H aw t h o r n e Va l l e y S c h o o l

N e ws
s e p / o c t 2008

Wa l d o r f e d u c a t i o n f o r h e a d , h e a rt , a n d h a n d s

Foundations of Learning:
Waldorf
Education
in Practice

F
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.
In a Waldorf school, the capacity to listen is fostered
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 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
i n s i d e not, strives to find the best pictures for his/her thoughts.
The Healing Strength This striving characterizes the feeling life developing in
of Puppetry 4
The Early Years: A Conversation
the child, which is vastly different from the personal life
with Andy Ward 6 of feeling in an adult. One could best relate this feeling
Faculty Profiles 8
Alumni/Development News 10 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

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Hawthorne Valley School News lesson work
e main
grad
, 5th
words were alive as a concrete pictorial ’15
st on
force, and abstract terms and abstract Ea
d er
thinking were not yet born. Grade an
school children still live in a world ex

Al
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 development of memory, strengthening In Waldorf schools, the first reader
depends on these imaginative pictures. and deepening skills. Furthermore, the in first grade is the child’s own writing.
With interest, the capacity for memory teacher understands the importance of So the mood and feeling through which
develops and blossoms. The teacher repetition as a means to strengthen the teacher presents the main lesson
trusts in his/her innate ability to meet the child’s will. To do something material is of paramount importance:
the child at each appropriate juncture allows the child to remember it. To presentation fosters the children’s
and educates with a sophisticated tone listen with interest evokes the child’s capacity to listen, and becomes the
and presence, to ‘draw forth’ (Latin: feeling, while repeating and reviewing foundation for speaking, writing and
educare) something asleep from the the content encourages understanding reading. The vocabulary of the teacher
depths of the child’s soul: interest. and knowledge. Through interest, and his/her conscious choice of words
The teacher presents the topic in a repetition and action, the child in the course of eight years promote
manner whereby the human voice is becomes not just a “know abouter” the capacity for sophisticated thinking,
the vehicle for transmitting stories, but a true knower, someone who has flexible feeling and wakefulness in the
anecdotes, knowledge, and evokes in experienced knowledge. The teacher student’s will.
students the capacity for listening and who has artistically presented a lesson Science classes begin in kindergarten
memorization. allows the child to become intimately with nature walks and seasonal
The other component used to connected to the learning process. activities; over the years, gradually
strengthen the capacity of memory is This active and participatory process but consistently, with interest and
rhythm. The very fact that in Waldorf cannot be compared to memorizing repetition, children’s capacities to
education a teacher continues the information and accumulating facts become scientists, not just to learn
journey year after year with the same of pre-digested and delivered lessons. about science, are strengthened. They
class, and remains with a class ideally for Active teaching draws forth living become observers of phenomena,
eight years, provides a truly wonderful thinking from the child’s imagination, surmise information, record it in
experience of rhythm and nourishes the while building memory. science main lesson books, illustrate

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 Hawthorne Valley School News

