunity to meet people from other walks of life, to partner with local businesses and share our values with hundreds of local families.  As a parent at the school, I am proud that we make this wonderful event available to our neighbors.  As a parent at home, I am delighted to see my children caught up in happy circus imaginings, inspired to practice some of the skills they've seen and full of the joyous possibilities of life.I would love to hear your comments on all things circus, Smirkus and what events like these mean to you! 

How do I choose my child's first school?

As summer winds on with cook outs and beach outings, I am finding myself drawn into conversations with friends who are parents of younger children.  Do you like your kids' school?  How do they feel about school?  I talk some about Meadowbrook, sometimes I try to describe the Waldorf philosophy in a succinct two minutes - not my strong point even after 5 years at the school!  But the conversation always ends up at the same essential question, how to be sure that as parents we are giving our children what they need.  It's a tough one.  Our state and national governments are in debate about how to test and who to test.  We are bombarded with marketing that tells us our children's success, and therefore our own, depends on us purchasing this or that product.  And there are our own insecurities about our ability to make such important decisions with no experience to base them on, insecurities that grow in the face of our peers who seem to be utterly confident that they know the right way to go.I had such a conversation yesterday then today came across this great blog post from Teacher Tom.  Tom is not a Waldorf teacher, he is an early childhood teacher in Seattle who clearly loves his job and the kids he works with. I hope this piece speaks to you as it does to me.Click this link; Learning and loving go hand in hand by Teacher Tom. 

Kindergarten Comes to Casey Farm

Jane Francis, or Miss Jane as she in known to the children of Primrose class wrote this piece about her experience taking Meadowbrook into the community with Kim Eccleston, who Miss Kim of the  Morning Glory early childhood class.Meadowbrook Waldorf kindergarten made some new friends at the farmers market recently.  I wonder if you saw us at Casey Farm and came over to our “tent” to say hello?Many young children brought their parents in to play in the “kitchen” or under the silk “roof”; to take care of our beautiful dolls or just relax in the big bean bag chair.  We had boys and girls cooking up delicious meals at the stove , working hard –all around the market - with the wooden wheelbarrow, setting up scenes with  our wooden animals and people; some were sailing away on the rocking board or setting up house, complete with bunk beds.Everyone played so well together –  a lovely morning had by all.In the middle of the morning we even had time for a puppet show.  Everyone sat and relaxed while Kim enchanted us with a tale of a very wise little girl (Mashenka) who made a plan to get back to her loving home, when a large bear had other ideas!We talked to parents about the type of kindergarten experience they want for their young children:  warm teachers, safe atmosphere, plenty of time outside, good food, imaginative and creative play. All in all a good foundation for the academic work of the grade school.  Others were interested in our School Fairs and in the handwork groups for adults – knitting, felting and doll making seemed to be favorites.  Others wanted to know if we have a summer camp (we do!).We were inspired by all the interest and questions.  Many thanks to Bevan Linsley, the Coastal Growers' Market and Casey Farm for hosting us, we hope to return soon. 

Wishing Stones on a Summer's Day.

Just spent a lovely day at Meadowbrook doing some wet felting.  This is the second year we have had summer workshops to develop crafting ideas for our Holiday Faire.  Uli Brahmst who chairs the Holiday Faire committee organizes these creative sessions, preparing the conceptual ideas and providing the materials.  The feeling when one arrives is of adventure, freedom to explore.  Uli shares her deep understanding of artistic expression and her professional experience of technique with grace so that one feels almost anything might be possible.On this first day of summer parents and children gathered under the shade trees with wool, rocks and buckets of hot, soapy water to experiment with color and form.  We began by making wishing stones.  The younger children particularly enjoyed wrapping the smooth, palm sized rocks in layers of colorful wool which they then rubbed into cheery, felt overcoats.  Something mysteriously transformative happens in this work; the lightness of wool meets the heft of rock, airy wool firms to soften unyielding stone.  As I hold a wishing stone in my hand, I feel there is something of a 'wolf in sheep's clothing' about it, a wishing stone that reminds me to weigh my choices wisely before I wish.Afternoon, and the parents and high schoolers have moved on to shaping vessels using the forms of larger stones or flat cardboard shapes.  This time a small hole is snipped in the wool coat and the stone is eased out (birthed the mothers decided), revealing an inner surface and a different function.  Wet felting is a very forgiving medium, the unexpected happens joyfully often and everyone easily produces pieces that are beautiful.

The next workshop will be on July 20th, everyone is welcome.  Leave a comment below if you would like more details, or if you have ideas or stories to share.

