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Foundations of Learning:

Waldorf Education in Practice

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By Regine Shemroske, Class Teacher

rom an early age, a child learns to listen to the human voice. Research shows that the human voice is more life giving than human touch in the earliest years—not that either should be lacking. From the capacity to listen, the child learns to speak; from speech will stream writing, reading and arithmetic.

A l exa n d e r Ea st o n ’ 1 5 , 5t h gr a de m a i n l e s s o n wor k

i n s i d e The Healing Strength of Puppetry 4 The Early Years: A Conversation with Andy Ward 6 Faculty Profiles 8 Alumni/Development News 10

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In a Waldorf school, the capacity to listen is fostered through the weaving of imaginative pictures. A child in the middle stage of childhood (7-14) learns best when the teacher speaks in “pictures.” Everyone, consciously or not, strives to find the best pictures for his/her thoughts. This striving characterizes the feeling life developing in the child, which is vastly different from the personal life of feeling in an adult. One could best relate this feeling development of the child to an historical or evolutionary time when humans thought in pictures alone, a time when mythology existed in place of today’s science, when

Hawthorne Valley School News words were alive as a concrete pictorial force, and abstract terms and abstract thinking were not yet born. Grade school children still live in a world where this consciousness is their reality. Therefore, the stories told in grades one through eight have the strongest value if brought to the children with something drawn from the older experience of mankind. We see this in the curriculum as fairy tales, fables, Old Testament stories, Norse Mythology, Ancient History, the Romans, the Middle Ages, the Renaissance and biographies in modern times. Thus the eight years of lower school curriculum are filled with imagination, in a brushstroke. When teachers use pictures, the feeling life grows in the child. We then follow through with related activities so learning is stimulated and true insight ensues. The more alive the pictures are, the more learning and the ability to remember increase. A child’s development of memory depends on these imaginative pictures. With interest, the capacity for memory develops and blossoms. The teacher trusts in his/her innate ability to meet the child at each appropriate juncture and educates with a sophisticated tone and presence, to ‘draw forth’ (Latin: educare) something asleep from the depths of the child’s soul: interest. The teacher presents the topic in a manner whereby the human voice is the vehicle for transmitting stories, anecdotes, knowledge, and evokes in students the capacity for listening and memorization. The other component used to strengthen the capacity of memory is rhythm. The very fact that in Waldorf education a teacher continues the journey year after year with the same class, and remains with a class ideally for eight years, provides a truly wonderful experience of rhythm and nourishes the

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development of memory, strengthening and deepening skills. Furthermore, the teacher understands the importance of repetition as a means to strengthen the child’s will. To do something allows the child to remember it. To listen with interest evokes the child’s feeling, while repeating and reviewing the content encourages understanding and knowledge. Through interest, repetition and action, the child becomes not just a “know abouter” but a true knower, someone who has experienced knowledge. The teacher who has artistically presented a lesson allows the child to become intimately connected to the learning process. This active and participatory process cannot be compared to memorizing information and accumulating facts of pre-digested and delivered lessons. Active teaching draws forth living thinking from the child’s imagination, while building memory. 2

In Waldorf schools, the first reader in first grade is the child’s own writing. So the mood and feeling through which the teacher presents the main lesson material is of paramount importance: presentation fosters the children’s capacity to listen, and becomes the foundation for speaking, writing and reading. The vocabulary of the teacher and his/her conscious choice of words in the course of eight years promote the capacity for sophisticated thinking, flexible feeling and wakefulness in the student’s will. Science classes begin in kindergarten with nature walks and seasonal activities; over the years, gradually but consistently, with interest and repetition, children’s capacities to become scientists, not just to learn about science, are strengthened. They become observers of phenomena, surmise information, record it in science main lesson books, illustrate

Hawthorne Valley School News what they observe and conclude a circle of wholesome knowing. With the arts integrated into all classes, the students’ senses become fine tuned. An historical example is Leonardo daVinci, who knew during the Renaissance that art and science worked hand in hand, if one wanted to understand the world. The true artist is a scientist. The true scientist is an artist. This understanding seems especially relevant in today’s world. Great students and great teachers are proficient in both science and art. An example from our valley is Gary Ocean, who has created artistically beautiful landscapes with plants, based on his scientific understanding of nature, climate, location and soil. Through enthusiasm and reverence for the world we live in, thinking, feeling and willing extend into the depth of the child’s soul and span a bridge to the world through the curriculum. Sharing the experience of tone, color, music and texture, Waldorf teaching goes beyond the facts to educate the human being. It is our highest endeavour as teachers to develop free human beings, who in turn develop their own purpose and direction.