what they observe and conclude a People today are increasingly less dolls and stuffed animals, and when
circle of wholesome knowing. able to listen. The power of listening studying the Industrial Revolution in
With the arts integrated into all is reawakened by the art of movement grade eight, they sew with a sewing
classes, the students’ senses become (eurythmy), through which speech and machine, using patterns they create.
fine tuned. An historical example is music are made visible. This is further This education is not measured by
Leonardo daVinci, who knew during enhanced through yearly drama standardized tests; rather, Waldorf
the Renaissance that art and science and classroom improvisation during teachers measure each child by his
worked hand in hand, if one wanted language, history and geography or her individual tone, resounding
to understand the world. The true lessons. The children study two in what is truly his or her strength
artist is a scientist. The true scientist foreign languages (usually contrasting and skill. We do not educate or train
is an artist. This understanding seems a Romantic and a Germanic language) children to learn a specific profession.
especially relevant in today’s world. from grade one onward, which aim We help the child unfold his/her
Great students and great teachers are at developing capacities for flexibility predisposition for science, music and
proficient in both science and art. of soul, cultural diversity, and the art. These foundations allow students
An example from our valley is Gary children’s understanding of their to find their own way through Waldorf
Ocean, who has created artistically own cultural and linguistic roots. education.
beautiful landscapes with plants, based Interesting differences and similarities Through the right education, the
on his scientific understanding of in words and structure are noted. Such child is drawn forth from a world of
nature, climate, location and soil. exercises bring to light the cultural sleep. Listening in a dreamy way, the
Through enthusiasm and reverence background out of which each language child’s imagination awakens through
for the world we live in, thinking, developed. living pictures, active participation
feeling and willing extend into the Students learn through doing. The and wholehearted insight. Deep
depth of the child’s soul and span children spend time in a vegetable learning encompasses three crucial
a bridge to the world through the garden, where they plow, cultivate components: feeling-imagination,
curriculum. Sharing the experience and harvest. The patient effort doing-acting and insight-knowing, in
of tone, color, music and texture, involved in raising farm products is a that order. The lessons become the
Waldorf teaching goes beyond the wholesome social experience for the child’s own: what has been digested,
facts to educate the human being. It children. Inner and outer engagement assimilated and transformed becomes
is our highest endeavour as teachers strengthens their will forces. In weekly inner experience.
to develop free human beings, who in handwork lessons, the children learn The process of deep learning
turn develop their own purpose and through the grades to knit, crochet, awakens the child’s capacity for
direction. needlepoint, sew and felt. They make learning, developing an awareness
of him or herself and others in the
process. As Waldorf teachers, the
No one should become a botanist or a zoologist through what he learns in grade capacities we aim at fostering in our
school; that can only come through his special gifts, which are revealed by his choice students are the heartfelt effort and
love for learning—a free self with a
of vocation and which should be sure to appear during his life if there is a true art of unique voice.
education. Through his gifts! That is, if he has the gift necessary for a botanist, he
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
that this child has the makings of a botanist…it must never be the result of making students, a master mentor emphasized the
our grade school lessons in any way a preparation for special scientific activity. importance of finding one’s own voice—be
Rudolf Steiner, Balance of Teaching it reading, conventional writing, science,
math, arts or social learning.

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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 H ou se at P ooh C orner
the images that are created with the help of the puppets.
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.
Three Little Men in the Woods,

T 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
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,
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
to the humble initiative of the “Magical types of shadow and light, and rod, weave the wonder of destiny and what
Puppet Tree” here in Hawthorne Valley. hand and tabletop puppets have been it means to be human when we explore
This year, we enter our 16th year of moved by experienced as well as novice humanity’s collective unconscious in the

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 Hawthorne Valley School News

The S hoemaker and the E lves

N kosati and the D ragon with J anene Ping

human spirit endeavors to ensoul and pedagogical learning experiences for

enliven earthly life. our students. I am filled with heartfelt
Over the years, many supportive gratitude for the warm friendship and
people have joined our troupe: teachers, inspired dedication of all those who have
Astrid Barnes & Mary Louise Bedard
artists, musicians, storytellers and parent joined in the tending and care of this
and student puppeteers. Their work “magical puppet tree,” and who have,
soul’s journey through age-old myths and has enriched the cultural festival life of in Dr. Glöckler’s words, nurtured an
stories. Small worlds within worlds are our community, deepened the artistic “unconscious education in imaginative
created on the stages of our “Morning exploration of each story and enhanced vision.”
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 www.magicalpuppettree.org
mirrors a picture of incarnation, as the

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Hawthorne Valley School News

The Early Years Q

Why is free play so impor-
tant?

A Conversation A with Andy Ward

We would call it self-initiated
play. The capacity for play has
been shown to be a crucial part
of the development of most mam-
mals. Through self-directed play,
the child digests impressions of his/
Recently I had the opportunity to talk with Andy about early childhood education. her surroundings and transforms
them into something of which s/he
With over 27 years experience as a kindergarten teacher in the Hawthorne Valley can make sense. There is a deeply
School, Andy’s is the voice of wisdom when it comes to speaking about young children. important creative aspect to this
type of imaginative play that allows
With her boundless warmth and enthusiasm, she shared some key principles regarding children to digest meaningful ex-
the early development of the human being. ~ Cate Decker, Alumni Parent periences in their lives.
In addition, play is a social activity.

Q To begin, Andy, what are stand upright and gain control of Learning to incorporate other child-
some of the important themes their physical bodies leads to further ren in the process of play, explore
of the early years in a child’s refining of the sensory motor skills. new possibilities and negotiate with
life? Learning about their own physical peers fosters creativity and cooper-

A
nature encourages the littlest ones to ation. There is a natural progression
First of all, one must recognize that we see among young children.
experience the world and all it has
the child as a spiritual being. While the three-year old child
to offer.
When encountering a young typically plays individually or along-
child, we acknowledge that here is a Although an infant is quite capable
side peers, 4 and 5 year-olds are
large soul in a small, immature body. in many ways, we also see how
more likely to engage in social play.
Truly, this little person carries with the growing child needs to learn
The beauty of mixed ages in the
him much wisdom, “trailing clouds to inhabit his/her body and move
kindergarten setting is that the older
of glory.” within the world. The infant has
ones become role models for the
certain movement patterns built
The work of early childhood is for younger children.
in, so to speak, and there is a drive

