Summer News ‘13WALDORF SCHOOL of Lexington

While the campus displays the fullness of its summer foliage and the hallways are silent for a brief season, I want to share some highlights and refl ections from this past school year.

Th e graduation ceremony for the Class of 2013 was the culminating event of the 2012-13 school year. Our seventeen graduates graced the stage with their presence, with speech, humor, instrumental music and song, and a quiet dignity. Th ey presented a rich harvest of character, talent, and academic achievement. It was a proud moment for Class Teacher Jeanette Voss and the entire faculty to witness their transition from beloved students to alumni.

A highlight of this year’s graduation was our special guest, commencement speaker Chloe Berwind-Dart. Chloe graduated from WSL in 1991 after which she attended Belmont Public High School. She majored in English at Oberlin College, and graduated with High Honors. Chloe has a Master’s degree in Confl ict Resolution from the McCormack Graduate School of Policy and Global Studies at the University of Massachusetts. While there, she won the 2009 Outstanding Achievement in Dispute Resolution award.

From 2009 to 2012, Chloe lived and worked in Nigeria and engaged in confl ict resolution work there and in West Africa. As a trained mediator and dialogue facilitator she focused her work on inter-faith and intra-communal confl ict resolution. She is currently the Program Manager for the Refl ecting on Peace Practice Program at CDA Collaborative Learning Projects in Cambridge. (Read her commencement address on page 7.)

Chloe’s presence was a living reminder of WSL’s mission: To awaken and foster the foundations for lifelong learning in all of our students, so that they come to possess creative and inquiring minds—with hearts that are animated by a sense of wonder, compassion for others, confi dence, strength of character and will, and deep interest in the world.

While the graduation represents the culmination of the faculty’s mission and work, this past year has been productive in many other ways as well.

Embodiment of Waldorf Educationby Robert Schiappacasse, School Director

Accreditation FindingsOur recent re-accreditation process with the

New England Association of Schools and Colleges (NEASC) and the Association of Waldorf Schools of North America (AWSNA), confi rmed that WSL has an exceptional Waldorf educational program and an exceptional faculty. Th e team found that WSL has developed and fostered a well-rounded academic program for the past 42 years, based on Rudolf Steiner’s insights into the human being and child development.

Nursery and kindergarten students explore the Nursery schoolyard.

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Embodiment of Waldorf Education (continued)

Foreign Language Program After considerable research, the College of Teachers made changes

to the Foreign Language Program that will begin with the 2013-14 school year. The 8th grade students now choose either German or Spanish. Instruction in their language of choice will be increased to four periods weekly. The intent is to provide a stronger foundation in grammar, conversation, and writing for their transition to high school where they will be required to take language classes whether in German, Spanish, or another language of their choosing.

Computer Skills in Middle SchoolSignificant changes will be introduced to the Middle School

Technology Program to better prepare students for the transition to high school. Students will now begin to learn keyboarding at the end of sixth grade, followed by word processing fundamentals and online research skills in 7th and 8th grades. They will continue to create their handwritten main lesson books through eighth grade, but will also use word processing to write papers and create reports for their English skills classes and Main Lesson blocks.

Marketing ConsultantThe Board of Trustees took steps to improve enrollment which has

been affected by the downturn in the economy, as have many private schools in the area. They inaugurated an Enrollment Task Force which made recommendations including hiring an independent school marketing consultant. With the completion of a marketing study in June, the administrative staff is working to implement recommendations that will improve WSL’s marketing and enrollment practices. The staff evaluates the effectiveness of their processes from year to year but the consultant’s work has the added value of focusing on the most effective areas for improvement, such as where the school spends time and money on outreach as well as how to improve the satisfaction of both current and prospective families.

WSL Graduates – College AcceptanceParents often ask what colleges and universities our students

attend. WSL graduates go on to attend the finest colleges and universities in the country. This year the Class of 2009 completed high school. I want to note that they have been accepted into exceptional colleges, including Bard, Mount Holyoke, Occidental, Reed, Skidmore, Smith, Tulane, and Williams, (See a complete list of colleges the Class of 2009 will attend on page 9.)

What has been so gratifying about this past school year is the foundational work that will continue to strengthen the Waldorf School of Lexington. This is due to the dedication of teachers, parents, alumni parents, alumni, and friends; to the many hands and hearts who support and sustain this vibrant Waldorf school and the children we serve. I look forward as we build on this foundation by reviewing the implementation of changes that begin in September and work to strengthen or revise them, as needed.

In this EditionEmbodiment of Waldorf Education 1Milestones: Accreditation, Tenth Mendenhall, 3

Opening Ceremonies at the 25th Olympiad 4 Prepared for High School and Beyond 5It Begins with a Handshake 6Words to Live by 7In the Loop: Alumnus Profile 8

Class of 2008 Reunites 9In Focus: Experiencing Healthy Living 10 Lessons in Service, Leadership, and More 12Gala Benefits Campus Improvements 13Education...not Just for Children 14What Dads Do Best 15New Colleagues 16

ContributorsDaphne Berwind-Dart, Susan Cody, Megan Curtis, Mandy DeBurro, Jennifer Goodman Robert Schiappacasse.