People today are increasingly less able to listen. The power of listening is reawakened by the art of movement (eurythmy), through which speech and music are made visible. This is further enhanced through yearly drama and classroom improvisation during language, history and geography lessons. The children study two foreign languages (usually contrasting a Romantic and a Germanic language) from grade one onward, which aim at developing capacities for flexibility of soul, cultural diversity, and the children’s understanding of their own cultural and linguistic roots. Interesting differences and similarities in words and structure are noted. Such exercises bring to light the cultural background out of which each language developed. Students learn through doing. The children spend time in a vegetable garden, where they plow, cultivate and harvest. The patient effort involved in raising farm products is a wholesome social experience for the children. Inner and outer engagement strengthens their will forces. In weekly handwork lessons, the children learn through the grades to knit, crochet, needlepoint, sew and felt. They make

dolls and stuffed animals, and when studying the Industrial Revolution in grade eight, they sew with a sewing machine, using patterns they create. This education is not measured by standardized tests; rather, Waldorf teachers measure each child by his or her individual tone, resounding in what is truly his or her strength and skill. We do not educate or train children to learn a specific profession. We help the child unfold his/her predisposition for science, music and art. These foundations allow students to find their own way through Waldorf education. Through the right education, the child is drawn forth from a world of sleep. Listening in a dreamy way, the child’s imagination awakens through living pictures, active participation and wholehearted insight. Deep learning encompasses three crucial components: feeling-imagination, doing-acting and insight-knowing, in that order. The lessons become the child’s own: what has been digested, assimilated and transformed becomes inner experience. The process of deep learning awakens the child’s capacity for learning, developing an awareness of him or herself and others in the process. As Waldorf teachers, the capacities we aim at fostering in our students are the heartfelt effort and love for learning—a free self with a unique voice.

No one should become a botanist or a zoologist through what he learns in grade school; that can only come through his special gifts, which are revealed by his choice of vocation and which should be sure to appear during his life if there is a true art of education. Through his gifts! That is, if he has the gift necessary for a botanist, he

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can become a botanist…that can only be the result of the gifts of the child in question, which is to say: predetermined karma. This must come about through the recognizing

When asked what he hoped to evoke in his students, a master mentor emphasized the importance of finding one’s own voice—be it reading, conventional writing, science, math, arts or social learning.

that this child has the makings of a botanist…it must never be the result of making our grade school lessons in any way a preparation for special scientific activity. Rudolf Steiner, Balance of Teaching

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Hawthorne Valley School News

The

Healing Strength of

Puppetry

By Janene Ping, Kindergarten Teacher The puppetry impulse is one of the most important art therapy impulses for the coming century. Why? Because with hand and string puppets, something is possible that cannot be achieved in theatre or in movies, namely that the spiritual and soul expressions of the players are completely in the service of the images that are created with the help of the puppets.

H ou se at P ooh C orner

Fairy tales, plays and everyday scenes that are presented in this innocent fashion come to life in a way that allows the onlooker, especially the child, to take in the content consciously, without the overpowering soul impact of real theatre drama. The spiritual image content appears in the foreground and the imaginative capacity conceives rich nourishment, while at the same time the constitution of the child is guarded from impressions that are too forceful and that would disturb the flow of images. The marionette play is for adults a conscious, and for children an unconscious, education in imaginative vision, and therefore it is an activator of the highest order of the forces of self-healing. The marionette and puppet theatre is an effective alternative to television and the multimedia culture of our day. I want hereby to speak out warmly on behalf of the Goetheanum in support of encouraging worldwide puppet theatre culture, and beg everyone who reads this to consider how they can financially and otherwise contribute to this goal.