Q
children to become active self- to imitate. This is not a mechanical What about the importance
learners. By strengthening this sense imitation. Young children inhabit the of rhythm in the child’s life?
of self, the child is ready to embark people around them and take it all

A
upon future schooling. The goal of in. Therefore, it is essential that the There is a natural “breathing
education is to help human beings environment be worthy of imitation. in” and “breathing out” which
on their journey to be creative, self- is necessary for the child’s
directed and healthy individuals. As Young children need frequent and
healthy development. Predictable
Rudolf Steiner said, “All education is appropriate physical activity to dev-
rhythms allow the curious and
self education.” This applies even to elop properly. In order to integrate all
their sensory systems, children must independent nature of the child
young children who are beginning to to emerge. When routines are
uncover their inner voice. have many varied opportunities for
using their bodies: running, jumping established, the child knows what to

Q
over puddles, climbing trees, etc. In expect; this in turn gives the child
Can you characterize the
the kindergarten classroom, we may confidence and a sense of calm.
physical development of the
child? build an obstacle course or practice Of course, it is appropriate to have
jump rope. During our mornings some surprises and experiences

A There is an impulse to become

upright that is inherent in
babies. This motivation to
with the children, there is always
movement incorporated, in the form
of finger plays or circle games.
that are out of the ordinary. This
cultivation of wonder is just as
valuable for the young child.

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 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
Q If a child is having difficulty in
the classroom in some way,
how might the kindergarten
teacher address the issue?
A 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
First of all, by observing. A particular
engage with the child in marveling behavior may indicate an emotional that the little one feels welcome,
at a tiny insect for example, or the struggle. One must look deeply to that there is joy in his or her arrival.
crash of a thunderstorm. see what is getting in the child’s way. Children want to expand into the
Similarly, through festivals, the world; adults support this process
The kindergarten teachers work through drawing the child out by
kindergarten teacher fosters a sense closely with parents to talk about
of mystery. For example, when way of warmth. Even traumas can be
the child’s needs and to develop survived when a child is drawn back
children and their families go on the ways of supporting the child through
Lantern Walk on a cool November out in a loving, supportive manner.
this challenge. Recommendations
evening, the children witness and may include curative eurythmy, Just as Erik Eriksson spoke about the
participate in something beyond art therapy or music therapy, all of first phase of human development
the everyday experience. It is these which can have a beneficial effect. as a time of learning trust, Rudolf
“precious moments of wonder” that Steiner spoke of children learning
provide a child with respect for the
unknown.
Q Much has been written about
the effects of media on young
that the world is good. This trust
in those who care for them allows

Q
children, yet our culture is children to gain confidence. It is a
Parents often hear conflicting inundated with mechanized toys,
messages about discipline. first big step, which then leads to
computer games, and TV shows other stages. Each developmental
How would you advise aimed at very young children.
parents on this topic? phase is an important building block

A An over-emphasis on rewards
and punishment, and extrinsic
behavioral control, does not
help the child learn self-discipline.
A 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
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.
To the child, this can feel hollow and By sharing warmth and modeling
industry are antithetical to young appreciation for life’s gifts, both large
empty. Rather, it is important for children’s development, and are
parents and teachers to find ways of and small, Waldorf kindergarten
totally opposed to the tasks of early teachers help children form the
allowing children to gain self-esteem childhood.
through their actions. In this way, broad foundation of awe, gratitude
an inner compass is forged. Family A child seeks authentic experience, and wonder on which they will build
chores and contributing to the welfare not the virtual impressions of mass their emotional and moral life.
of others is important learning for media. Children need the space to
young children. As adults, we must learn about their own bodies, their William A. Ward died peacefully at
often do things because a situation family and nature; to have sensory home on Sunday, October 5, 2008,
calls for it, not because we expect experiences grounded in the real, after a courageous three-year journey
a reward for our deeds. This sense physical world. Also, when children on the cancer path. He moved to
of responsibility is gradually fostered are given so much by the way Harlemville with his family in 1976
throughout childhood. of material things, they come to to take a class teacher position at
expect so much. They lose track of then-fledgling Hawthorne Valley
Setting limits is important, as is appreciation, failing to understand
informing children, sometimes School, where he devoted the next 30
what goes into making a balanced years of his life to classroom teaching
playfully, about expectations. meal, for example, or what it takes
Children don’t enjoy being out of and to the growth and development
to heat one’s home with wood. of the school. At his request, in lieu
control. They may test boundaries,
but they feel safest when there is
adult guidance.
Q Can you address the quality
of warmth and its value in
early childhood?
of flowers, gifts may be made to the
“Children of the Future” Fund of the
Hawthorne Valley School.