Photo creditsBetsy Peck, Vito Aluia

EditorCarol Damm, Director of Communications

© 2013 Waldorf School of Lexington. Reproduction of content without express permission is prohibited.

Fifth Graders work in their Main Lesson books.

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AccreditationAfter two years of hard work on the part of faculty, staff, and the

Accreditation Committee, the Waldorf School of Lexington received full re-accreditation from both the New England Association of Schools and Colleges (NEASC) and the Association of Waldorf School of North America (AWSNA). Moreover, WSL received commendations for its strong faculty and programs, as well as for undergoing a thorough accreditation process.

The outcome of this process will include a two year check-in of long-term goals, several of which the school has already begun to implement, such as changes to the foreign language program, a review and update of technology curriculum, and new signage and office renovations in the Adams Building.

Tenth Mendenhall Benefit ConcertOn March 8, the organizers of the Robert W. Mendenhall Benefit

Concert anxiously waited for a snow storm to pass so that the concert could take place, and thanks to the diligence of Paul Menz the show could go on. The school community enjoyed an evening of outstanding performances with music spanning three centuries from Corelli to Astor Piazzolla to an original work, “Brief Intersection,” composed by alumnus, Daniel Rodriguez ‘98. All who were there agreed that the concert was exceptional. “It was the best concert that I have attended in recent memory,” said seventh grade parent Anne Kelly.

Alumni Andrea Douglass ‘92, Daniel Rodriguez, Jenna Calabro ‘05 (one of the first recipients of the Mendenhall Scholarship Fund), and Claire Raizen ‘09 as well as other talented students, past and present, performed. As always, the beauty of the music was due to all the outstanding musicians—community members and friends—who contributed their time and talent, for this worthy cause.

All proceeds of the concert go directly to the Mendenhall Scholarship Fund which funds private music lessons for students who would otherwise not be able to afford them. “Prior to this scholarship, there were students unable to afford music lessons which meant that their ability to improve musically was limited,” says Music Director Leah Bartell. “This scholarhip has been instrumental in creating the strong music program that we now offer.”

MilestonesThis past school year marked important anniversaries for the school community—a successful ten-year accreditation renewal,

the 25th Fifth Grade Olympiad Pentathlon, and the ten-year anniversary of the Robert W. Mendenhall Benefit Concert which commemorated Lexington township’s 300th anniversary. In addition, the Lexington Minuteman ran a front-page article about the Adams School centenary, including the story of the purchase of the building in 1982 by WSL.

Tudor Bota braved the snowstorm to rehearse.

Dan Gadish and Shai Nathanson, friends of Bob and Ginny Mendenhall, anticipate an inspirational concert.

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MilestonesAs part of the experiential approach in the fifth grade curriculum, which presents ancient Greek history and mythology, WSL

hosts the Fifth Grade Olympiad Pentathlon. Fifth grade students train throughout the year and compete against other area Waldorf school fifth graders. The day is always exciting and fun for both participants and spectators.

As an assignment for English Skills class, the sixth graders report on the events in two Olympiad-themed newspapers. One intrepid reporter’s article is presented below.

On May 10, 2013, the sun shone through the layer of hazy clouds that covered the sky. Schools from the Massachusetts area gathered together in the back of the Waldorf School of Lexington to celebrate the 25th Olympiad Pentathlon. Each fifth grade class, from Monadnock, Meadowbrook, Cape Ann, Cape Cod, and Lexington, has trained for an entire year for this one-day event.

The opening ceremony began when each school walked down in a short procession out onto the field. Ralph Brooks, Waldorf School of Lexington’s gym teacher, stepped out onto the field dressed in a white toga and a dark red sash. He welcomed everyone to the 25th Olympiad. Then he addressed each school in turn and asked for a moment of silence. After a few seconds,

Ralph Brooks recognized each city-state in the following order: Corinth, Sparta, Thebes, Athens, Delphi, and Marathon.

Towards the end of the opening ceremony, Monadnock, the first school to offer, performed a eurythmic form with a melodic trumpet in the background. As their offering for Zeus, they gave lilacs from New Hampshire.

Next Meadowbrook sang a song for the gods and then performed a dance while other school members played a variety of instruments. They presented a large piece of bark filled with seashells and sea glass with a flickering candle in the middle. Cape Ann gave a large block of ice as their offering, with a poem in a foreign dialect. Cape Cod was next to perform. They presented Boethmer gymnastics in the forms of different events and gave, in honor of Zeus, a bouquet of yellow flowers.

At the end of the ceremony, the host school, WSL, presented an intricate form choreographed by eurythmy teacher Liaat Zehavi. In hopes for a wonderful day, WSL gave crystals in honor of the gods.

When all the presentations had concluded, each school lined up at a different spot on the bike path for the torch lighting. Every school ran a short distance. As they neared the statue, it was handed to Lexington runner Katherine Stirling-Ellis who lit the torch with Ian Roper. Ralph Brooks announced: “Let the games begin.”

Opening Ceremonies at the 25th Waldorf Olympiad by Natalie Durlach, ‘15

Fifth grade parent, Sandy Bennett, beautifully sewed the new city-state banners for this 25th Waldorf Olympiad.

