I’m not sure what happened, but our littlest chick, Firefly, is not doing well. I first noticed this morning when I came in to change the chicks’ water. I easily counted nine chicks. Where was the other one? The chicks were all crowding into one corner and I moved them away from it with my hand. At the bottom of the pile of chicks was Firefly. They had been standing on her. (See her down low in the right back corner? I didn’t yet realize she was being trodden on when I took this photo.)

Her left leg appears to be injured, but I can see no obvious wound. She can’t put any weight on it, and seems to have only enough strength to kind of flop about a little. We have isolated her in a small box with her own food and water. I’ve watched her move about her box, and eat and drink many times today. She is sleeping often. I’m more concerned that she’s getting adequate water than I am about her eating. With other animals, eating is a sign of not yet being finished, but dehydration kills quickly.

She appears to be more comfortable now, but who knows? She is an 18- or 19-day-old chicken. And we are inexperienced at raising chicks. While she has slept today,  she has at times appeared dead, with limbs akimbo and neck splayed out on the litter. (But even healthy chicks sometimes look dead when they’re sleeping.) At least we know that if she is indeed on her way out of this world, she can pass in peace; she won’t be tormented by her flock. Chickens aren’t at all compassionate toward other chickens with weakness or injury.

I wonder what happened to her. I keep trying to figure out how she was hurt. I wish she weren’t Lucas’s favorite. I don’t really expect to find her still living in the morning.

Day 1: There are ten new hearts beating in my home. Welcome, little ones!

Day 2: My goodness they are noisy! They really do say “peep, peep.” They are little balls of fluff. So awesome and adorable! They fall asleep in our hands when we hold them.

Day 3: Our boys got to show their babies to some friends. They are doing great! The peeps sleep often, but wake so easily. They are pecking at each other’s eyes and beaks, but they don’t seem to be causing any harm.

Day 4: Our baby peeps are practicing their chicken behaviors. Today they are scratching and pecking in their litter and they are only about five days old. They also have rapidly growing wing feathers!

Day 4: The little ones nap a lot during the day. But now it’s evening and they are peeping up a storm! Pipe down, baby chickens! It’s sleeping time.

We have come to call this one Chestnut; she is a fuzzy Ameraucana. Eventually, she will lay green or blue eggs.

Day 5: Five days into raising baby chicks, we still have all ten. (Phew!) They are growing so fast and they all have beautiful small wing feathers now! They didn’t have these when we first go them last Thursday, February 17. And for the record, cleaning baby chicken butts ranks right up there among the weirdest things I’ve ever done. It must be done or they can die from “pasting up.” Yeah, it’s just as icky as it sounds.

Day 6: The hot topic of conversation on the Tuesday morning of a week off school is what to name our ten baby chicks. We can finally tell the two from each breed apart, except for the two yellow Buff Orpingtons, whom I think of as “the Twins.” Under consideration are the following names: Chestnut, Dawn. Lightning, Moonlight, Sunshine, Buttercup, Storm, Thunder, Summer, and Firefly. These names would go so nicely with our hens Sunrise, Fireball, Snowdrift, Avalanche, and Midnight, don’t ya think?

Day 6: Wowza! One chick, Dawn (above), was found this evening perched on the top edge of the brooder box! It’s time to rig up that top to keep them inside. A crocheted blanket clipped onto the box with binder clips will do nicely for now.

Lightning, a Light Brahma

Sunshine and Buttercup, the two Buff Orpingtons; we may never be able to tell these two apart!

Day 7: Now I see tail feathers coming in!

Day 9: The chicks are now so active in their plastic tote brooder box that their watering device is constantly getting clogged with the littler they scratch up. I’ve gotten up at 3 a.m. the last two nights to clean it out so they have access to drinking water. The heat lamp is very hot and they drink a lot! Better litter must be purchased.

Day 9: They fly.

Day 11: “Sara, the chicks are now having [unassisted] out-of-box experiences,” Ian reported. Moonlight flew up and out of the box, and then couldn’t figure out where she was or where everybody went. Ian rigged up a chicken wire box top to keep them inside.