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 Hawthorne Valley School News

fac u l t y P r ofiles and flexibility.” Faculty there needed

to be able to teach a little bit of
everything; they all shared their talents
Sarah Clark with each other’s classes. Sarah feels
By Indigo Ocean, First Grade Assistant, this has given a well roundedness to
Playgroup Teacher, and HVS Librarian her teaching abilities, in addition to
those subjects that are her natural
passion, the visual and performing arts
(drawing, painting, sculpture, crafts,

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

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 Hawthorne Valley School News

fac u l t y P r ofiles students because she planned to start

a family, so Susan taught handwork
and art until her daughter was born,
Susan Joplin followed by a son 22 months later.
By Indigo Ocean, First Grade Assistant, While her primary focus was her
Playgroup Teacher, and HVS Librarian children, Susan worked part time as a
tutor and in an after school program.
She worked as a kindergarten assistant
at Acorn Hill Children’s Center,

O ne of the new faces in our

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

9 Gary Lamb
Hawthorne Valley School News

A l u m n i n ews mate Nick. We reminisced about the

good old days of main lesson books
By Zusha Elsinson, Class of 1998 and class plays, and were treated to a
fire-eating performance by Rebecca

T he class of 1998 gathered in

Harlemville this July for a won-
derful 10th reunion.
it was a threefold success! On Friday
night, the class met at Beth’s house.
Saturday morning, we gathered at the
Dalton.
On Sunday, we met up for brunch
in Philmont. Most of the unforgettable
Using our heads, hearts and hands, school to share what we’ve been doing class of 1998 was there. Hanna
we remembered the good times at for the last ten years. From art, music Bachrach, Rebecca Dalton, Bronwen
Hawthorne Valley. We laughed. We and farming to firefighting, nursing and Davies-Mason, Zusha Elinson, Tiffany
caught up. I’m pleased to report that neuroscience, it was inspiring to hear Fredericks, Sasha Klasen Beecher,
everyone seems to be happy and is about the paths everyone has chosen. Beth Laskin, Nick Iuviene, Ethan
pursuing their passion. Later that night, we had a little get- Myers, Nina Koch (all the way from
The reunion was organized by Beth together, graciously hosted by Barbara Switzerland), Jennie Koch, Julian
Laskin and Julian Seidenberg—and and Joe Iuviene, parents of our class- Seidenberg, Jessica Nayowith, Brian
Von Moritz and Julie Wright were all
Rebecca dalton, jennie, zusha, ethan
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
The children of the members of the class of 1998 everyone has chosen.

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 Hawthorne Valley School News