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performance art! Founded in 1992, we have performed over 70 different productions of multicultural world, folk and fairy tales in a variety of puppetry styles: silk marionettes, felted animals, types of shadow and light, and rod, hand and tabletop puppets have been moved by experienced as well as novice

hese words, written in 1999 by Dr. Michaela Glöckler, Director of the Medical Section of the Anthroposophical Society, offer strong encouragement to those of us devoted to the humble initiative of the “Magical Puppet Tree” here in Hawthorne Valley. This year, we enter our 16th year of

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Three Little Men in the Woods,

puppeteers. All the world’s a stage for the animation of form, and magical beings have surprised children of all ages as they spring from pockets, baskets, gardens and even trees of the forest. They also weave the wonder of destiny and what it means to be human when we explore humanity’s collective unconscious in the

Hawthorne Valley School News

The S hoemaker and the E lves

N kosati and the D ragon with J anene Ping

Astrid Barnes & Mary Louise Bedard

soul’s journey through age-old myths and stories. Small worlds within worlds are created on the stages of our “Morning Star Theatre.” In our archives, over 300 puppets await their next turn in the limelight, when their character will once again come to life. The art of puppetry mirrors a picture of incarnation, as the

pedagogical learning experiences for our students. I am filled with heartfelt gratitude for the warm friendship and inspired dedication of all those who have joined in the tending and care of this “magical puppet tree,” and who have, in Dr. Glöckler’s words, nurtured an “unconscious education in imaginative vision.”

human spirit endeavors to ensoul and enliven earthly life. Over the years, many supportive people have joined our troupe: teachers, artists, musicians, storytellers and parent and student puppeteers. Their work has enriched the cultural festival life of our community, deepened the artistic exploration of each story and enhanced

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Hawthorne Valley School News

The Early Years Q A A Conversation

Why is free play so important?

with Andy Ward

Recently I had the opportunity to talk with Andy about early childhood education. With over 27 years experience as a kindergarten teacher in the Hawthorne Valley School, Andy’s is the voice of wisdom when it comes to speaking about young children. With her boundless warmth and enthusiasm, she shared some key principles regarding the early development of the human being. ~ Cate Decker, Alumni Parent

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stand upright and gain control of their physical bodies leads to further refining of the sensory motor skills. Learning about their own physical nature encourages the littlest ones to experience the world and all it has to offer.

To begin, Andy, what are some of the important themes of the early years in a child’s life?

First of all, one must recognize the child as a spiritual being. When encountering a young child, we acknowledge that here is a large soul in a small, immature body. Truly, this little person carries with him much wisdom, “trailing clouds of glory.”

Although an infant is quite capable in many ways, we also see how the growing child needs to learn to inhabit his/her body and move within the world. The infant has certain movement patterns built in, so to speak, and there is a drive to imitate. This is not a mechanical imitation. Young children inhabit the people around them and take it all in. Therefore, it is essential that the environment be worthy of imitation.

The work of early childhood is for children to become active selflearners. By strengthening this sense of self, the child is ready to embark upon future schooling. The goal of education is to help human beings on their journey to be creative, selfdirected and healthy individuals. As Rudolf Steiner said, “All education is self education.” This applies even to young children who are beginning to uncover their inner voice.

Young children need frequent and appropriate physical activity to develop properly. In order to integrate all their sensory systems, children must have many varied opportunities for using their bodies: running, jumping over puddles, climbing trees, etc. In the kindergarten classroom, we may build an obstacle course or practice jump rope. During our mornings with the children, there is always movement incorporated, in the form of finger plays or circle games.

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Can you characterize the physical development of the child?

There is an impulse to become upright that is inherent in babies. This motivation to 6

We would call it self-initiated play. The capacity for play has been shown to be a crucial part of the development of most mammals. Through self-directed play, the child digests impressions of his/ her surroundings and transforms them into something of which s/he can make sense. There is a deeply important creative aspect to this type of imaginative play that allows children to digest meaningful experiences in their lives. In addition, play is a social activity. Learning to incorporate other children in the process of play, explore new possibilities and negotiate with peers fosters creativity and cooperation. There is a natural progression that we see among young children. While the three-year old child typically plays individually or alongside peers, 4 and 5 year-olds are more likely to engage in social play. The beauty of mixed ages in the kindergarten setting is that the older ones become role models for the younger children.

