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Michaelmas: Have the Courage to Do What Is Right

Image Source: Spring Garden Waldorf School

Richmond Waldorf School celebrates many festivals throughout the year that demonstrate and deepen our values to make a positive impact on the world.

Late September brings us Michaelmas season! Michaelmas falls during the harvest season, midway between the northern hemisphere’s summer and winter solstices. Although Michaelmas is not commonly celebrated in North America, it is an important festival in Waldorf schools throughout the world. As J Fleming from Shining Mountain Waldorf School explains, “Saint Michael is an archangel mentioned in the Bible, Apocrypha and Koran. He appears as a spiritual figure and protector of humankind, inspiring strength, courage and will throughout history. The motif of a conqueror of the dragon can be seen in much Chinese art, in Apollo and the serpent, in Krishna slaying demons, and in the story of Saint George and the dragon.” Michael gives human beings the courage to meet the trials of the present and the confidence to look to the challenges of the future without fear.

Our own Ms. Deboarah Boes reflects that in school, the children hear stories about brave knights who overpower the dragon with swords of light, or children who gather their courage to encounter what is difficult and overcome fear to help others or the earth. In terms that the children can understand, these stories and verses give the message that they have the ability to stand in equanimity in the face of life’s challenges. That every moment is one of decision in how they act and they can choose to act with courage, imbue all they do with care, and call on their own inner power or will to persevere.

As we reflect on the meaning of Michaelmas this year, we see an ever-pressing need to face today’s challenges with strong hearts and minds. Each of us has a gift to bring to the world. We seek to recognize and appreciate each other’s gifts, and encourage one other toward our full potential. Michaelmas reminds us that as the sunlight decreases, we can shine our inner light and courageously do what is right, even if it is hard.

This year, since we are unable to gather and share in the spirit together, we hope to inspire you to shine your inner light and to share your gifts with others in your own way.

Archetypal Saint Michael in his red cloak and with wooden sword faces adversary with the courage to do what is right.

A traditional pageant performed by Grades students depicts the story of Saint Michael and the Dragon

After the pageant, students traditionally participate in activities that encourage great strength and courage. Tug of war being an example!

Dragon Bread

Dragon Bread is a traditional activity at RWS for both grades and Early Childhood students. We’d love you to give it a try this weekend with your child and see how much fun it can be to bake something together. Maybe make two and share with a neighbor!

Courtesy of http://bobbinsandbrambles.blogspot.com/

This recipe makes TWO loaves of bread, or ONE very large loaf, and is nut-free.

If you’d like to tell the story of St Michael while you make this bread, click here for this recipe in story form!

Ingredients:

6 c flour (white or whole wheat works great)

2 c warm milk

1 tsp. raw sugar

5 tsp. dry yeast

1/4 c melted butter

1 tsp sea salt

1/3 c raw sugar

1/2 c golden raisins (or more! you could use dried apricots or even cheddar cheese for a savory bread)

1 egg yolk

1/4 c sunflower seeds (or more! also, you can use pumpkin seeds, pine nuts, or sesame)

Measure the flour into a big mixing bowl. Set this aside.

In a small bowl, dissolve the teaspoon of sugar and the yeast into the warm milk. When it is frothy, stir the butter in as well.

Pour the yeast mixture into the flour and stir to combine.

Add remaining sugar and salt, raisins, egg yolk and seeds to the dough.

Knead dough for several minutes. Place in a bowl, and cover it with a damp cloth. Leave it in a warm place for 1 hour to double in size.

After an hour, punch it down, shape it (on a parchment lined baking sheet) and leave it to rise again (about 30 minutes).

Bake at 375 degrees (Fahrenheit) for 30 minutes to an hour depending, on how you divided up the dough (several small loaves or one huge one?) Bread is done when you tap the underside and hear a hollow sound.

Songs of Michaelmas

In autumn Saint Michael with sword and with shield,

Passes over meadow and orchard and field

He’s on the path to battle ‘gast darkness and strife

He is the heavenly warrior, protector of life

The harvest let us gather with Micahel’s aid;

The light he sheddeth fails not, nor does it fade

And when the corn is cut and the meadows are bare

We’ll don Saint Michael’s armour and onward will fare.