Fifth grade teacher, Tara DeNatale (right), reads a letter from Spacial Dynamics Institute founder, Jaimen McMillen, who congratulates WSL and physcial education teacher, Ralph Brooks (left), on this 25th year of the Olympiad.

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Why I Value Waldorf Education

from the graduation speech by student Conrad DeMasi, ‘13

I think the best thing about Waldorf education is that it really make students well-rounded people. I’m not just saying this to be pithy. Waldorf kids learn about many diff erent cultures. We learn how to be more creative, how to do wookwork, handwork, eurythmy. We are taught to sing, to dance, to draw. We are taught everything so that sometime in the future when we fi nd out what we want to do for the rest of our life, we have many things to choose from.

I think in third grade I asserted my waldorfi anism through knitting with my fi rst handwork teacher, Ms. Voss. Once she taught me how to knit, I never put down my knitting needles. I even entered a hat knitting contest. And for Christmas that year my mom got me a trash bag fi lled with yarn. It was my favorite present.... I liked it so much because I could use the creativity that this school has given me to imagine all the possible things I could make with that yarn.

Prepared for High School and Beyond Excerpt from an address given to graduates by Class Teacher Jeanette Voss

You may not be aware of it yet, but the Waldorf education you’ve received has equipped you with the tools to succeed. It will serve you well and become a stepping-stone for your individual future endeavors, in high school, college and beyond.

Over the past years, you had little choice of subject or dress code. You could not “opt out” of eurythmy, painting, math or handwork class, you “had to do it” even if you did not feel you were “good at it.” In the future you will have more choices, but you will also be in situations where you may feel uncomfortable and you will have to be fl exible. Th is learned mindset of “doing what is needed, staying open minded, and willing to try one’s best,” is going to serve you well.

Today’s society needs people who are willing to go out of their comfort zone, people who can think creatively, young people who can make personal connections, who are compassionate, and who care for others and who don’t hide behind a screen. Each of you is well on his or her way to becoming such a person. So set yourselves and your work apart from others: dare to draw a pretty title or a border to highlight and accentuate your work and thus make a future teacher’s eye or even a future boss’ eye pay more attention to your work. Stay true to yourselves and dare to be diff erent. Very soon some of you will notice that others think you are “very cool,” when they realize that you can knit or paint, or sing and play an instrument even while doing well in math or science or being a good athlete.

Life will present you with challenges, not everything in your future will be FUN. Th rough my assignments, I tried to teach all of you to have courage, to be kind, to care for others, to think, and to observe the world around you.

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Class parent Robert Sheena, Principal English horn player and oboist for the Boston Symphony Orchestra and Boston Pops Orchestra

In a handshake we get a real sense of the other person, how they might be feeling…we can look directly at them, giving what the ancients have called “one-pointed attention” to them and only them…. This focused attention is necessary to learn, to know, and it has been secretly embedded in the education that you have been given with your teacher’s guidance at every turn: in the handshake greeting, in a science experiment, in music class, in playing outside.

Robert Sheena, P ‘06, ‘09, ‘13

You are now in charge of your own success. Do what you know is true and right! As long as you continue to bravely tackle anything that may come your way, you will be alright. Don’t underestimate this special gift that you carry within you, this gift to make personal connections with others. You will soon notice that you have learned to approach life with a diff erent point of view. So keep an open mind, dare to be diff erent and lead by example.

It Begins with a Handshake... Excerpt from an address given to graduates by class parent Robert Sheena

You have just completed fi ne performances of the play “Once Upon this Island,” an apt title for a comparison that I can draw. You may well look back on this time of your life as having been spent “once upon the bountiful island” of Waldorf education. Th is [graduation] is a natural juncture to pause and refl ect on this education that you’ve experienced and your parents chose for you.

I would like to explore a simple yet important life lesson that you take from here: the daily rhythm of the morning greeting and handshake exchanged with your teacher upon entering the classroom.

What value does this have and why do we do it? In the handshake we get a real sense of the other person. How they might be feeling—even their life force which in some eastern cultures is called chi. For another thing, we can look directly, give what the ancients have called “one-pointed attention” to the person that we greet. Th is is often how we get to know each other for the fi rst time and fi rst impressions can be important and lasting. Real friendships can be made in an instant, on fi rst meeting. Th e handshake, direct gaze, and focused listening are also critical skills to hone in the business world.

But here I fi nally come to the real thrust of my dialogue. I am deeply concerned that we live in an age of too much distraction, and that one-pointed attention is the only time-honoured antidote, passsed down from the ancients all the way back to Buddha. It is great medicine for the suff ering from distraction. While I specifi cally address our graduates, they do not have a monopoly on distraction. We all suff er from it. I drive my car and talk to somebody on the phone with an earpiece. I sit at my computer and write an email only to be distracted by a text after which the doorbell rings. Such are the necessary rhythms many of us must wrestle with in this modern life.

But I am convinced that this is not necessarily a good or healthy way to live because I believe where we fi nd the truth is in giving full attention to the task at hand, that we engage with it fully. Th is focused attention is necessary to learn, to know, and it has been secretly embedded in the education you have just been given with your teachers’ guidance at every turn: in the handshake greeting, in eurythmy, in main lesson, in music practice and performance, in a Waldorf science experiment, in handwork, even in playing outside when you were little, fully immersed in the presence of that moment.