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What about the importance of rhythm in the child’s life?

There is a natural “breathing in” and “breathing out” which is necessary for the child’s healthy development. Predictable rhythms allow the curious and independent nature of the child to emerge. When routines are established, the child knows what to expect; this in turn gives the child confidence and a sense of calm. Of course, it is appropriate to have some surprises and experiences that are out of the ordinary. This cultivation of wonder is just as valuable for the young child.

Hawthorne Valley School News As rhythm is vital, so is a sense that the world is a magical place. The child’s natural amazement and openness to the world needs to be protected and nourished. One must engage with the child in marveling at a tiny insect for example, or the crash of a thunderstorm. Similarly, through festivals, the kindergarten teacher fosters a sense of mystery. For example, when children and their families go on the Lantern Walk on a cool November evening, the children witness and participate in something beyond the everyday experience. It is these “precious moments of wonder” that provide a child with respect for the unknown.

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Parents often hear conflicting messages about discipline. How would you advise parents on this topic?

An over-emphasis on rewards and punishment, and extrinsic behavioral control, does not help the child learn self-discipline. To the child, this can feel hollow and empty. Rather, it is important for parents and teachers to find ways of allowing children to gain self-esteem through their actions. In this way, an inner compass is forged. Family chores and contributing to the welfare of others is important learning for young children. As adults, we must often do things because a situation calls for it, not because we expect a reward for our deeds. This sense of responsibility is gradually fostered throughout childhood. Setting limits is important, as is informing children, sometimes playfully, about expectations. Children don’t enjoy being out of control. They may test boundaries, but they feel safest when there is adult guidance.

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If a child is having difficulty in the classroom in some way, how might the kindergarten teacher address the issue?

In addition to keeping a child dressed warmly for health reasons, there needs to be a soul warmth as well. When an infant is born into a family, it is essential that the little one feels welcome, that there is joy in his or her arrival. Children want to expand into the world; adults support this process through drawing the child out by way of warmth. Even traumas can be survived when a child is drawn back out in a loving, supportive manner.

First of all, by observing. A particular behavior may indicate an emotional struggle. One must look deeply to see what is getting in the child’s way. The kindergarten teachers work closely with parents to talk about the child’s needs and to develop ways of supporting the child through this challenge. Recommendations may include curative eurythmy, art therapy or music therapy, all of which can have a beneficial effect.

Just as Erik Eriksson spoke about the first phase of human development as a time of learning trust, Rudolf Steiner spoke of children learning that the world is good. This trust in those who care for them allows children to gain confidence. It is a first big step, which then leads to other stages. Each developmental phase is an important building block for the next period in one’s life. This sense of soul warmth is essential for the child to gradually venture out into the world.

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Much has been written about the effects of media on young children, yet our culture is inundated with mechanized toys, computer games, and TV shows aimed at very young children.

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We spoke about the hugely important aspect of healthy physical development and self-initiated play in a child’s life. Screen time and the commercial toy industry are antithetical to young children’s development, and are totally opposed to the tasks of early childhood.

By sharing warmth and modeling appreciation for life’s gifts, both large and small, Waldorf kindergarten teachers help children form the broad foundation of awe, gratitude and wonder on which they will build their emotional and moral life.

A child seeks authentic experience, not the virtual impressions of mass media. Children need the space to learn about their own bodies, their family and nature; to have sensory experiences grounded in the real, physical world. Also, when children are given so much by the way of material things, they come to expect so much. They lose track of appreciation, failing to understand what goes into making a balanced meal, for example, or what it takes to heat one’s home with wood.

William A. Ward died peacefully at home on Sunday, October 5, 2008, after a courageous three-year journey on the cancer path. He moved to Harlemville with his family in 1976 to take a class teacher position at then-fledgling Hawthorne Valley School, where he devoted the next 30 years of his life to classroom teaching and to the growth and development of the school. At his request, in lieu of flowers, gifts may be made to the “Children of the Future” Fund of the Hawthorne Valley School.