We are Saint Michael’s warriors with strong heart and mind;

We forge our way through darkness Stain Michael to find

And there he stands in glory; Saint Michael to find.

And there he stands in glory; Saint Micahel we pray,

Lead us on to battle and show us thy way

Brave and True

Brave and true I will be

Each good deed sets me free.

Each kind word makes me strong.

I will fight for the right,

I will conquer the wrong.

St. Michael

Earth grows dark and fear is lurking,

O St. Michael, Heaven’s knight,

Go before us know and lead us,

Out of darkness, into light

Make a Difference in our City

Richmond Waldorf School believe that schools should awaken social responsibility, service to community, and stewardship of the earth. In the spirit of the Michaelmas season, now is the perfect time to step up into action. Especially in these times, we are called to not only reflect, but also to act. We each have our own gifts, abilities, and interests, and we hope you will take it upon yourself to find a way to help others this time of year.

Need some help with where to start? Check out HandsOn, a Richmond-based nonprofit that connects volunteers to projects that need help! https://www.handsonrva.org/

We specifically loved the DIY Volunteer opportunities for local schools and nonprofits that need our help. Things like snack bags, cold weather supplies, and cards are great for students! Or get some fresh air and make a difference by participating in a James River clean up or picking up litter in your neighborhood.

Let us know how you shine your light this fall by tagging Richmond Waldorf School on instagram or facebook!

Eighth Grade Projects

A Shakespeare performance, a weeklong class trip, and graduation performances are just a few of the capstone experiences 8th Grade Richmond Waldorf students look forward to as they end their time with us on campus. This year, Mrs. Pollard revived an old RWS tradition — the 8th grade project, to add to the mix. With our school year taking an unexpected turn due to COVID-19, many of these long anticipated experiences were forced to be left behind. The 8th grade projects began to take on new importance during this virtual learning time, as students worked creatively and independently towards their individual projects.

These projects were planned and executed solely by each student (with a little help from teachers and parents, of course), and each is a unique reflection of that persons’ interests and talents. Projects included a yearbook, a documentary-style video of the 2019 100-Mile Bike Trip, and an original composition, recording, and production of a violin piece, are just a few of the amazing ideas that were brought forth into reality.

We are excited to highlight just a few of the outstanding projects our students completed. Class of 2020, you are destined for great things. Congratulations, we are all so proud of you!

Logan's Little Free Library

Name: Logan A.

Project: Little Free Library

Tell us your project: I decided to build a Little Free Library for the school. I found some old cabinets and took them apart to reuse the wood for the project. My dad helped me design the structure and taught me how to use the power tools. The project was a challenging but rewarding experience.

Why did you choose this project?: Throughout the years, I enjoyed hearing stories and reading books that my teachers chose for me. Now when I find a book that I really like it’s hard to put it down. I wanted to share my love of reading with others.

What is one thing you’ll take away from your time at RWS?: I will take with me a love of learning.

Daphne's Pollinator Garden

Name: Daphne R.

Project: Pollinator Garden outside of RWS’s front lawn

Tell us your project: I made a pollinator garden in front of the school.I wanted to create a source of nectar and nutrients for pollinators in the city where it would be hard for them to find it otherwise.

Why did you choose this project?: One of my favorite parts about Waldorf is the access to the outdoors through learning, and I got to learn about a lot of different kinds of native plants, and how they support wildlife. I think that is an important thing that everyone should have the opportunity to learn.

What is one thing you’ll take away from your time at RWS?: The fact that learning shouldn’t always come from a book, and the freedom to learn things that are not just for a test grade, but things that will make me a more resilient person.

Shelter Project (Apr 17, 2020 at 10_03 AM)

Shelter Projects go Beyond the Classroom

“A home provides shelter and protection, but it is also a place where we nurture ourselves, creating a safe place apart from the world. As the third grader continues to move through the nine-year change and the experience of separation from the world, an inner need arises in them to build their own sanctuary. Creating a shelter allows this impulse to find an outer expression.” –Waldorf Teacher Resources, Micheal Seafort, 2020.