How a Grade-less Environment Made all the Difference

By the time I'd gotten to the sixth grade, I was entirely confused.  Access to my spiritual being and intelligence seemed positioned between layers of homework, grades, church attendance, tests, and assessments.  I had a terrible time at my schools: Saint Claire, Saint Paul, Saint Ambrose, & Saint I don't remember (but I know there was another one in there). My papers were predominantly covered in exasperated red pen marks.  My mother was at her wits end because I continued to fail my subjects miserably and had increasing anxiety, fear, and behavioral problems. After another failed attempt in the sixth grade she finally, in exasperation and desperation, sent me to The Detroit Waldorf School. I was finally home.photo credit: Monica RodgersWaldorf Education was different than anything I had encountered.  Mistakes were encouraged and so was the exploration of my inner self: who was I? And how were my head, my heart, and my hands connected in learning and contributing the gifts I would bring to the world?  This was my classroom, and my friends and I visited this inner world through handwork, woodwork, painting, sculpture, literature, dance, theatre, music, and outdoor play.Our morning lesson focused on subject matter that all schools explore but we did it differently. We focused on this subject matter intensively for 2 hours each morning (main lesson) and the rest of the day was spent moving, exploring and creating.  Our main lesson each morning, might last for a few weeks on a particular "theme" such as geometry, or science, American history, and so on. Once those intensive weeks were "completed" they would be built upon or reflected upon as the years wore on.  Each treated as a building block to the next related or inter-related subject matter.The lessons were presented at the front of the room by my teacher, Mr. McNair (the Waldorf teacher is usually with you throughout all eight grades), through an interactive format that included beautiful chalk drawings depicting his content for the morning, which we copied on blank paper with beautiful colored pencils our interpretation of the lesson.  We then bound our own books filled with our drawings and insights at the end of those weeks of subject matter. I've never forgotten those lessons, and I still have the beautifully illustrated "text" books I made by myself.There were no tests and no grades, and very little homework. I developed a love of learning in this environment.  I was free at last to be me, without competing with those who surrounded me. We were all unique, valuable, and valid.  There was no more shame for a D+ paper turned back with angry red slashes and comments in the margin (if only Monica would apply herself) and no endless hours behind my desk listening to the drone at the front as I darted my eyes from clock to window using my imagination as my escape from the confines they called my "education".The things that distracted me in my former schools were so much less of an issue at the Waldorf School. Most remarkably, children were not petty, hostile or vying for position.  There were no "In crowds," "jocks,"  "geeks," etc. I think this is largely in part by the fact that Waldorf School's have a non media request for families whose children attend. The majority of students who lived media free at home learned to role model heroes from books, school and community. There was very little pressure to "fit in" and have the "right clothes", "body" or "hair" so my anxiety went down and my self esteem grew. I was appreciated just for being me. This was an amazing environment which fostered my individuality, respect for others, and co-creation and collaboration with my classmates and teacher.After my few short years at  the Detroit Waldorf School (we moved to Maine) I went on to attend 2 more high schools before my final crowning achievement: MY DIPLOMA.  As my parebts sat proudly in the sea of parents and grandparents I held my diploma (it was a good visual) while inside I held the better part of ME I had discovered someplace else entirely, a place that did not need the proof of a paper certificate. I give Waldorf Education the credit for allowing me to find myself, my own pace, and to excel in a way that was suited to who I was as an individual. From that experience on, I had the unshakable faith that I was *perfectly ok* exactly as I was, and that my intelligence had very little to do with the grades. I have gone on to build a successful career in writing, marketing, and business.  Sometimes I wonder where I would be today if I had continued to "fail" on paper.  Even though my Waldorf years were a small respite in the whole of my academic life, I consider those three years to have been the most valuable as they built the foundation for which to build upon- an unshakable platform of self confidence that I could do anything, achieve anything if I put my head, heart and hands to it.I'm starting to wonder if we have this educational thing all confused. We seem to be so preoccupied with preparing our children for life in the modern world yet we place emphasis on only one aspect of that child's development: the mind. There's so much more to education and schooling. I'd like to emphasize that an individual person's education is about so much more -- developing self-esteem, personality, and a love of learning, community, and mostly the ability to be introspective and secure with one's self. Only then will we raise happy, healthy, well-rounded, and truly intelligent young people who have the confidence to bring their unique gifts to the world. 

Feeding the Child’s Soul in Nature.