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Can you address the quality of warmth and its value in early childhood? 7

Hawthorne Valley School News and flexibility.” Faculty there needed to be able to teach a little bit of everything; they all shared their talents with each other’s classes. Sarah feels this has given a well roundedness to By Indigo Ocean, First Grade Assistant, her teaching abilities, in addition to Playgroup Teacher, and HVS Librarian those subjects that are her natural passion, the visual and performing arts (drawing, painting, sculpture, crafts, poetry, speech and drama). arah Clark, our new first grade Waldorf education, I was moved and When Sarah was visiting Hawthorne teacher, brings a wonderful joy and excited. Something about the teaching Valley last June, she had the enthusiasm to her life and work. On a path I was on had never felt quite opportunity to observe our year-end beautiful late August morning, I had right. Like walking into a Waldorf Rose Ceremony, and was very moved the opportunity to give Sarah a tour of Kindergarten, this new discovery just by the experience. She saw grace, our farm and forest, introducing her felt so right.” poise and intelligence displayed by to farmers and others we met along Sarah began her Waldorf teacher our graduating seniors, and it affirmed the way. Afterward, we sat down and training at the Rudolf Steiner College her belief in Waldorf education as the had a chance to talk about Sarah and in Fair Oaks, California during the right education for our time, as well as what brought her here to Hawthorne summers, while “class teaching” at The enhanced her excitement to participate Valley. Hill School in New Orleans during in guiding young people at Hawthorne Raised in northern Nevada, Sarah the school year. Her experiences at Valley toward their individual paths in received a B.F.A. in performing arts The Hill School were powerful. The the world. from California Institute of the Arts young school was severely impacted Sarah has found genuine fulfillment (Cal-Arts) in Los Angeles. After by the effects of Hurricane Katrina in as a Waldorf teacher and doesn’t wish traveling abroad, she settled in New 2006 (only 3 days after the first day of to do anything else! She has been York City and began teaching the school), which resulted in the need to looking for a place to finally “put down Drama section for the East Harlem find a new home for the school, as well roots,” and feels that Columbia County Tutorial Program for grade school as the loss of more than three quarters is it. She finds it very exciting now to aged children, and also taught in an of its enrollment. It took a few months be part of a school that is fully realized, early childhood classroom in Brooklyn. to get the school up and running again with special subjects being taught After a few years, opportunity knocked in its smaller form – by that time, the that truly reflect Rudolf Steiner’s in New Orleans, and Sarah relocated students had missed most of the fall indications. Sarah was also drawn to there to teach drama in an after school semester. Families and faculty alike Hawthorne Valley School as part of arts program, while attending the were displaced; many were living a greater Association rather than just University of New Orleans’ teaching in FEMA trailers. The worldwide a school, with the beautiful farm and certification program. Waldorf movement other aspects that make During that time, Sarah was stepped in and gave our valley unique. She introduced to Waldorf education support from all corners loves the bucolic setting, through a friend who worked at the Hill of the globe, sending and also the fact that she School in New Orleans, the only school money, supplies and is only a couple of hours providing Waldorf education in the prayers. from New York City. Sarah state of Louisiana. Her friend explained Sarah acknowledges has found a charming midthe basics of Waldorf education, which that the big challenges nineteenth century house intrigued and inspired Sarah to begin she and her colleagues near Stockport, where she reading some suggested books. Sarah faced post-Katrina makes her home with her describes this pivotal point in her life: have given her a “deep partner and two dogs. Sarah Clark “Like many educators when they find reserve of endurance