Day 12: All of the babies now have fancy epaulets on their shoulders, like feathered generals.

Day 13: My goodness the chicks are active now—and fast! They are also easily about twice their original, just-hatched size. Firefly, a Welsummer, is still littlest. The two Welsummers have stripes down their backs like chipmunks.

Our babies are here! We picked out ten wee chicks at the feed store on Thursday and it was a thrill. We got two chicks each of five different breeds in the hopes that this will help us to know them all as individuals even when they are grown.

Lucas picked them all out. They are sweet little handfuls of fluff.

They are completely “a-DOH-able,” as Asher says. Fuzzy and peepy and sleepy and ever so young! Just two or three days old now. For the next few weeks they will be living in our makeshift “brooder box” in my office, the warmest room in the house. We have learned that they need to be kept warm — really warm. You and I would call it hot. We have had to make adjustments of our plans and setup to accommodate this new info. (I expect to say that a lot during this chick-raising adventure, since this is our first time!) As they grow, they will become more comfortable with slightly lower temps. Nevertheless, we are all enchanted.

More later. I think I’ll go hold one and watch her fall asleep in my hands.

This is the second post in a three-part article about what Waldorf school looks like compared to public school. If you’re just coming to this, I encourage you to read Part 1, which can be found here. Please keep in mind that Ian and I are parents, not teachers, so our perspective on Waldorf is a parents’ perspective.

What does Waldorf school look like?

6. Curriculum. Reading, writing, and math are taught systematically, but probably not with the same system that you are familiar with if you come from public education. The Waldorf curriculum is not up to individual teachers, as it is long established, although teachers can mold things to their liking by choosing stories as teaching vehicles. They are not teaching out of an instructor’s manual and the students do not have textbooks of any kind. Rather, the teacher brings the lesson and the students make their own “lesson books.” Thus, they are constantly developing and using their reading, writing, math, and art skills no matter the subject. Students definitely are not doing whatever they want, as some people seem to assume about Waldorf education. Rather, students follow the lessons set before them by their teachers. More about the Waldorf curriculum can be found here.

7. Class Size and Student/Teacher Ratio. My son’s class has 28 students. It is up to the teacher and the administration to determine how many students he/she can take. They try to hover around 28 to 29 children. In first grade, there was a wonderful classroom aide to help the teacher, but probably more to help the young students adjust to being in a classroom for lessons and sitting in desks. Starting in second grade there is no classroom aide, but the students have the other specialty teachers I mentioned above. In third grade, which I discussed in more detail here, students do lots of cooking, and our dear Spanish teacher also helps with cooking to ensure appropriate supervision of the children while they are working in the in-classroom kitchen.

8. Media Use. The children have no access to computers or computer-assisted learning at school until they reach 8th grade or maybe even high school, I’m not sure. Waldorf is sometimes accused of being of technophobic in that way, but Waldorf teachers have very clear reasons why computers have no place in the lower grades. They strongly discourage the use of TV, movies, computers, and video games for young children, and they can be very adamant about it. There is a plethora of research to support the Waldorf ideal of no or minimal screen time. (I urge you to search the internet for research.) The use of media for the young child effectively drugs children. It robs them of their ability to use their imaginations to form the kind of detailed mental pictures that they need to form while reading, learning history, learning about cultures, learning abstract concepts of math and science, empathizing with others, and eventually in high level problem solving. Some might scoff and say imagination isn’t important. But Waldorf and industry leaders agree: If you cannot imagine that something can be done a different way, then you cannot innovate. The whole goal of Waldorf eduction is to teach children to think for themselves.

Now, to address computers and technology specifically I will admit that some children are using computers at home. My children mostly do not, although they are around us when we use our computers. Some people have asked me, “Don’t you worry about your kids not learning computers? However will they compete in a high-tech world if they don’t study computers in school?” Personally, I have no worries about my kids’ ability to pick up technology skills when the time is right; technology is part of our culture and children learn fast. Our kids will not be able to get away from technology in their lives—so I don’t mind at all staving that off for a later date. I want my kids playing when they’re young, using their hands and their bodies to explore and navigate the world, not sitting glued to a monitor. With that said, my 8-year-old has a pretty darn clear understanding of the Internet just through observing us use it over time, and my younger son has a great affinity for technology. In our home, it is not taboo but rather a useful tool that they do not yet need.

