We had several glorious, sparkly days in a row last week. (I love California!) For me they culminated in this perfect walk we took last Saturday. Ian, the boys, and I visited a small section of the American River Parkway called the San Juan Rapids trail.

It’s a great, short walk (for little legs), which are compelled to follow brother wherever he may roam.

Even out on a limb, so to speak.

This photo was taken from the top of Crystal Mountain, a giant hill of rocks left over from the days of industrial gold mining. This trail is familiar to Lucas because it’s right near his Waldorf school and he hikes here with his class often—this is good because he gets to be the authority on the area. He likes that very much.

If all goes well, it won’t be too long before Asher is hiking here with his Kindergarten class, hoping to find quartz crystals of his own.

May I present my almost-4-year-old? Isn’t he mighty?

The boys and I checked out a local nature area that I only recently became aware of. Schweitzer Grove Nature Area in Fair Oaks is a lovely grove of eucalyptus. At this time of winter, the grasses and mosses are all bright green and the afternoon sunshine makes everything magical.

The key feature is this tiny creek running through the park. It was jumped and crossed endlessly while we were there. I’m told that the springtime singing of the frogs is delightful.

Eucalyptus Sky

Funny golden mushrooms of some type (I am no mycologist)

With a pair of trusty hand-me-down boots, a kid can go almost anywhere.

Balancing on this plank bridge was no problem for Lucas. Asher would accept no help; he crawled across.

Having opportunities to meaner by oneself is so important. Honestly, kids don’t get to do this much these days—even my kids. I followed behind, trying to give my boys their space.

With those trusty boots on, it was inevitable that he ended up in the creek.

An undeveloped park like this, of this size, really is a perfect place to wander, discover, and ramble about. The drawback to this place, since I am not a frisbee golfer, is that this is also a frisbee golf course—apparently one of the oldest ones around. Besides ourselves, there were many young male golfers present, mostly of college or high school age. Nearly every one of them carried a very large can of beer—possibly a function of it being Friday near 5 p.m. They were mostly polite and friendly, but I did worry a bit about one of us getting beamed by a frisbee while we were walking. I think next time we come here, we might aim for a weekday morning instead.

About a year ago, a friend with a young child asked me about Waldorf education and why we choose Waldorf school for our older son, and Waldorf-inspired preschool for our younger son. My friend is a former coworker and a public school teacher, so my response to her was meant to highlight the differences of Waldorf education compared with the California public school (as I remember it from my own schooling).

It occurred to me that I could post my lengthy email to my friend here, in case others are curious. I have made small edits to make this content make sense to a broader audience. Please keep in mind that Ian and I are parents, not teachers, so our perspective on Waldorf is a parents’ perspective. (This is Part 1 of a three part article. Why Waldorf? will continue in Parts 2 and 3. Part 2 can be found here. Part three can be found here.)

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What does Waldorf school look like?

1. The Class Journey. My son’s class may have the same teacher for 8 years, from grades 1 through 8. This is the ideal “class journey,” as they call it. Sometimes, this ideal is not possible. Some Waldorf schools strive very hard to provide this 1–8 continuity. Others find it’s not so practical. The point is for the teacher to come to know each child so well over the years that there is no chance of someone falling through the cracks, with needs going unmet. Also, the child’s strengths and weaknesses are known and nurtured along year by year. The teacher becomes a kind of third parent, if you will, and can have extremely valuable insight into your child as she grows.

2. Specialty Subjects. In addition to the main teacher, there are specialist teachers who concentrate on specific subjects, starting in first grade. These include Spanish, German, eurhythmy (a kind of storytelling through dance that is specially designed to appeal to a child’s imagination and nurture gross-motor skills development and physical organization, which is thought to have a direct and significant impact on a child’s ability to learn academically and socially; it also serves to help the class work together with flow), movement (which is a bit more like PE/games and starts in second grade), handwork (skills such as knitting, crochet, sewing, weaving, and then, as the child gets older, woodworking, sculpture, etc.), music, and gardening/farming (starting in second grade).

3. Arts in the Waldorf Curriculum. Within all the sit-down subjects, art is a major component to learning. The idea is that appealing to the child’s highest self and emotional life through art is what makes learning joyful and beautiful. The humanity of each child is respected and human beings make art. Art has a way of capturing the imagination and engaging all the senses and the intellect. Even math is taught with artwork incorporated in every lesson. If you learn with joy, you will retain the information. In Waldorf schools, students do painting, modeling with beeswax, drawing, paper crafts, sewing, clay, etc. Art techniques are taught along with the main lesson. The children also perform plays and sing songs that accompany their lessons. From the first grade, they play a pentatonic flute. In third grade, the begin with a C flute. In fourth grade they choose a string instrument for orchestra; in fifth they have an option to switch to a band instrument. This musical instruction is part of their schooling.