In Waldorf schools across the world, 3rd graders all work on a shelter-focused project. Students spend time discussing and studying all sorts of different primitive homes created by early human civilizations, as well as thinking more about their own shelters. Through this study, students are led through the exercise of choosing a shelter, and creating their own model version of it using any imaginative combination of natural materials.

The results each year here at Richmond Waldorf School are spectacular. Our 3rd graders take such pride in their work on this special project, and it shows. This year, our shelter project took on new meaning as 3rd graders worked through this assignment while ‘sheltering in place’ during the COVID-19 crisis.

Below, we’re sharing what this assignment looked like in the Google Classroom, and some fantastic final projects! Well done, 3rd Grade. We are proud of your dedication and attention to your studies and love your models!

Want to try it yourself?

Choose a type of shelter. Begin by sketching out your ideas in your journal. Make a list of materials you might need. Work with your parents to acquire the material you will need to build your shelter scene.

Begin constructing your shelter. Your family may give you ideas and suggestions and hold things for you as you put your shelter together, but remember it should be built by you. Once your shelter is constructed, begin to put in the landscaping and “scene” items that make it a complete example of life in the culture where such shelter would be found.

Try to use only natural materials as much as possible, hopefully with most of it coming from around the house. Once the structures are complete and structurally stable, the children can decorate their home, as well as create a garden around it.

Learning from the Bees – A trip to Spikenard Bee Sanctuary

$\"\"$ The sixth grade recently spent three days at Spikenard Farm Honey Bee Sanctuary in Floyd, VA. Here is a description of their trip from Class Teacher, Roberto Trostli:

The ride down to Floyd County went better than expected, and the children enjoyed the chance to be together on a journey. When we arrived, we ate lunch, unpacked the cars, and set up the tents, only to find that the original plan for which group would get which tent was not going to work. In the end, every group but one had to switch tents, which caused some grumbling, but I told everyone that the whole trip was going to demand plenty of flexibility and accommodation, and that this was a good first challenge.

We had our first lesson with Alex in the classroom building where every beautiful detail shows the kind of care with which the sanctuary fulfills its mission. Alex is a very gentle, warm, and earnest man, and he spoke with the children in a natural, engaging manner. He began by asking the children what they thought a sanctuary was, and then elaborated on Spikenard’s mission to provide an optimum home for the honeybees. He then presented the life cycle of the bee, gave us a picture of how the hive is an organism, and told us about their approach to working in partnership with the bees.

$\"\"$ After a snack, the students got a tour of the farm. Alex pointed out some of the different plants (there are over 75 species) that provide the bees with a healthy, varied diet that lasts throughout the spring, summer, and autumn. We also were shown the different kinds of hives and some of their distinctive features. This was followed by the first activity: working in the garden, digging beds, turning compost, weeding, and gathering seeds, and then we had some free time before dinner.

After dinner there was some free time, and then we took a silent walk as an opportunity to listen to the sounds of the countryside and to appreciate the beautiful sunset. They then played a game of flashlight tag, got ready for bed (which took a while!) and gathered again for singing and a story. Bedtime went smoothly and most were asleep by the time the adults turned in.

Some of the children woke up early enough the next morning to see the incredible clear, star-studded sky. In Richmond we don’t get to see such a sight, because there is so much ambient light, and I imagine that some children had never experienced the true grandeur of the heavens.

Hot chocolate helped drive off the chills of the early morning, and everyone ate a hearty breakfast. We gathered in the classroom for our next lesson, and Alex continued to entrance us with his description of the many jobs that bees perform during their lives and how the queen works constantly to lay eggs to preserve the hive’s population (1,500 per day for 4 or 5 years!)

$\"\"$ The students then got to experience Alex’s work with a hive, and they were impressed by his gentle, unhurried manner and his close relationship with the bees. Alex told us that he talks to the bees and prepares them for what’s going to be happening so that they are not caught by surprise. Seeing the thousands of bees working so harmoniously on the honeycomb and flying in and out of the hive made everything that he had told us earlier come alive through direct experience.

Then followed an artistic activity—drawing bees with chalk pastels—which allowed the students to review what they had learned about bee anatomy and to render their observations artistically.