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Hawthorne Valley School News students because she planned to start a family, so Susan taught handwork and art until her daughter was born, followed by a son 22 months later. While her primary focus was her By Indigo Ocean, First Grade Assistant, children, Susan worked part time as a Playgroup Teacher, and HVS Librarian tutor and in an after school program. She worked as a kindergarten assistant at Acorn Hill Children’s Center, ultimately becoming lead teacher. ne of the new faces in our Susan had a long conversation with Later she returned to the Washington lower school this year is that of the teacher, who told her enough Waldorf School, taking another class Susan Joplin, our third grade teacher. about Waldorf education to spark through the entire sequence of lower Although new to Hawthorne Valley her interest. This teacher offered school grades. School’s faculty, Susan has many the name and address of a Waldorf Susan had visited Hawthorne Valley years’ experience as a Waldorf school teacher training school, The Garden in the past, for conferences and to educator. City School and Waldorf Institute. accompany her third graders to the Susan was born in Budapest, Susan visited, met with John Gardner, farm’s Visiting Students Program. Hungary, and was a child there during faculty chair, and loved everything She has always loved the beauty of the revolution. She fled with her about the school. the area, and had tucked the idea in family to Austria, where they lived Right about this time, Susan was the back of her mind to settle here for two years in refugee camps while offered a place in a graduate student someday. With her class graduated waiting to immigrate to the United program in Boston, which included and her children grown, when Susan States. Susan’s family settled in the a nice teaching assistantship. An saw a job opening at HVS advertised Boston area, where Susan continued important, life-altering decision had online, she jumped at the opportunity. her education, ultimately pursuing to be made. This newly discovered She applied to a few other schools college at Boston University. type of education resonated in her; also, but once she interviewed at With a degree in government and anthroposophy promised HVS, she had already philosophy under her belt, Susan a rich spiritual and life This newly discovered made her choice. began investigating the teaching field, path, so Susan chose type of education Susan has now settled which was something she had always Waldorf education. resonated in her; into an apartment right wanted to do. However, her friends Everything moved anthroposophy promised in Harlemville. Her who were public school teachers very fast after that a rich spiritual and life short walk to school dissuaded her from her life’s goal. point. Susan enrolled is quite different from path, so Susan chose After traveling, Susan came back to in the teacher-training years of commuting in Waldorf education. Boston. In addition to her regular jobs, program at the Waldorf the Washington D.C. Susan began volunteering at a daycare Institute, graduated and area! Susan is absolutely center, thinking perhaps this would be started teaching first delighted to be here, a different way to work with children, grade at the Washington and is so pleased by her perhaps without the frustrations of Waldorf School the very surroundings every day. the public school setting. next year! She took her She looks forward to Here is where her life took a first class through the the 3rd grade year, and significant turn. One day, Susan came eighth grade, marrying getting to know each across a beautiful poster advertising in the summer between student in her class. We a Waldorf nursery and kindergarten 7th and 8th grades. After all give Susan Joplin in Cambridge. She called and offered her class graduated, she a hearty welcome to her services as a volunteer. The didn’t want to commit Hawthorne Valley! Susan Joplin school politely declined her help, but to another group of

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Gary Lamb

Hawthorne Valley School News

A l u m n i n ews By Zusha Elsinson, Class of 1998

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he class of 1998 gathered in Harlemville this July for a wonderful 10th reunion. Using our heads, hearts and hands, we remembered the good times at Hawthorne Valley. We laughed. We caught up. I’m pleased to report that everyone seems to be happy and is pursuing their passion. The reunion was organized by Beth Laskin and Julian Seidenberg—and

it was a threefold success! On Friday night, the class met at Beth’s house. Saturday morning, we gathered at the school to share what we’ve been doing for the last ten years. From art, music and farming to firefighting, nursing and neuroscience, it was inspiring to hear about the paths everyone has chosen. Later that night, we had a little gettogether, graciously hosted by Barbara and Joe Iuviene, parents of our class-

Rebecca dalton, jennie, zusha, ethan

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mate Nick. We reminisced about the good old days of main lesson books and class plays, and were treated to a fire-eating performance by Rebecca Dalton. On Sunday, we met up for brunch in Philmont. Most of the unforgettable class of 1998 was there. Hanna Bachrach, Rebecca Dalton, Bronwen Davies-Mason, Zusha Elinson, Tiffany Fredericks, Sasha Klasen Beecher, Beth Laskin, Nick Iuviene, Ethan Myers, Nina Koch (all the way from Switzerland), Jennie Koch, Julian Seidenberg, Jessica Nayowith, Brian Von Moritz and Julie Wright were all there. There were kids and significant others, too. Sasha brought her daughter Majel. Julie was with her three boys, Ivan, Ronan and Eamon. Jess had her two daughters, Piper and Reagan. And Hanna’s then-fiancé and now-husband Jedd braved the reunion. Even those that couldn’t make it were with us in spirit. Julian read a moving letter from Mark Bolevice who’d recently gotten a long sought job as a New York City fireman. We also got to see Eben Leonard, now a famous chef, live on the Cooking Channel on Saturday night. Feeling grateful for our experiences at Hawthorne Valley, we decided to give the school a gift as part of our reunion, and made donations to the school’s different scholarship funds. We encourage other classes to do the same. All in all, it was a great time. Thanks to the organizers. See you at the twentieth! ...