9. Clothing and Warmth. We do not have school uniforms, though there is a dress code: no logos, no pictures, no words on clothing, no camouflage, NO TV or movie characters. Ideal play clothes are warm and comfortable, layered to regulate temperature, and designed in such a way that the clothing does not take the wearer or the wearer’s classmates out of the here and now and into some other space. What I mean is, if a child puts on an outfit and wears it like a costume, letting the outfit dictate their attitude, personality, and receptivity, then that clothing is not conducive to learning. For example, a young child might wear army-green camouflage and then run around playing army and guns, which is discouraged at school. On the other hand, a girl dressed up in fancy princess clothes that make her put on airs or decline to run and play and hang upside-down is missing out on the learning opportunities of the school day. Teachers and administrators don’t want the children to be conscious of their clothing. The rules about clothing, jewelry, and hair color change somewhat as the children get older.

10. Student Evaluation. Waldorf students do not get report cards or letter grades. We get a skills evaluation at the midyear parent-teacher conference and we get an evaluation letter at the end of the school year. The letter is specifically about our child: who he is, what his is learning, what his strengths and weaknesses are, what he brings to the class, etc. There is also a long letter about what the class as a whole studied during the year, and it is broken into predictable chunks, such as Language Arts and Arithmetic, and also Music, Form Drawing, Drawing and Painting, Movement, Performances, and Books Read to the Class. I have to admit, I am thrilled to my core when I read my son’s evaluation letter, even the parts that explain where he needs more practice. Here’s an excerpt.

“Lucas has continued to be such a loving and joyful presence in our class this year. Whether he was creating rocket ships, organizing elaborate games full of imagery, or building great cities in the sand, Lucas was where the action was. Never at a loss for ideas, his eyes would twinkle with excitement when he had the opportunity to boldly create something he hadn’t before. Early in the year I introduced ‘free rendering’ to the children, whereby they could create in any form something from the story they had previously heard. While most drew or painted pictures, Lucas quickly asked, ‘Can it be 3D?’ In no time he was constructing a large castle made out of many pieces of paper rolled and taped together. As others joined in with Lucas at the helm, an amazing castle with drawbridges and towers was formed.”

Such a written evaluation allows us to know our child in his school environment, where we cannot and do not observe him directly. This teacher’s perspective is valuable; it is the observations of the adult who spends all those many hours in our son’s presence among his peers. It gives us a much better window into his growth and development (socially, academically, physically, intellectually) than any series of A’s, B’s, C’s, or D’s ever could.

This article will be continued in Part 3. Please join me there for more information on Waldorf schooling. As always, I welcome your comments!

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?

I am not usually one to wax on about science. Don’t get me wrong. I love science and I think it’s perfectly marvelous. People who do science (wait, that’s everyone!) are amazing and clever and inspiring. But usually, I don’t consider myself a science geek …

Except sometimes, when science and beauty intersect. There! Right there is where my interest is captured fully and profoundly.

Enter my latest scientific fascination: W.A. (Wilson Alwyn) Bentley. Mr. Bentley was 17 years old in 1885 when he first paired his love of snowflakes with this newfangled gizmo called the photographic camera. He created on his Vermont family farm the very first photo-micrograph of a snow crystal and thus launched his career. In 1931, the year he died, he published Snow Crystals, in which he published 2,500 of his some 5,000 photographs of snow crystals.

I checked out Bentley’s book (Dover, 1962) from my local library.

And it is AWESOME.

That’s it. Page after page after page of white snow crystals on a black background. Perfect and fragile and exquisite. Fascinating and mind-blowing. Two hundred and one such pages, depicting unique crystals, including snowflakes, ice flowers, windowpane frost, rime, glaze, and graupel. There are only eight pages of text in this miracle of a book.

My dear Mr. Bentley, I think I love you.

“Mama, pretend you say, ‘Asher, you can put your hands on my nipples!’ How ’bout that?”

<laughing> “No, I’m not going to say that.”