Connections with people in the Thanksgiving weekend, following his

S E Y M O UR Threefold Community tilled the astonishing recovery from an illness that
LUBIN ground for new roots and a new fall. In a gentle closing of the circle, he
March 12, 1923 lifeline. Seymour was soon involved could again see some of the work done
– in biodynamics, study groups, bee with his own hands. Without missing
April 10, 2008
keeping and building projects in the a beat, he became involved in many
community, including the transfor- activities during his brief span there of
mation of Lisa Monges’ residence into four and a half months.
Szlama Lubinski was born on March the Fellowship Community’s initial For the last ten years, Seymour’s
12, 1923 in Czestochova, Poland Hilltop House. Tuesdays were given to volunteering
to a mother from a deeply religious Moving to Spencertown in 1978 in Camphill. All that he enjoyed about
background and a politically alert, became a wellspring for the latter this was highlighted by his love for
leftist-minded father who was a part of Seymour’s life. Continued bee the Healing Plants Garden. When
cabinetmaker. In school, Szlama took a keeping, gardening and his impeccable the memorial gathering there on July
liking to being in plays, and although a cabinet making became the setting for 26 closed in the garden, his friends’
scholarship awaited him for his further new meetings. He began a faithfully voices rising in song, one could join
education following seventh grade, he pursued path of painting classes, him in gratitude, knowing that the
decided, as the eldest of three children attended study groups and in 1988 life-stream of anthroposophy and the
of a poor family, to work for his father. became a member of the School essence of his friendships were the
His early love and skill for dovetailing of Spiritual Science. Many trips wellspring of his earthly life made
endured life-long, touched with with friends belong indelibly to the new. ~Helen Lubin
affection for the beauty of the wood horizons of these years; yet it was
and the satisfaction of work. always a great joy to come home to (Excerpted from a longer article for News
Szlama’s youth was abruptly his cottage in the countryside that he for Members of the Anthroposophical
curtailed by the preambles and never ceased to savor. Society in America.)
outbreak of World War II. Some Many know of Seymour’s love of
aspects of the Holocaust years can be beautiful things; his delight in birds
read in his account, contributed to and Mozart, his enthusiasm for making
Henry Barnes’ book Into the Heart’s soup and baking, and for giving away
Land. Following two post-war years his homemade jam. He continued to
in the country, he spent a year in keep up on global political happenings,
Munich earning his diploma as a master with an awareness of the plight of
cabinetmaker, and then worked in a people in not-very-front-page parts of
shop making furniture until setting the world.
sail for New York in spring 1949. Both generous and argumentative,
On Ellis Island, Szlama became Seymour took a certain pride in his
Seymour. Married in 1952, he moved readiness to “say what I think.” This
to Lorain, Ohio, where carpentry and was both appreciable in its integrity
building became his main livelihood. and at times a little treacherous
In spring 1960, when his daughters socially; yet he could make people
were three and six years old, he feel recognized and special. As three
visited Spring Valley, led there by of his older Harlemville/Copake
Peter Dukich, with whom he worked friends reached the end of their lives,
on a construction site in Lorain – one Seymour’s attentiveness and regular
of fewer and fewer such job sites, as visits, characteristic of his quiet loyalty,
the steel industry declined. The family were also a turning point toward his
moved in time for the new school year own approaching passing.
at Green Meadow Waldorf School in Seymour moved to the Spring
fall 1961. Valley Fellowship Community on

11
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
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
not only on his students, old) we witness what happens when Witchamaroo encounters
all that goes bump on a Halloween night. Our puppet show is
but on the generations part of a larger festival offering that includes
“The Halloween Hoe-down”
to come through 7:00 - 9:00 pm

his planned gift 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.
to the Scholarship With music by Caryn Niedrenhaus and Andy with caller.

Endowment Fund. Silk Marionette Workshop for Adults

Friday November 21st
7:00 - 9:00 pm
For more information on making and
Saturday November 22nd
a planned gift, please contact the
9:00 am - 12:00 pm
Development Office at As the gift giving season approaches we invite you to join
518 672-7092 x 105 or email a sewing circle of friends to create your own silk marionette.
Participants can choose from a number of patterns:
(cgeisler@hawthornevalleyschool.org). King, Queen, Jester, Fairy, Gnome, or Angel.
Materials Fee $45
Pre-registration is required.
Please call 672-7542

12
 Hawthorne Valley School News

Prenatal &
Children’s Care
Preventive
Healthcare
Injuries,
Arthritis

Serving Our Community

for 18 Years

KNOLL In the free resolve

of your heart,
HOUSE take your own life in hand.
THERAPY ~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!

13
Hawthorne Valley School News

Creative
Director

janmdesign.com
183 Kallop Road
Kingston, NY 12401
845.642.3720
jan@janmdesign.com

websites logos
brochures newsletters
advertising
direct mail catalogs
magazines signage more...

We are proud to announce

Digital
Radiography This technology provides
the highest quality dental
diagnostics while reduc-
ing 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

14
 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.

Editor: Caroline Geisler | Co-Editor: Joan Blum

Committee: Caroline Geisler, Indigo Ocean, Gary Lamb
The Hawthorne Valley Art Director: Jan Melchior, 845-883-0038, jhmelchior@optonline.net
Circulation: Amy Flaum, 518-672-7092 x 114
School News is a aflaum@hawthornevalleyschool.org
publication of Hawthorne
Valley School Advertising: Display advertising rate, deadlines,
and reservation information can be obtained at
www.hawthornevalleyschool.org, or by contacting Amy Flaum,
330 Route 21C 518-672-7092, x 114, aflaum@hawthornevalleyschool.org.
Ghent, NY 12075 Classified advertisements are carried in a separate publication,
518-672-7092 The Weekly Calendar, and should be directed to
Caroline Geisler, 518-672-7092, x 105, cgeisler@hawthornevalleyschool.org.
www.hawthornevalleyschool.org
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, cgeisler@hawthornevalleyschool.org.

Happy Hawthorne Valley Kindergarten Halloween Ghosts

15
 Alumni! Whatever year you graduated,
it’s always good to hear from you. Drop us a line
at aflaum@hawthornevalleyschool.org, 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