For our afternoon activity, we went to the cow pasture to gather fresh manure, which was going to be mixed with straw, ashes, earth, and bound together with eggs to make the plaster for the cob oven, which needed repairing. The students went from initially expressing disgust at the manure to enjoying finding especially fresh cow patties. Hauling the containers back to the farm proved arduous, but everyone helped. The students sifted through the manure to get out leaves, branches, and clumps, and then began to knead it and mix it with the other ingredients. Their arms were covered with the plaster, and no one seemed to mind. Then came the invitation to trample the cement with their feet, and almost all the students dared, and they enjoyed the squishy feeling on their feet and delighted in getting their legs covered with cow dung plaster.

The class worked on the cob oven, deciding that simply re-plastering it was not enough: they wanted to transform it into a bear, with the opening of the oven being the bear’s mouth. They did a terrific job and were very proud of their creation.

At the end of the trip, I asked Alex to tell the students how he became a bee-keeper, and he told us that when he was 17, he had his first experience of a bee hive and completely fell in love with the bees. He spoke so sincerely and earnestly about what the bees have meant to him throughout his adult life, and we were all touched. He finished by giving us each a day’s dose of honey (about 1/4 tsp.), which he said should be taken as if it is medicine, not as a food, and he presented us with three jars of honey to take back with us. I told the students that we can have a daily dose as a reminder of our time at Spikenard.

Going to Spikenard was an incredibly positive experience for us all, and the lessons that we learned about how a society can work together for the good of all will resonate for a long time to come. During one of Alex’s presentations, when he was describing the intelligence in the hive where every bee knows what is needed and what to do, I asked if I could say something to the class. He agreed, and I told the students that my goal for them before they graduate, is that they become like the bees in a hive, where everyone knows what is needed, what he or she can do to support the group, and that we would have a chance to experience the mystery and the magic of truly learning and working together.

Before we left, Alex told the children that of all the classes he has worked with, this was the most engaged, responsive, and respectful group he had worked with, and that he expressed gratitude for our visit. After singing a final Michaelmas song, the students said goodbye to Alex and thanked him for all that he had offered. As a final activity, we toured the farm again, saying goodbye to all the places that we had seen and worked in, and the students stood for a long, reverent moment before the hive that they had seen opened.

I am curious to see how what we learned and the work we did resonates in the coming weeks, months, and years, and how the bees will inspire us in our work together. I am grateful that we had this opportunity, and I think that our trip to Spikenard will live as a precious memory of one of the most meaningful steps in the journey that we are taking together as a class.

To read along with Mr. Trosli\’s class\’ journey, follow along on his blog: https://rwsclassof2022.wordpress.com/

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Waldorf = Movement

In a Waldorf school, students learn through a rich sensory experience that brings visual arts, music, performing arts and movement into everyday lessons including reading, math, and science. In Waldorf schools, great care is taken to integrate movement and the arts into the curriculum in a developmentally appropriate way. We believe that through these experiences, students develop the intellectual curiosity, social sensitivity, and physical stamina to meet their full potentials.

Matthew Thornton joined the RWS faculty in 2017 to build our Movement Arts program. His teaching pedagogy draws from his experience with dance, physical theatre, martial arts, and mind-body work. In his artistic work he desires to establish a base for original and organic expression.

The Movement Arts program consists of imaginative play, games, exercises, and performance training. We approach movement in a holistic manner while exploring dance, theatre, cooperation, sport, and somatic practice. Learning developmental movement patterns, coordination with the breath, and focus on posture and alignment allows all students to grow at their own pace. Students develop healthy social engagement through movement practice while learning from a diversity of cultural perspectives.

Students in grades 3-8 learn aspects of Capoeira, an acrobatic Afro-Brazilian dance form that incorporates partner and group dynamics with instruments and singing. In fifth grade, students are trained to run, wrestle, throw the discus and javelin, and perform the running long jump in preparation for the Greek Pentathlon, where they engage with students from regional Waldorf schools.

Upper grade students learn partnering fundamentals: exchanging roles between leading and following, negotiating non-competitive touch, supporting and being supported, trust and responsibility, body control, and emotional stability. Students across the grades engage in developmentally appropriate games and present and perform their work informally at Friday Gatherings and at assemblies.