Class Teacher Jeanette Voss

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I am grateful to have been invited here today. As I walked in, I passed a small wooden sign with gold lettering over the entrance, a gift from my class more than 20 years ago. Encountering it whenever I come back to this community always makes me feel so welcome. I was a part of making that sign, so it feels not simply like the school welcoming me back, but an echo of an invitation that my class and I made, an echo that I hear every time I return.

I am humbled to be standing here. Waldorf is a call to be the best of ourselves. Th at’s no easy task. To stand here before you would seem to imply that I might be some kind of role model. In truth, it is you that I should be learning from, you who are nearer in proximity, movement and energy to the spirit of appreciation and enquiry, striving and presence, that defi nes a Waldorf way of life.

Nevertheless, I did learn a thing or two that I would like to share, the fi rst of which is…stay connected.

I hope I stand here as a kind of testament that this community will always be here for you. Waldorf is yours, and this school will always welcome you back with a sign at the door of your very own making.

Stay connected…to those in this room, your advocates and well-wishers. Th ey are here to support you in this time of transition and beyond.

Stay connected.... I encourage you, when possible, to set your own pace. It’s a fast moving world of super-convenient technology. It is easy, even for a Waldorf kid, to forget that nothing replaces face to face, one to one, person to person.

Th e second is…anticipate allies.

As you head into high school, you will meet challenges among those you expect to be like-minded and you will be wonderfully surprised at the simpatico you will experience with people who at fi rst seem nothing like you. You will meet people who are tired and at their wits’ end. People who care deeply yet don’t know what to do about the challenges they face. You will also meet people passionate about teaching the next generation, people re-energized by meeting students like you—students who are attentive and eager, engaged and open-minded, students who bring the whole of themselves into the classroom every morning.

Anticipate allies.... I recently lived in a beautiful country in West Africa, a country of people with life experiences totally diff erent than mine. I really was the odd one out. So, here is what I did. I walked into every room and every situation with my eyes wide open and a smile on my face. What I generally received in return, across all of that supposed diff erence, was genuine curiosity and a smile right back.

Being open to alliances won’t create them, but being open to

alliances does make them possible. Anticipate allies wherever life takes you.

In closing, I will simply say: in ways that you will only come to appreciate more and more, Waldorf has protected and nurtured qualities that are uniquely yours, qualities that will some day cause people to say to you, “You know, there’s something remarkable about you.”

When that happens, I encourage you to pick up the phone and call your former teachers. Call your family. Th ank them. Th ey made sacrifi ces in order to make a Waldorf education possible for you. Th is was a team eff ort. Looking out at everyone gathered here, I would say that you have a pretty amazing team behind you, and I hope you will include me in that team moving forward.

My very best wishes to each of you. I hope to see you here again someday.

Words to Live by Commencement address by Chloe Berwind-Dart, ‘91

Chloe Berwind-Dart considers the Waldorf experience as essential to her development into the person she is today. She is the Program Manager for Refl ecting on Peace Practice Program at CDA Collaborative Learning Projects in Cambridge, a leader in the aid, development and peacebuilding sectors. Chloe holds a masters degree in Confl ict Resolution from the McCormack Graduate School of Policy and Global Studies at the University of Massachusetts where she won the 2009 Outstanding Achievement in Dispute Resolution award. She recevied her BA from Oberlin College, where she majored in English and graduated with High Honors.

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In the Loop Alumni News

When Geoff rey competed in the Fifth Grade Olympiad, his love for running and his competitive drive spurred him on to excel at the long run. He easily won his heat in the fi rst round and was hoping to take fi rst place in the fi nals. Instead he took third place to the surprise of his family and friends. Th ey soon discovered the reason. Th e coach supervising the race, out beyond the view of the crowds, revealed that, as the pack rounded a corner, one of the participants from another school slipped and fell in the mud. Th e rest of the kids ran on, but Geoff stopped to help the boy up and ensure that he had no injuries. He then ran his absolute hardest to catch up, but he didn’t quite make up the time to win. He was crushed. However once everyone discovered the reason for his slower fi nish they raised a cheer in recognition.

Th is telling anecdote aptly describes Geoff rey’s competitive but empathetic nature which has guided him to where he is now: studying medicine at UPenn Medical School. Geoff continued to run track at Lexington High School as well as at Williams College, and he managed to balance academics with athletics and his musical interests—he played the trumpet in both high school and college ensembles.

When asked if his education at WSL infl uenced the path he has chosen, Geoff explains, “Th e diverse experiences in my Waldorf education—from eurythmy to handwork to science—has shaped who I am and the decisions that I have made. While some aspects of my education came more easily than others, I can see that my failures taught me many wonderful lessons and forced me to grow in mind, body, and character. I now feel full of confi dence and passion to search out new and challenging activities and have the tenacity to try again when my fi rst eff orts fall short.”