4. Reading and Literacy. Here is a big difference between Waldorf and public schools: Children in preschool, Kindergarten, and first grade are not tasked with learning to read. No phonics programs are used. In fact, Kindergartners are expected to focus on growing their bodies, learning to play with others, learning responsibility and community through clean-up chores, learning music and circle time, climbing, digging, skipping, etc. No pressure is brought to bear on a child who isn’t reading in first grade. However, with that said, all kinds of prereading skills are being exercised during this time, through extensive use of storytelling, puppetry, poetry, rhymes, games, songs, and fairy tales. In first grade, students start learning the alphabet. It is our observation that most children already know the alphabet by this time, but the teacher still takes plenty of time with each letter. The children hear a story that teaches them the character of the letter, then they make art with the letter. (This is a gradual type of phonics, but there are no flash cards or early/late reading groups or that sort of thing.) Most children begin reading on their own sometime in second grade. Most Waldorf third graders are reading well, despite their not having experienced early-reading pressure. On standardized tests such as those administered by the state of CA, as I understand it, the typical Waldorf student performs in second grade “below grade level” in reading, “at grade level” in fourth grade, and then “above grade level” in later grades. Anecdotally, I can say with confidence that Waldorf kids have an amazing capacity for memorization and I credit the amount of oral storytelling they are exposed to.

5. Mathematics. Here is another big difference: All four basic math operations are introduced at once in the first grade. They are taught through storytelling and imaginative imagery. Waldorf is often criticized for being “behind” in teaching reading, and yet, by the same yardstick it is “ahead” of public schools in teaching math. (In third grade, my son is currently working on mulitplication of two-digit numbers.)

This article, Why Waldorf? will continue in Parts 2 and 3. Part 2 can be found here. Part three can be found here. I hope you enjoy reading them.

New year, new energy. That’s my goal. Although it pains me to realize/know/say/type it, the truth is that I’ve been neglecting my physical well-being for months now. And although I absolutely hate being or living a cliché, the truth is that it now, January, seems time to do something about it. I seem forever able to (kind of) balance either work and fitness, or work and family, or family and fitness, but never all three at once. I’m hoping that Asher’s downhill slide into age 4 will sort of tip the scale a bit in the direction of more free time for mama. So, today marks the start of my (our) new diet and exercise plan. Woo hoo!

There. I said it out loud. Maybe that will help. I am glad to have Ian striving by my side in this.

We are excited about getting baby chicks next month and are making arrangements to be there when the shipments arrive at our local feed store. There are a couple of Thursdays in February when the store is supposed to have eight breeds arriving. Newly hatched chicks are shipped right away—for the first three days after hatching they don’t need food or water, so they can be safely shipped and will arrive alive! (This is just amazing to me.)

Once we have them, we’ll have to keep our chicks in our garage for the first eight weeks or so, in a cozy, clean box with a heat source. We are hoping to get all different varieties so that we can know them as individuals and be able to tell them all apart. It will be so fun to hold fluffy chicks and feed them by hand! This is sure to make them very friendly.

The five hens we have are doing great, though their egg production has slowed because of the shorter days of winter. We had a ton of rain in December and it turned our happy hens into sodden, bedraggled hens and our chicken run into a muddy mess. The girls seem to be doing fine regardless of the rainstorms, yet these drier days of January are a relief, I think.

Fireball is quite adventuresome. She led the others right up to our backdoor and peered inside at us, as if to say, “Hey, lady! Let us in!”

Midnight, in the back there, is molting, so she’s looking scruffier than usual, especially on her breast. In November, Snowdrift molted and it was somewhat distressing for us newby chicken farmers to see her looking so scraggly and pathetic, with all those pretty pure-white feathers scattered about. Snowdrift’s new feathers have since grown in and she’s now especially lovely (but shy).

I was surprised that Sunrise was willing to get so close to me. Usually she’s pretty skittish. She gives us green eggs, which is pretty cool if you ask me.

We’re hoping to get Australorp, Plymouth Rock, Buff Orpington, Wyandotte, Sussex, and Welsummer (a hen that lays dark brown eggs) chicks. All of these except the Welsummer are considered to be excellent layers with a high yield and friendly, calm birds. Now isn’t this a whole new kind of geeky?

Lucas has been very keen to have his own old-fashioned feather quill. Yesterday was the day. He announced his desire to Daddy, and while Asher and I went to a birthday party, they set out to make this dream come true by means of a trip to the craft store.

They had to figure out how to cut the feather tips to make a good calligraphy nib; apparently this is harder to do than you might think. Any opportunity to use a knife is a worthwhile endeavor in Lucas’s mind, no matter the difficulty.

The result of their efforts, though, is this beautiful rainbow of quills (his arrangement)—all of which work. They are perfect for writing magical spells in spell books or on fancy parchment paper, don’t you know.

I confess I’m somewhat nervous about the pot of india ink in the hands of an 8-year-old who is frequently prone to daydreaming. There’s nothing for it, however. Not only do I remember my own joyful and spotty experimentation with such arts as a girl (thank you, Nana!), but also I’ve come to terms with an important truth: Parenting is a fundamentally hazardous occupation.