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100 Miles for 100 Years

Waldorf schools around the world are gearing up to celebrate the 100th anniversary of the movement’s founding in Stuttgart in 1919. Of the over 1,100 Waldorf schools and almost 2,000 Waldorf kindergartens in some 80 countries around the globe some are planning to celebrate with things like newly created pollinator gardens, community service projects, regional alumni gatherings, performances of original compositions created for the occasion and international postcard exchanges.

But (so far as we know) only one school is literally gearing up to celebrate – and that’s Richmond Waldorf School! Beginning at the top of the academic year on September 3rd, over a 4-day period the RWS 7th and 8th grade classes will bike 100 miles from Hancock, MD to Seneca, MD along the C&O Canal Trail Towpath. In keeping with the worldwide Waldorf 100 theme “Learn to Change the World” and an emphasis on service, the students will be collecting trash along the trail.

RWS bike program coordinator Glenn Amey and 7th grade class teacher Letitia Amey are leading the effort which will include 6-8 chaperones, 3 vans, and 2 cars with trailers for bikes and gear. Several of the chaperones will follow the group in support vehicles and will meet up with them each evening with gear and food for overnight camping.

In a journey this long, the kids are bound to learn new lessons in self-reliance and develop a strong sense of group camaraderie. The instructors want the riders to embrace the unexpected and open themselves to the novelty of life on the trail. It is hoped that each rider gains a greater appreciation of the unplanned discoveries and experiences – from bald eagles soaring overhead to flat tire fixes on the go – that make life an adventure.

The students will return home the evening of September 6th presumably pleased and exhausted and ready for some brain work after all that leg work. You can follow their progress via the RWS Facebook feed. We will be sure to share pictures, reflections, and more about their adventure!

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The C&O Towpath Bike Trail stretches 185 miles along the north bank of the Potomac River. RWS students will ride 100 of those miles starting on September 3!

September 19, 2019 will mark 100 years since the founding of the first Waldorf school is Stuttgart, Germany. Each Waldorf school worldwide is planning a special celebration to mark this important anniversary!

Bringing Medieval History to Life

We often hear from schools and educators that they use a “hands on” approach when teaching students, but what does that really mean? At Richmond Waldorf School, it means that students learn from creating, doing, and being instead of from rote memorization of facts. $\"\"$

Take our sixth graders’ study of Medieval history, for instance. First, the Class Teacher, Mrs. Amey, created beautiful imagery on her blackboard to introduce the topic. It is not just a pretty picture – there is content in the details. The font is a gothic script; the trees and ground give the impression of stained glass from a Medieval Cathedral; a knight stands in his armor and shield. We learn so much just from the drawing, and are drawn into the topic through art.

To begin their study, the students performed Hi Ho Robin Hood. The outlaw from Nottingham forest who steals from the rich to give to the poor is a classic tale and a perfect way for the students to get into the characters\’ minds and experience what it might be like to live in the 12^th or 13^th century. The characters, plot, costumes, dialect, and scenery all help the students internalize what life was like in the Medieval era. By re-enacting and living the tale themselves, an innate curiosity grows in the students to learn more.

Next, Main Lesson time is used to dive into content and expand on what they have learned. The students write compositions, draw and paint, and read more stories. They study the Middle East and rise of Islam to understand what other cultures and countries were like during the time period. Representing minority and non-European viewpoints and experiences is an essential component to helping students think globally.

To wrap up the study, the Class Teacher with help from the parent community, coordinated a Medieval Games tournament with other Waldorf schools. Our visitors arrived and the games began. Students tried their hands at jousting, knife throwing, and archery — all sports that demonstrated a knight’s strength and skill. The students were entertained by a Jouster dressed in traditional garb, who gave an incredible and hilarious performance. The students shared a medieval feast of chicken, bread, and salad – without utensils, of course!

Through these experiences, the children internalize and master the themes, stories, and experiences of the topic. By using not only their heads, but also their hands and hearts to learn, a deep connection and natural curiosity is forged. And to us, that is experiential learning in the Middle School curriculum.

The Class after their performance of Hi Ho Robin Hood!