Th is desire to challenge himself has motivated Geoff to step outside of his comfort zone by working overseas in healthcare-related community service as well as to become fl uent in Spanish. He deferred entering UPenn Medical School to take part in a Somos Hermanos program in Guatemala where he assisted an ambulance team. He followed this experience by assisting at Escuela Caracol, a Waldorf school in San Marcos La Laguna, on Lake Atitlan in

Alumnus Profi le: Geoff rey Rodriguez, Class of 2003

In the Loop Alumni NewsIn the Loop Alumni NewsIn the Loop Alumni NewsIn the Loop Alumni News

Geoff rey graduated magna cum laude from Williams College in 2007 and is currently studying medicine at the University of Pennsylvania Medical School. In addition to pursuing his ambition to practice medicine, he runs long distance and continues to play the trumpet. Geoff searches out opportunities to gain experience in the medical fi eld as well as to expand his understanding of the world by working and travelling in foreign countries. In particular, he is interested in organizations that strive to improve their communities.

I have had to take many standardized tests and evaluations on my road to medical school, but the emotional stability that Waldorf education imparted reminds me to keep an even keel.

Learning about local public health issues in rural Tamil Nadu in southern India.

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Class of 2009 ReunitesIn June, 13 members (out of 20) of the Class of 2009

reunited for the last time before heading off to college and summer adventures. While they have attended a variety of high schools both public and private, this close-knit group of friends have supported each other through the past four years by attending each other’s performances—dramatic, musical, and otherwise—and getting together regularly whether at each others’ homes or at the Holiday Fair, Viennese Ball, or other social events at WSL.

Sophie Green and Alex Sheena took on the roles of Lady Spring and King Winter on May Day to the delight of the students and parents who attended. Claire Raizen performed with alumnus Daniel Rodriguez ‘98 in the Mendenhall Concert premiering Daniel’s original work for cello and piano. This past spring, Jonathan Voutilainen-Gregg assisted with the third grade class as part of his community service work. For the past two summers, Aidan Freeburg and Katie Graham-O’Regan have worked with Building Manager Paul Menz to beautify and maintain the campus both inside the building and on the grounds. Faculty and staff are always happy to visit and work with these bright young men and women who so well represent the values and acumen that Waldorf education imparts.

Back: Oliver Wass, Sophie Green, Michaela Palumbo, Chloe Smith, Claire Raizen, Charlie Canty

Front: Julius van den Broek, Aidan Freeburg, Susanna Hoffman, Lucy Cooper-Hauser, Eli Hoenig, Jonathan Voutilainen-Gregg

Members of the Class of 2009 have been accepted to the following universities or colleges:

Bard College, College of the Atlantic, Connecticut College, Guilford College, Mount Holyoke, New York University, Nichols College, Occidental College, Plymouth State University, Reed College, Richmond University of London, Roger Williams University, Rose Hulman Institute of Technology, Skidmore College, Smith College, Tulane University, University of Vermont, Williams College, Worcester Polytechnic University

Guatemala. Geoff brought along his trumpet to play and teach the students, and he donated the trumpet to the school when he left. This past summer Geoff worked in Arequipa, Peru where he assisted with research on Chagas disease (a tropical, parasitic disease) and then took some time to visit Machu Picchu and Lake Titicaca.

In contrasting his experience at WSL with medical school, Geoff says, “The low-pressure, nurturing environment gave me time to explore and create and truly enjoy what I was doing without the pressure of achieving a certain number or comparing my trajectory to others around me. Now, of course, I have had to take many standardized tests and evaluations on my road to medical school, but the emotional stability that Waldorf education imparted reminds me to keep an even keel. Ultimately, my most important judge looks back at me from the mirror each morning, and he cares more about character and values than about rankings and scores.”

Geoff feels fortunate to have gone to school with his WSL classmates. He considers them impressive individuals who are not only “good people but doing inspiring things with their lives.”

Geoffrey looks out over the Alps on Mount Rigi, the “Queen of the Mountains,” in central Switzerland.

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Waldorf education strives to develop well-rounded students: students who can think thoughtfully and creatively, students who care deeply about the world, and students who are agile, well-coordinated and skilled with their hands. The school’s gardening program combines all of these attributes. Third graders learn about soil care, planting, growing, and harvesting both in the classroom and in the third grade biodynamic garden near the pond. They complete the cycle by eating some of the vegetables in the meals provided by the hot lunch program.

According to the UC Davis Center for Nutrition in Schools, a school gardening program comes with additional benefits: improved life skills, self-esteem, social skills and behavior; enhancement of academic achievement; as well as understanding of agriculture and the environment. Teaching children a healthy lifestyle through first-hand knowledge of the natural world is a lifelong benefit that is now widely recognized, and there is a movement to include gardening in mainstream education. First Lady Michelle Obama promotes the White House gardens as part of her Let’s Move campaign, which focuses on teaching kids how to stay healthy.

Gardening teacher Amelia Turner P ‘10, ‘14 first began teaching in 2004 with parent Nancy Heselton P ‘04, ‘06, ‘08. They taught once a week during the spring and fall months for three years, after which Amelia continued the program with the support of successive third grade class parents. She also works with first, second, and fourth grade students at the request of class teachers. Woodworking teacher Andrew Freeburg helps maintain the garden, particularly by caring for the school’s compost pile which is supplied by leftover foodscraps from the hot lunch program.