From art, music and farming to firefighting, nursing and neuroscience, it was inspiring to hear about the paths everyone has chosen.

Hawthorne Valley School News Connections with people in the Threefold Community tilled the ground for new roots and a new lifeline. Seymour was soon involved in biodynamics, study groups, bee keeping and building projects in the community, including the transformation of Lisa Monges’ residence into the Fellowship Community’s initial Hilltop House. Moving to Spencertown in 1978 became a wellspring for the latter part of Seymour’s life. Continued bee keeping, gardening and his impeccable cabinet making became the setting for new meetings. He began a faithfully pursued path of painting classes, attended study groups and in 1988 became a member of the School of Spiritual Science. Many trips with friends belong indelibly to the horizons of these years; yet it was always a great joy to come home to his cottage in the countryside that he never ceased to savor. Many know of Seymour’s love of beautiful things; his delight in birds and Mozart, his enthusiasm for making soup and baking, and for giving away his homemade jam. He continued to keep up on global political happenings, with an awareness of the plight of people in not-very-front-page parts of the world. Both generous and argumentative, Seymour took a certain pride in his readiness to “say what I think.” This was both appreciable in its integrity and at times a little treacherous socially; yet he could make people feel recognized and special. As three of his older Harlemville/Copake friends reached the end of their lives, Seymour’s attentiveness and regular visits, characteristic of his quiet loyalty, were also a turning point toward his own approaching passing. Seymour moved to the Spring Valley Fellowship Community on

S E Y M O UR LUBIN March 12, 1923 – April 10, 2008

Szlama Lubinski was born on March 12, 1923 in Czestochova, Poland to a mother from a deeply religious background and a politically alert, leftist-minded father who was a cabinetmaker. In school, Szlama took a liking to being in plays, and although a scholarship awaited him for his further education following seventh grade, he decided, as the eldest of three children of a poor family, to work for his father. His early love and skill for dovetailing endured life-long, touched with affection for the beauty of the wood and the satisfaction of work. Szlama’s youth was abruptly curtailed by the preambles and outbreak of World War II. Some aspects of the Holocaust years can be read in his account, contributed to Henry Barnes’ book Into the Heart’s Land. Following two post-war years in the country, he spent a year in Munich earning his diploma as a master cabinetmaker, and then worked in a shop making furniture until setting sail for New York in spring 1949. On Ellis Island, Szlama became Seymour. Married in 1952, he moved to Lorain, Ohio, where carpentry and building became his main livelihood. In spring 1960, when his daughters were three and six years old, he visited Spring Valley, led there by Peter Dukich, with whom he worked on a construction site in Lorain – one of fewer and fewer such job sites, as the steel industry declined. The family moved in time for the new school year at Green Meadow Waldorf School in fall 1961. 11

Thanksgiving weekend, following his astonishing recovery from an illness that fall. In a gentle closing of the circle, he could again see some of the work done with his own hands. Without missing a beat, he became involved in many activities during his brief span there of four and a half months. For the last ten years, Seymour’s Tuesdays were given to volunteering in Camphill. All that he enjoyed about this was highlighted by his love for the Healing Plants Garden. When the memorial gathering there on July 26 closed in the garden, his friends’ voices rising in song, one could join him in gratitude, knowing that the life-stream of anthroposophy and the essence of his friendships were the wellspring of his earthly life made new. ~Helen Lubin (Excerpted from a longer article for News for Members of the Anthroposophical Society in America.)

Hawthorne Valley School News

Seyour Lubin made a lasting impression on Hawthorne Valley School Pico the Gnome

Farm Fall Festival Saturday October 11th 1:00 pm | 2:00 pm | 3:00 pm “Sweetly sleep, dreaming deep, have no fear, have no care…” So sings a fairy to the dreaming Pico as he gains strength for his next day’s adventures. Join us to witness his courage as he meets Gongurra the Giant in this original story by Eric and Martina Muller with music by Diane Ingraham Barnes. Also at the festival event look for puppets on parade!