A month ago we had the great pleasure of visiting Rudolf Steiner College in Fair Oaks to see author Reg Down tell a story from his book The Bee Who Lost His Buzz. Reg is the author of the Tiptoes Lightly books and my kids love them. For the event, Reg had handcrafted story props with needle-felted wool and silk; he made a Tiptoes, Bee, Cactus, Jeremy Mouse, and the Great Oak Tree where Tiptoes lives.

Some kids had dressed up like their favorite characters from the Tiptoes Lightly books. One boy had a fantastic oak-leaf hat! See it on the right?

With simple props such as cloths, story puppets, and a lyre, Reg skillfully created the world of the fairy, Tiptoes, and her forest friends. The children were enraptured (with one exception, a little girl who decided to go for a stroll).

It was neat to have Reg’s permission to take photos. I tried to be unobtrusive while doing so and I have since shared them with him. Reg posted my photos on his Tiptoes Lightly Facebook page.

After the story, which was the first three chapters of Book 1: The Bee Who Lost His Buzz (also be found in The Tales of Tiptoes Lightly collection), the children were allowed to touch the needle-felted puppets. Both Tiptoes, the beautiful fairy in the blue dress, and grumpy Cactus, the spiky fellow who accidentally snagged Bee’s buzz, were popular for touching.

We brought our (much loved and rumpled) books for Reg to sign. I think this is our kids’ first autograph.

What we love about Reg’s stories is that they are gentle and filled with a child’s reverence for the natural world. Chapters are short and perfect for bedtime. While magic and wonder are threaded throughout, nothing is heavy-handed and there is plenty of sweet humor. Events in the stories often pair beautifully with Waldorf festivals, such as Michaelmas, Martinmas, the season of Advent, Christmas and more. If you haven’t seen them before and you have children ages 3 to 9, check them out. You won’t be disappointed. Reg’s newest books are full color and his paintings are amazing. We bought a copy of The Cricket and the Shepherd Boy for next Christmas.

Inspired by SouleMama {this moment} – A Friday ritual. A single photo – no words – capturing a moment from the week. A simple, special, extraordinary moment. A moment I want to pause, savor and remember.

“Can I wear my snow gear to school today? It’s wet outside.”

“Yes.”

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“Let’s walk, Mama!”

“In the rain?”

“Yeah! I have my boots. It’s fun!”

“Yes, it is. Let’s go.”

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Do you ever have days when it seems like all that comes out of your mouth is no? I do. Do you ever find that all those noes, which are of course reasonable, justifiable, appropriate to the present circumstances, etc., seem to pile on top of each other until you and your children are smothered in them? I do.

I find that some days the noes are so very heavy, and they accumulate in great drifts of disappointment and anger. They’re depressing. They’re aggravating. They cause trouble.

In an avalanche of noes, tempers flare. We bash into one another emotionally. My stress levels rise. The children bicker more.

Even when every no placed on the pile is the well-meaning kind, sooner or later, the mountain looms, casting shadows and sucking the fun out of the day.

I’m trying to be mindful of this. I’m trying to turn my noes into yeses. Yesterday was a Yes Day. I just resolved to say yes as often as possible.

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“When we get home, can I go play outside? I want to pick some rosemary to make my rosemary tea.”

“Yes.”

“Can I put some lemon in it?”

“Sure, honey.”

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“Can we have popcorn with Parmesan cheese for snack?”

“Yes.”

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“Can I light my special birthday candle that my teacher made for me?”

“Your May Pole candle? In December? Um … yes.”

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“Mama! You come and play with me in the playroom?”

“Yes, OK.”

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“Can we have a fire in the fireplace?”

“Yes. That sounds nice.”

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“Can we eat a bit of chocolate?”

“A little, yes.”

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“Mama! You come and be the tickle love monster and you chase us!”

“Yes! Here I come!”

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“Mama, will you please snuggle me?”

“Oh, yes!”

My dear friend Dakini came over last Sunday night and taught me how to make glycerine soaps. It was tons of fun and very easy, and the results are so pretty!

We used herbs from my garden, such as lavender leaves and rosemary, dried lavender flowers we both had been saving, and several essential oils. We also used kitchen goodies like honey and oatmeal.

We made clear lavender; pinkish lavender rosemary; honey oatmeal orange; honey beeswax lavender oatmeal; and finally, rose with pink dye. The golden soaps are colored only with natural honey.

I think they look spectacular. They are going to make great gifts.

The only limiting factor was the number of molds we had. (Silicone molds are the best because the soaps pop out so easily!) We made five batches of soap in one evening, using only one sausepan and a couple of tools like a measuring cup for pouring the melted soap and a spatula. We let the poured soap cool and set outside under the porch. We still have materials left over. Cleanup was … soapy; hot water was all we needed to melt away the congealed soap on our tools.

I would say this project is perfectly suited for children with adult supervision. Even little ones can help gather herbs, drip in fragrance or dye, and stir the pot. The soap melts on very low heat.

Then, when we were done with our project, we got to drink wine and eat a delicious chicken fricasée that Ian made. A perfect evening. Thank you, Dakini and Ian!