“I believe gardening is important work for young people,” Amelia explains, “The rhythm of regular work in a garden keeps children in touch with the rhythms of nature, weather, and the worlds of plants and animals. Working in a garden and caring for a piece of land fosters a strong sense of community with the natural world. This work provides opportunities for children to develop socially, emotionally, individually and as a community. As one class teacher commented, ‘One often feels clumsy and trite when trying to teach values such as respect, patience, and tenderness in the classroom, but in the garden these lessons teach themselves.’”

The tasks that the third graders commonly do during their gardening time are composting kitchen food scraps, planting seedlings, watering plants, pulling small and very large weeds, identifying plants, learning companion plantings, mulching plants and beds, and harvesting the crop. This past school year, third

In FocusExperiencing Healthy Living through Waldorf Curriculumby Megan Curtis

Third grade students learn about milking cows.

Third grade parent, Demetra Restuccia, identifies a plant for interested students.

Gardening teacher, Amelia Turner, gives instructions on weeding one of the garden beds.

2013 11

graders planted winter wheat, pumpkins, carrots, beets, green beans, garlic, kale, swiss chard, collard greens, sugar snap peas, lettuce, radishes, tomatoes, basil, potatoes, rhubarb, strawberries, asparagus, summer and winter squash, and bee-loving flowers and herbs, such as comfrey, borage, monarda, and oregano—quite a variety of delicious and healthy food , the bounty of which they and the rest of the community will have the opportunity to enjoy.

In addition to gardening, WSL students experience working on a farm on week-long trips to Hawthorne Valley Farm in upstate New York from third to sixth grade. The activities at Hawthorne Valley focus on different curriculum topics each year, such as farming in third grade, botany in fifth grade, geology in sixth grade. After their initiation to farm life in third grade, the students embrace the hard work, early hours, and hearty meals of their annual sojourn to Hawthorne Valley. Through the years, they experience farm life in the fall, winter, and spring, and they come to know the farmers and animals that make up this thriving endeavor.

Our own hot lunch program, which stocks local and organic supplies whenever possible, uses some of the garden’s biodynamic vegetables when in season. Whether harvesting from the school garden or purchasing local food, “food is as organic or natural as the budget will allow with an emphasis on whole grains, no hydrogenated oils, nut-free, and endeavoring to accommodate most diets,” says Geneva Cooper, who runs the hot lunch programs. “Coming up with dishes that can appeal to both young children and adults requires creativity in order to balance offerings of the typical ‘kid friendly’ items that are also healthy.” She is able to do this by using vegetables, beans, salads, and certain aspects of artful vegetarian protein cuisine, often creating unique new dishes.

From the garden (or farm) to table, students learn not only about the cycle of the food chain but also experience how the environment, hard work, perseverance, and many other factors influence the quality of food and, by extension, their quality of life.

Gardening Teacher Amelia Turner writes...Raising vegetables and grains in the school garden develops the child’s orientation in the world by vividly showing what is behind the food that she or he sees on her or his plate, or wrapped in cellophane in the supermarket produce section. In this regard, Steiner said, “It is of special significance for social development to experience by one’s own hand that people always depend on the work of their fellow human beings.” This effect is enhanced by the fact that the garden tasks are communal in nature, and many of them can only be done by pupils cooperating in groups.  

We are incredibly fortunate to enjoy a wealth of physical resources and beauty surrounding our school. The Great Meadow, the playing fields, the pond, and the gardens are all aspects of our campus that enrich and nourish our community.  We do not actually own any of the land around the Adams Building, but we are undeniably its stewards.

To work in a garden on a regular basis is to be a part of universal rhythms. If a garden is neglected, even for a single season, any gardener knows the consequences: chaos. Gardening requires steady devotion and care, as well as hard work—tasks that exercise body, mind and spirit.

Third graders head out after breakfast to work in the fields.

Parent volunteers serve the hot lunch—some of which comes from the third grade garden when in season.

12 Summer News

This past school year, the eighth grade had occasion to partake in a variety of activities in addition to their main lesson and subject classes during the school day, and, as is common at WSL, both social and academic learning occurred in these extracurricular settings.  

Every fall, the eighth graders welcome the first grade class into the elementary school at the Rose Ceremony, beginning a year-long mentorship between first and eighth grade buddies. Throughout the year, the eighth graders support them in various ways, building a treasured relationship. On the last day of school, the first graders bid farewell to their buddies by giving each a rose at the final assembly.

As part of the German curriculum, the eighth grade hosted the annual Viennese Ball where they demonstrated to the school community how to waltz, and later in the year, the students visited the Konditor Meister bakery in Braintree where they learned how to make fancy German pastries.

Throughout the winter, as part of the Social Inclusion curriculum, eighth graders made sandwiches once a week for a meals program in Harvard Square. In the spring, the class volunteered as servers at the program and met the people for whom they had been making sandwiches.

In addition, each eighth grader took on the project of researching a topic of their particular interest and presented in a public forum the results of their work. Their presentations included diverse subjects, such as flower arranging, learning Japanese, oil painting, fly tying, and making gelato.

Before graduation, the students traveled to Colorado to do service work on a Navajo reservation as well as to take part in outdoor activities that created opportunities for introspection and insight into themselves and their connection to each other.