“Witchamaroo”

Hawthorne Valley School Halloween Festival Friday October 31st 6:00 | 6:30 pm

not only on his students, but on the generations to come through his planned gift to the Scholarship Endowment Fund. For more information on making a planned gift, please contact the Development Office at 518 672-7092 x 105 or email ([email protected]).

Did you know a tiny witch lives in a pumpkin at the field’s edge? In this offering for the younger audience (3—7 years old) we witness what happens when Witchamaroo encounters all that goes bump on a Halloween night. Our puppet show is part of a larger festival offering that includes “The Halloween Hoe-down”

7:00 - 9:00 pm Families are invited to come in costume for a spirited flurry of dance beginning with simpler reels for children and building to traditional contra dances for the more experienced crowd. With music by Caryn Niedrenhaus and Andy with caller.

Silk Marionette Workshop for Adults Friday November 21st

7:00 - 9:00 pm and Saturday November 22nd 9:00 am - 12:00 pm As the gift giving season approaches we invite you to join a sewing circle of friends to create your own silk marionette. Participants can choose from a number of patterns: King, Queen, Jester, Fairy, Gnome, or Angel. Materials Fee $45 Pre-registration is required. Please call 672-7542

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Hawthorne Valley School News

Prenatal & Children’s Care Preventive Healthcare Injuries, Arthritis

Serving Our Community for 18 Years

KNOLL HOUSE THERAPY

In the free resolve of your heart, take your own life in hand. ~Rudolf Steiner

Jeanne Simon-MacDonald (518) 329-5722

Dipl. Eur.; Dipl.Th. Eur

Therapeutic Eurythmy Movement Coaching





Gregor Simon-MacDonald (518) 329-5723

M.Phil; LMSW



Psychotherapy Counseling

Sl i d i n g Fe e S c al e

Appointments in Copake and Harlemville … Give us a call!

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Hawthorne Valley School News

Creative Director

janmdesign.com 183 Kallop Road Kingston, NY 12401 845.642.3720 [email protected]

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We are proud to announce

Digital Radiography

This technology provides the highest quality dental diagnostics while reducing your family’s exposure to radiation by up to 90%. Another addition to our quality care.

Most insurances accepted

New patients & emergencies welcome!

672-4077

ph i l m ont f a m i l y d e nt i s t r y. c o m 1078 Route 217, Philmont, NY 12565

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Hawthorne Valley School News

Published bi-monthly, September through June for students, parents, grandparents, faculty, alumni, and others interested in the mission and activities of Hawthorne Valley School.

The Hawthorne Valley School News is a publication of Hawthorne Valley School 330 Route 21C Ghent, NY 12075 518-672-7092 www.hawthornevalleyschool.org

Editor: Caroline Geisler | Co-Editor: Joan Blum Committee: Caroline Geisler, Indigo Ocean, Gary Lamb Art Director: Jan Melchior, 845-883-0038, [email protected] Circulation: Amy Flaum, 518-672-7092 x 114 [email protected] Advertising: Display advertising rate, deadlines, and reservation information can be obtained at www.hawthornevalleyschool.org, or by contacting Amy Flaum, 518-672-7092, x 114, [email protected]. Classified advertisements are carried in a separate publication, The Weekly Calendar, and should be directed to Caroline Geisler, 518-672-7092, x 105, [email protected]. Note: Paid advertisements appearing in this or any Hawthorne Valley School publication do not imply endorsement by Hawthorne Valley School. subscribe: Request a mail subscription or email notification of newsletter website postings by contacting Caroline Geisler, [email protected].

Happy Hawthorne Valley Kindergarten Halloween Ghosts

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Alumni! Whatever year you graduated, it’s always good to hear from you. Drop us a line at [email protected], or call 518-672-7092, x 114 and ask for Amy. We’d love to hear your news, and bet your classmates would, too!

Hawthorne Valley Association

Hawthorne Valley School 330 Route 21C Ghent, NY 12075

Waldorf Education



in the Hudson Valley



(Pre-K through



12th Grade)

Printed on Recycled Paper