Jousting at the Medieval Games

Archery Competition

Who We Are, What We Believe

We all have values or core beliefs that are important to us, that define who we are and how we engage with the world around us. As human beings, we seek friends, leaders, jobs, and lifestyles that speak to our value system. As parents, we strive to instill strong values in our children, so that they too can grow up with a sense of purpose.

When the first Waldorf School opened a century ago, its founders sought to inspire peace, goodness, and humanity in the younger generation of a country that was bitterly divided and almost destroyed by war and suffering. Waldorf education still aspires to instill strong values in children who will grow into adults who can make a positive impact in the world.

Richmond Waldorf School’s values live in the hearts and minds of our faculty, staff, and community.

We believe that…

Students thrive when exposed to a hands-on, integrated curriculum that is developmentally appropriate and grounded in artistic and practical work.
Students must develop intellectual curiosity, social sensitivity, and physical stamina in order to meet their full potentials.
Students who are exposed to world cultures through story and sensory experience will become thoughtful, clear-thinking adults who understand and take an interest in the world and its people.
Schools must have a safe, inclusive learning environment where the interests and strengths of all students are honored and encouraged.
Schools should awaken social responsibility, service to community, and stewardship of the earth.
Open, clear, and direct communication is critical for maintaining a supportive and productive educational community.
Effective teachers are committed to building long-term relationships with students, while demonstrating enthusiasm and honest striving in the world.
Cooperation and collaboration between parents and teachers play a vital role in helping students meet their full potential.
Strong schools rely on initiative and commitment from all members of the community.
The human spirit has the power to invoke positive change in the world.

Waldorf100 and the Worldwide Postcard Exchange

When the first Waldorf School opened in 1919, it pioneered a new way to educate children: one which could inspire humanity, peace, and goodness in an ever-changing and complex world. Over the last century, Waldorf Education has become the fastest growing education model across the world with more than 1,100 schools and 2,000 kindergartens in over 80 countries across the globe.

Waldorf100 arose from an international desire to celebrate the 100th anniversary of the inauguration of Waldorf Education and to deepen our connection with one another through a series of projects. The festivities will culminate with an Anniversary Celebration on September 19, 2019.

One of Waldorf100’s projects is the World-Wide Postcard Exchange, where every Waldorf School around the world will send personalized postcards to every other Waldorf School by the end of 2019. These postcards, decorated by students, show the receiver something about the author’s country, school, or self. Richmond Waldorf School students have begun creating postcards and receiving them from schools across the US, Europe, Asia, and even New Zealand!

To display the network of schools, each Waldorf School will create a world map on which the cards will be visible, showing where each card came from. Our World Map has been painted in the gymnasium — stop in next time you are here to take a closer look.

Want to help us make this possible? Mailing 1,100 postcards across the world is expensive. If you would like to support us with a donation for postage, please get in touch with Pete Sokol.

Keep in touch with the Waldorf100 movement and all of the projects to celebrate the Centennial at https://www.waldorf-100.org/en/

The World Map in the RWS Gym will eventually display all the postcards we receive.

A few of the postcards RWS students have made that are waiting to be mailed to their destinations!

Summer Projects and Progress

This April, Richmond Waldorf School celebrated the one-year anniversary of the purchase of our new building. With summer upon us, we are taking time to reflect, to dream, and to work. As we look back on how far we’ve come, we are inspired to dream about how far we have yet to go: to truly embody our mission as a school that provides an education that inspires peace and purpose.

Halfway through summer we can be proud of the progress we’re making: our first season of a full-fledged summer camp and early childhood program; a beautifully lazured rainbow hallway; a newly divided classroom; an inspiring Board-Faculty retreat. At every point we are encouraged by the vision and dedication of our faculty and volunteers.

On a larger scale, the Waldorf Education movement also continues to gain momentum and is actively celebrating the Centennial anniversary of Waldorf Education with ongoing projects to unite and connect the 1,100+ Waldorf Schools across the world. Stay tuned for later posts for how RWS is involved in Waldorf100 efforts.

There is much to share, so follow the blog this year for a closer look at the action and impact of Waldorf education, both here at home and across the world. We hope you will stay tuned for our journey. Until then….