By Su Rubinoff.This article was originally published in Gateway in the spring/summer issue of 2000.Good morning dear earth, good morning dear sun, Good morning dear stones and flowers, every one, Good morning dear beasties and birds in the trees, Good morning to you, friends, good morning to me.This is the verse that we begin our circle with. I chose it for its simplicity and its emphasis on the natural world, for I was working with Steiner’s thought that, The child must not be sharply detached from nature, that his whole feeling must be that he is linked in a living way to the world around him.At Meadowbrook School in Rhode Island, we are fortunate to be renting a school that sits on seventy acres of woods that include a pine forest and pond where beavers have built a large dam. Our morning rhythm begins outside since so many children must drive at least thirty minutes to school. After forty-five minutes outside, we go inside and gather on the round rug for circle which is followed by inside play and the activity of the day. Clean-up, a short rest, snack, and story follow, and we end outside with dismissal. During our outside time, the children run, climb, jump rope, make large houses and boats out of bales of hay, sticks, and logs, “cook” a lot of mud cakes and cookies, and create little houses for the gnomes. Their imagination is so alive that they have been sewing the gnomes little shirts, pants, and mittens and placing them in the houses they are building for these little friends.In the beginning of the year, a large load of sand was delivered to the school and purposely placed away from the area that would eventually become the sand area. For weeks, we were busy workers, digging and delivering the sand to its new home. Not all the sand was moved, and a month ago the children began to dig tunnels and rivers in this area. We have an outside faucet, and they would fill a five-gallon bucket with water to pour into their river. This was satisfactory for two weeks until too many tributaries developed and a lot of water was required. The children decided to build a trench over to the water faucet so they could just turn it on and a waterfall would pour right into their river. Miss Su and Miss Nancy (the teachers) are the water fairies who turn the faucet off in order to conserve the well water for the rest of the school. All twelve children have been absorbed in this. It has been amazing to watch these first-grade-ready children share the limited number of tools (I deliberately did this) and work out their differences with their various construction ideas.As part of our rhythm, we have Adventure Day on Friday. We spend most or all of this day outside and in the woods. On Adventure Day, we often have circle outside. Since the theme of circle corresponds with the cycle of the year, it feels appropriate to be outside with Father Sun and Brother Wind. After turns in the bathroom and gathering our bags, we are on our way. “Let us form a golden thread, see the needle at the head” and “Will you come and walk with me, both my hands I give to thee”are the songs that take us from the school to the path that leads us into the woods. As we enter this different world, I always say “Good morning” to the gnomes and ask them if we may enter their forest. They always say yes but remind us to keep our voices low since this is a home to many animals. We have seen a number of its inhabitants: Mr. Snake, Billy Beaver, Sammy Bluejay, Old Wise Owl, and more. The different trails that we take always lead us to the Pine Forest which is adjacent to the pond. It is here that we have our home for the morning. As soon as we arrive, the play begins. The children build houses against the large pine trees. Sticks are gathered for fishing and the leaves in the pond are the fish. Sometimes I am the owner of the Spanish fish market and buy the fish, and pay for them with pine cones, while only speaking Spanish. The children’s love of water and their sense of wonder arise again, and they dig with their sticks near the pond, crying with delight as little streams are created.We always bring popcorn, apples, a jug of water, and a jug of hot tea for snack. We lay down our picnic blanket and everyone comes.  “We thank the earth for ripening glow, the wind and rain that makes things grow, to Mother Earth our thanks we give, for all her fruits whereby we live.” This is the blessing we sing. Its meaning lives deep in the children as we are with Mother Earth herself. In the winter, we spend a shorter time outside, but we still follow this same rhythm. Instead of sitting on the cold ground for snack, we sit on felled trees, some of which were chewed by the beavers. Sometimes it begins to snow as we sit and drink our tea. During these cold days, the children see the ice on the pond, and they become curious about how strong it is. While standing on the land, they try to see if the ice will crack. One day, each of them had his own stick and tried in vain to break off a piece of the ice. A few of the boys went searching for a larger, heavier stick and emerged from behind one of their houses with the four of them carrying a huge fallen limb. They were successful in their endeavor and took the ice to their “house” to use as a window.Before we leave our home in the woods, we have a story. Most of the time, we do a play from the fairy tale that I have been telling all week. It is a perfect setting since most of these tales take place near or in the forest. Our plays are informal but are very much enjoyed.Our golden thread once again weaves its way back through the woods. We all thank the gnomes, sing our good-bye song, and then check each other’s ears and necks for ticks. We want the ticks to stay in their home and not come home with us. Parents are waiting for us and the morning comes to a close.I have taught in four different locations in Rhode Island, and I have been able to find a little nook in each of these places to go on weekly walks. One location was at the edge of town and on a main street. We were still able to find a small, public garden with a pond and trees close by. As we were walking, I would always bring a bag for litter. I never said anything to the children but quietly collected the garbage along our walk. One five-year-old child, at the end of the year, went home to his mother and told her that “Miss Su is cleaning the earth.”Even if there are absolutely no places around, such as the ones I have mentioned, we still can bring nature and the four elements into the classroom. For children to experience the ancient elements of earth, air, fire, and water is crucial for their health. Children, as well as adults, are nourished by the natural world. As teachers, we try to create environments where there is ample opportunity for creative play and meaningful imitation. Being outside in every season supports this idea.The plant’s bright blessings Spring forth, From Earth’s gentle being, And human children rise up, With grateful hearts To join the spirits of the world. — Rudolf Steiner (1861 - 1925).Editor's note -  Many years have passed since this article was written but the rhythms of Meadowbrook's early childhood classes endure.  The school has since moved to its permanent home, situated on 28 acres of beautiful woodland in Richmond, RI.  On Adventure Day, Miss Su and the children of Morning Glory continue to enter the forest on permission from the gnomes.  They still fish in the river, picnic on popcorn, and feast on nature with all of their senses.