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

1
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

2
 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.

3
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
to the humble initiative of the “Magical
Puppet Tree” here in Hawthorne Valley.
This year, we enter our 16th year of
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
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

4
 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

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
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
www.magicalpuppettree.org
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.”

5
Hawthorne Valley School News
The Early Years Q
A Conversation A 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
Q To begin, Andy, what are
some of the important themes
of the early years in a child’s
life?
A
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.”
The work of early childhood is for
children to become active self-
learners. 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, self-
directed 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.
Q
Can you characterize the
physical development of the
child?
A There is an impulse to become
upright that is inherent in
babies. This motivation to
6
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.
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.
Young children need frequent and
appropriate physical activity to dev-
elop 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.
Why is free play so impor-
tant?
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/
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 ex-
periences in their lives.
In addition, play is a social activity.
Learning to incorporate other child-
ren in the process of play, explore
new possibilities and negotiate with
peers fosters creativity and cooper-
ation. There is a natural progression
that we see among young children.
While the three-year old child
typically plays individually or along-
side 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.
Q
What about the importance
of rhythm in the child’s life?
A
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.

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.
Q
Parents often hear conflicting
messages about discipline.
How would you advise
parents on this topic?
A 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.
Hawthorne Valley School News
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
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.
Q 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.
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
industry are antithetical to young
children’s development, and are
totally opposed to the tasks of early
childhood.
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.
Q Can you address the quality
of warmth and its value in
early childhood?
7
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.
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.
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.
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.
 Hawthorne Valley School News

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

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

8

fac u l t y
Susan Joplin
By Indigo Ocean, First Grade Assistant,
Playgroup Teacher, and HVS Librarian
O ne of the new faces in our
lower school this year is that of
Susan Joplin, our third grade teacher.
Although new to Hawthorne Valley
School’s faculty, Susan has many
years’ experience as a Waldorf school
educator.
Susan was born in Budapest,
Hungary, and was a child there during
the revolution. She fled with her
family to Austria, where they lived
for two years in refugee camps while
waiting to immigrate to the United
States. Susan’s family settled in the
Boston area, where Susan continued
her education, ultimately pursuing
college at Boston University.
With a degree in government and
philosophy under her belt, Susan
began investigating the teaching field, path, so Susan chose
which was something she had always
wanted to do. However, her friends
who were public school teachers
dissuaded her from her life’s goal.
After traveling, Susan came back to
Boston. In addition to her regular jobs, program at the Waldorf
Susan began volunteering at a daycare
center, thinking perhaps this would be
a different way to work with children,
perhaps without the frustrations of
the public school setting.
Here is where her life took a
significant turn. One day, Susan came
across a beautiful poster advertising
a Waldorf nursery and kindergarten
in Cambridge. She called and offered
her services as a volunteer. The
school politely declined her help, but
Hawthorne Valley School News
P r ofiles 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
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,
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
her interest. This teacher offered through the entire sequence of lower
the name and address of a Waldorf school grades.
teacher training school, The Garden Susan had visited Hawthorne Valley
City School and Waldorf Institute. in the past, for conferences and to
Susan visited, met with John Gardner, accompany her third graders to the
faculty chair, and loved everything farm’s Visiting Students Program.
about the school. She has always loved the beauty of
Right about this time, Susan was the area, and had tucked the idea in
offered a place in a graduate student the back of her mind to settle here
program in Boston, which included someday. With her class graduated
a nice teaching assistantship. An and her children grown, when Susan
important, life-altering decision had saw a job opening at HVS advertised
to be made. This newly discovered online, she jumped at the opportunity.
type of education resonated in her; She applied to a few other schools
anthroposophy promised also, but once she interviewed at
a rich spiritual and life HVS, she had already
This newly discovered made her choice.
type of education Susan has now settled
Waldorf education.
resonated in her; into an apartment right
Everything moved
very fast after that
anthroposophy promised in Harlemville. Her
point. Susan enrolled a rich spiritual and life short walk to school
in the teacher-training path, so Susan chose is quite different from
Waldorf education. years of commuting in
Institute, graduated and the Washington D.C.
started teaching first area! Susan is absolutely
grade at the Washington delighted to be here,
Waldorf School the very and is so pleased by her
next year! She took her surroundings every day.
first class through the She looks forward to
eighth grade, marrying the 3rd grade year, and
in the summer between getting to know each
7th and 8th grades. After student in her class. We
her class graduated, she all give Susan Joplin
didn’t want to commit a hearty welcome to
to another group of Susan Joplin Hawthorne Valley!
9 Gary Lamb
Hawthorne Valley School News
A l u m n i n ews
By Zusha Elsinson, Class of 1998
T he class of 1998 gathered in
Harlemville this July for a won-
derful 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
Rebecca dalton, jennie, zusha, ethan
The children of the members of the class of 1998
10
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 get-
together, graciously hosted by Barbara
and Joe Iuviene, parents of our class-
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.

S E Y M O UR
LUBIN
March 12, 1923
– in biodynamics, study groups, bee
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
Hawthorne Valley School News
Connections with people in the Thanksgiving weekend, following his
Threefold Community tilled the astonishing recovery from an illness that
ground for new roots and a new fall. In a gentle closing of the circle, he
lifeline. Seymour was soon involved could again see some of the work done
with his own hands. Without missing
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.
the Fellowship Community’s initial For the last ten years, Seymour’s
Hilltop House. Tuesdays were given to volunteering
Moving to Spencertown in 1978 in Camphill. All that he enjoyed about
became a wellspring for the latter this was highlighted by his love for
part of Seymour’s life. Continued bee the Healing Plants Garden. When
keeping, gardening and his impeccable the memorial gathering there on July
cabinet making became the setting for 26 closed in the garden, his friends’
new meetings. He began a faithfully voices rising in song, one could join
pursued path of painting classes, him in gratitude, knowing that the
attended study groups and in 1988 life-stream of anthroposophy and the
became a member of the School essence of his friendships were the
of Spiritual Science. Many trips wellspring of his earthly life made
with friends belong indelibly to the new. ~Helen Lubin
horizons of these years; yet it was
always a great joy to come home to (Excerpted from a longer article for News
his cottage in the countryside that he for Members of the Anthroposophical
never ceased to savor. Society in America.)
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
Hawthorne Valley School News
Seyour Lubin made a
lasting
impression on
Hawthorne
Valley
School
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
(cgeisler@hawthornevalleyschool.org).
12
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
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
 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