Asher climbs into my lap and sits facing me. “Mama, let’s talk about nipples.”

“Okay … what do you want to say about nipples?”

“They are really good on your breasts.”

<more laughing> “Yeah. Thanks. That’s where nipples should be.”

“That’s funny.”

I’m thinking we’re now going to talk about mama milk and feeding babies and how big boys don’t need mama milk anymore, so I ask, “What are nipples for?”

“My hands!”

“I am a fluffy snake dragon bunny,” Asher said.

“Do you have a fluffy tail or a long tail?” Daddy asked.

“I have a fluffy long tail.”

“Do you have ears like a bunny or no ears like a snake?”

“I have ears like a bunny,” Asher said.

“What part of you is like a snake?” inquired Daddy.

“My feet.”

I read about making ice lanterns on one of my favorite blogs, Ordinary Life Magic, and just had to try it. Stephanie is brilliant and you should read her tutorial if you want to do this. Thanks for the inspiration, Stephanie!

Trouble is, where we live in California, we don’t have snow or freezing temps. But we do have …. (drumroll) …. freezer technology!

Lucas helped me clip and gather lots of little bits from our garden, which these days is looking a lot soggier, muddier, and more cluttered with decaying leaves than usual. Still, there are plenty of colorful bits and bobs to find: autumn leaves, berries, sprigs from our redwood trees, and even a few stubborn flowers still.

Fortunately, Ian hadn’t yet succeeded in his bid to get rid of the old and mismatched food storage containers, so I was able to use them. We had to find rocks to weigh down the inner container. This is when my kids lost interest, so I carried on bravely without them.

First, I froze an inch of water in my large, cylindrical container to make a base of the lantern. Then I set the smaller, weighted cylindrical container inside the bigger one. I put the nature bits and bobs into the space between the inner and outer containers, then poured water into the space and set the whole thing carefully on a level shelf in the freezer. I tested the ice after a few hours and decided it wouldn’t really be done until the morning.

The next day, we carefully transported the whole thing, containers and all—frozen solid—to brunch the next morning at our friends’ house. It was the hostess’s birthday and she is, and always has been, a candle nut, so we presented our ice lantern to her as a gift, with a gaily burning tea light inside it. It turned out beautiful!

Some things I learned in doing this:

* Ice expands when it freezes (of course) and may make your outer container bulge if it’s plastic, so don’t use something you wouldn’t want to be ruined. (A coffee can might work best.)

* Don’t use glass; I used a glass jar as my inner container of one of my lanterns and it broke before it released from the ice.

* You can easily remove your inner container by pouring in some warm water. Just make sure you haven’t accidentally spilled water into the inner container before freezing, for of course, that will freeze too and make it difficult to pull out the inner container.

* If your ice lantern breaks into two pieces like mine did, you can put it back into the freezer (still protected within the outer container) and the broken parts will freeze together again.

* If you put your ice lantern on a plate or flat surface to display it indoors, it will probably slide around as it melts. I improvised a solution by putting down a paper towel first, setting the lantern atop it, and then disguising the towel with autumn leaves. If you have snow, you can put your lantern on a pile of snow, or I suppose sand would work to keep it centered, too, and would be naturally pretty.

On Thursday before the Thanksgiving holiday, we were privileged to see the third-grade Eurhythmy performance of The Firebird, adapted by the Eurhythmy teacher Ms. M from the Russian fairy tale. She made changes to ensure that the whole class could be involved to the fullest and her vision and choreography were beautiful. There was live piano accompaniment and the children clearly worked very hard to put on this show.

The children were incomparably beautiful to my eyes, which I admit were full of tears the whole time.

Our Firebird.

The Prince and his companions danced and cavorted in the forest.

Lucas was a companion to the Prince

The girls were ladies in waiting to the Princess, and also mermaids in the sea. To me, they look like a Renaissance painting here.

An Evil Magician turned many to stone. I’m told that he was delighted to play this part! And he played it fiercely.

The Prince and Princess eventually were married, of course.

There was a beautiful Queen of the Mermaids, who helped the Prince in his adventures.

The Firebird in flight, wearing the wings I painted for her.