Lessons in Service, Leadership, and More

Samuel Abrams Lexington HSBreylen Ammen Lincoln-Sudbury HSElla Ballin Waldorf HS of Massachusetts BayWilliam Bermudez Lexington HSLily-Nou Bradtke Lexington HSDylan Braveman Arlington HSYuhi Chang Lexington HSIsabel Cleary Wayland HSConrad DeMasi La Paz Community School Flamingo, Costa Rica

Emilio DeSantis Lincoln-Sudbury HSGil Dinnar Lexington HSIsabelle Goodman Wayland HSAna Pimlott Lexington HSJason Seeger Concord AcademyOlivia Sheena Lexington HSAidan Sullivan Watertown HSJake Tamir-Pinsky Arlington HS

Off to High School

Photos from top to bottom and left to right: Making sandwiches for meals program; Presentation of eighth grade project; Rose Ceremony at the final assembly; Service work in Colorado; Making pastries at Konditor Meister bakery

2013 13

Gala Benefits Campus ImprovementsAh, the long, lazy days of summer.... For most of us, that means

more time for relaxation and vacation days. For Paul Menz, Facilities Manager, summer brings more hours in the day to for building and campus improvements to be completed for the next school year.

This has been a particularly busy summer thanks to generous contributions for campus improvements donated at the recent Third Annual Gala. Improvements include renovation of the main office and new exterior signage based on the branding and design work undertaken a few years ago by staff and parents, including David Warren P ‘11, ‘14, ‘16 of Tank Design in Cambridge.

Woodworking teacher Andy Freeburg has been working alongside Paul Menz, as well as alumni Aidan Freeburg ‘09 and Katie Graham-O’Regan ‘09. Please enjoy the photo montage on this page of some of the work being done. The goal is for these campus improvements to be completed by the evening of September 3 for School Warming.

Left and below: Andy refinishes the front door, including replacing the original glass with safe, tempered glass. Katie weeds the plant beds. Fresh new stumps create a circle in the Nursery yard.

Right from top to bottom: Drawing of the redesign of the main office followed by the office in different stages of renovation.

14 Summer News

How to Support Adult Education1. Provide feedback on events, send us your ideas for speakers and topics throughout the year

2. Join our core team which meets regularly

3. Be a part of our extended team of volunteers who support set up, clean up and registration for the events

4. Help us spread the word about these exciting events at our school to the wider community by posting details on any listservs in your area or posting our flyers around coffee shops, libraries and other community boards

Email Mandy DeBurro at mandydeburro@gmail.com if you would like to be involved.

Education...not Just for Children by Susan Cody, PCA Liaison, Mandy DeBurro, P ’20, Jennifer Goodman, P ‘13

Ever wish you too could learn and be inspired as our children are each day at the Waldorf School?

The PCA Adult Education Committee works to make this happen! From faculty-sponsored sessions for new families to lectures by some of the most inspiring minds in child development and education, the committee seeks to enrich the parenting journey.

In addition to the Adult Education Committee, the PCA manages the Adult Lending Library, a substantial collection of books that are a valuable resource for parents who may want to read and discuss parenting issues, child development, Waldorf curriculum, anthroposophy, and many other topics. The library is located across from the café and is supported by annual subscriptions.

In the spirit of collaboration, parents have always played a leading part of the adult education impulse at WSL. Originally, parents were invited to join the faculty-led Adult Education Committee which offered two large weekend events with additional evening lectures or forums. Then with changes to the focus of the PCA five years ago, parents took up the mantle of sponsoring this important education and outreach opportunity for the school. Now parents come together, across the grades, to identify and support the interests and needs of the school community with regards to adult education.

This past school year, the committee offered several well-attended events and continued to build a strong foundation for an adult education program. The 2012-13 series focused on the topics of discipline (Kim John Payne), how to talk to children about sex and desire (Dr. Sharon Maxwell), Waldorf insights on media and child development (Eugene Schwartz), and the phenomenon-based approach to science used by Waldorf schools (Michael D’Aleo).

In addition to hosting speakers, the committee organized Waldorf 101—three evening presentations developed to support and inform parents. These events were presented by staff and faculty and included such topics as school policies, the philosophical foundations of Waldorf Education, and evolution of the curriculum from preschool through eighth grade. The syllabus for this series came from parent Carol Jones, P ‘09, ‘14, a long-time advocate for adult

Kim John Payne with some of the volunteers who made the lecture series a successs: Taryn Pinstein P ‘20, Jennifer Goodman, Michelle Willis P ‘19, Mandy DeBurro, Susan Cody

The healthy social life is found When in the mirror of each human soul The whole community finds its reflection, And when in the community, the strength of Each individual soul is working. Rudolf Steiner

2013 15

The Dads Connection was founded four years ago by a group of WSL fathers who wanted to make connections with each other in a casual setting and find other ways of becoming involved with the school. “We would see each other in the hall or at school events, but otherwise we found few opportunities to interact and really get to know one another,” said Butch Stanley, P ‘19.

The first group of dads began to meet at the Colonial Inn Tavern in Concord. What better way to relax and socialize than to go to a bar and hangout with other guys and all for a good cause? These dads decided to meet regularly on the second Friday of every month and began to switch venues to add variety and make it easier for school community fathers to attend who might live closer to one tavern or restaurant than the other.

One of the founding dads, Juleby Hirsch, a board member and Nursery parent, explained, “Not long after founding the group, we started to organize weekend events to include our children and families as well, such as the Family Concert & Music Petting Zoo, Family Breakfast, Frog Walk, Telescope Night, and end-of-year Family Camping Trip.”

In a short time, this group of engaged dads has greatly enriched the school community yet they aspire to grow and do more. They strive to deepen connections throughout the school community as well as develop a philanthropic role that can support the school in in new and creative ways.

Juleby encourages any and all school community dads to join even if only to check out the group at one of its monthly social evenings or attend a Dads Connection sponsored event. For more information about how to connect or to have your name added to the email list for announcements about where to meet and events to join, contact Butch Stanley at bstanley@cbset.org.

What Dads Do Best

At the Musical Petting Zoo, dad and violist, Peter Sulski P ‘20, shows a second grader how to hold the viola.

WSL students gather for a photo at the PCA Camping Trip organized by the Dads Connection.

education. The committee also built its volunteer base, expanded online publicity, and investigated ways to ensure it would financially sustain its mission.

This year the committee has put together an exciting and diverse program of offerings, based on feedback from parents and teachers. Previews include author and therapist, Dr. Michael Thompson who will address social inclusion; former NBA Celtics player and author Bob Bigelow to discuss youth sports; and therapist and author Dr. Sharon Maxwell who will address media pressure of children at all ages. The committee will also develop workshops to address questions about Waldorf curriculum and early childhood topics.

The group of parents who work on the committee enjoy a collaborative approach to developing a rich and exciting series with the additional goal of outreach to the surrounding communities. The intent is to provide a resource for parents, answer questions about Waldorf education and present fresh ideas and perspectives that will help WSL to grow, develop, and flourish.

Kristen BrayKristen ButlerElisa Elkin ClearyAlisar CohenMandy DeBurroMichael DeBurro Deb GoldmanJennifer GoodmanKeith HarttJess HerringAaron JonesCarol Jones

Thanks to the Many Volunteers...

Heather Lawson-SpratleyChris MorseEmi MorseMisty OjureLee PinsteinTaryn PinsteinSusan RauchwerkMary RossWanru TaiRegine TillmansAnn WiedieMichelle Willis

16 Summer News

Welcome Back Lauren Smith

Save These DatesSchool warming September 3

Grandparents Tea November 27followed by Thanksgiving Assembly

Holiday Fair December 7

Mendenhall Benefi t Concert March 7at Follen Church

Fourth Annual Gala April 12at Oakley Country Club

May Day May 1

Eighth Grade Graduation June 14

New Colleagues

Lauren Smith, MEd, former Class Teacher for Class of 2012, will return to teach fi rst grade after a one-year sabbatical in which she worked with Waldorf colleagues in other settings, including a young school in Brooklyn, New York and an afterschool educational collaborative, Cairn Hill, located in Malden. Lauren brings insight gained through extensive class teaching experience and as a parent of a Waldorf-educated graduate. Her daughter Chloe ‘09, graduated from WSL and more recently from Waldorf High of Massachusetts Bay in June. Chloe begins her college studies at NYU this fall. Prior to becoming a Waldorf teacher, Lauren worked as an advertising executive. She is looking forward to the start of another exciting eight-year journey.

We warmly welcome the following new faculty and staff .

First Grade Assistant, Caitlin Costello, MEd, previous worked with young children in Waldorf settings: at a Waldorf-inspired preschool in California, at Mondanock Waldorf kindergarten, at Cape Ann Waldorf, and at Merriconeag Waldorf School where she taught fi rst grade. She received her masters and Waldorf teacher training from Antioch University concentrating on both the early

childhood and the grades curriculum. Previously, Caitlin received her Bachelor of Arts in studio arts and art history from Wheaton College.

Handwork Assistant, Caitlin McCoy, MEd, is a graduate of Antioch University. She graduated from the University of New Hampshire with a Bachelor of Social Work and worked with families and young children before pursuing her Waldorf

teacher training. Caitlin will be moving from Sandpoint, Idaho where, at diff erent times, she was assistant and teacher in both the preschool and grades at Sandpoint Waldorf School.

Fairy Bell Nursery Assistant, Megan Lynch, has a Bachelor of Arts in photography from New England College and is studying to become a certifi ed Waldorf teacher. Megan is a graduate of the Waldorf School of Lexington as well as High Mowing Waldorf High School. She has travelled extensively exploring art, culture, and history and has worked with young children teaching them

photography, ceramics, and other art mediums.

Homespun Store Manager, MFA, graduated from Northeastern University with a Bachelor of Science in art history and graphic design and from City College of New York with a masters in documentary fi lm directing. She has directed documentaries and worked in fi lm production. gained extensive retail experience as the owner of Rummage, a boutique

shop in Tiverton, Rhode Island, that sold locally made crafts and high-quality consignment material. More recently, she has worked as Director of Discover Auctions at Skinner Auctioneers and Appraisers. Her daughter is in Evergreen Kindergarten.

Homespun Store Manager, MFA,

in fi lm production. gained extensive retail