Yesterday we said good-bye to a favorite hen. Midnight passed away in the afternoon. She was a great hen with a lovely disposition and gentleness, and she laid gorgeous, huge brown eggs steadily for us for a year and a half. She was two or more years old when we rescued her. She seemed to have a steadying influence on the other hens. She was large and fluffy and her black feathers were soft and iridescent in the sunlight. She was Ian’s favorite of all of the girls.

Last fall, we noticed her belly was distended and so we researched online to find out what might be up with her. We found evidence to suggest that she was perhaps egg-bound, and although we did the things that were recommended to remedy it—ridiculous things like giving her a bath in warm water—nothing changed for the better. Yet, she didn’t die like the Internet said she surely would do within a few days. In fact, she lived another three months, ate heartily, grew her bottom feathers back in,  and …. then lost them again. Our theory is that she overwintered OK because she wasn’t laying, but now that spring has ramped up the hens’ egg-laying, she was egg-bound and it did her in.

Or we could be totally wrong about all of that. We’re just guessing.

Anyway, although I thought there might be great grief when I told my children about losing Midnight, they surprised me by taking it in stride. Lucas wanted to see her dead body, and then seemed to accept that she was gone. Asher was mildly interested but not upset. I’m grateful for Emily Mouse (our deceased pet), who paved the way for our experience of losing an animal. I also think that the addition of Solstice Dog to our family has given my children an understanding of what is a “proper” pet, and so the chicken seemed less important.

And while it’s quite silly to be very sad about losing our Midnight when we are a family who eats chicken three times a week, she was, nonetheless kind of a pet.

Rest in peace, Midnight. You were a great chicken.

I had my “final” painting class on August 23. We worked on a still life of watermelon on a table draped with black velvet fabric. I tell you, painting black velvet was really tricky for me. Is it green-black? Purple-black? Mixing blacks from transparent ultramarine blue, alizarin crimson, and thalo green was quite remarkable. I painted a small 8- by 10-inch canvas that night.

A few days later, while the paints on my palette were still wet, I finished it at home. I elected to work on that black velvet some more—it was looking wimpy—and to dull the green in the rind of one section of melon a bit more. Here’s a photo of the finished, still-wet painting. Such a simple, one-object subject, and yet it presented many challenges. It felt perfectly marvelous to use all those reds!

Above, I said “‘final’ class.” I have to enroll in another session because I’m not done with this yet. I’ve taken a haitus of a couple of weeks now and I and really miss it. I’m hoping to return to class next Tuesday.

To all of my darling friends who made it financially possible and shoved me into this dream of mine (because I wouldn’t go there otherwise), thank you. Thank you from the bottom of my heart. I’ll never forget this birthday present.

Darling boy, I usually reserve these letters for birthdays. But I feel the need to write you today, on your first day of fourth grade, and tell you how proud I am of you. You are embarking on what I’m certain is going to be an amazing year. I see your skills blooming every day, and I know that you are ready to take on the world. I am delighted in your many interests. I am astounded by your can-do attitude. I think you have wowed me every day of your life.

I know that some things come easily for you—being creative and solving problems are your superpowers, I think. I also know that you’re going to have to learn some new skills, new discipline, and good habits that will carry your natural talents to the next level. You will be tasked with bigger projects and more involved work. Homework is part of our journey this year. Spelling tests will continue. I am not sure how to teach you to care about these things; I hope that you will automatically, now that you’re older. I am not saying that it’s good to live or die by these things (certainly my own obsession with grades often worked against my best interests). But I do want you to strive. How does a parent teach that?

I don’t know. We’ll be learning together, that much is sure. Our collective brilliance will need some focus this year, of that I am certain. My hope is that we can learn to work effectively together in this new way.

I love you. Here we go!

Mama

A couple of weeks ago, Lucas and some buddies got a golden opportunity to study robotics with a young champion robot engineer. They basically built a LEGO Robotics Summer Camp for a handful of lucky fourth-grade Waldorf kids. Above is the robot that Lucas and his partner, R, built.

The boys got to use LEGO Mindstorms parts, complete with a programmable brain, light sensors, eyes, etc.  Although Lucas is a champ at building with LEGO, this was different! This was pretty much his first experience working with a computer, apart from a 10-minute learning game once in a while.

The boys worked in teams, building three different robots of their own design. On the last day of camp, we gathered for a final challenge.

The robots had to follow a prescribed, programmed path, turn, advance to pick up a baton, turn again, and carry the baton and deposit it into a holding bin. Along the way, the robots were supposed to push a ball into the holding bin, too. This is a photo of Lucas and R’s robot on a trial.

This is a challenging task! Being off even a few degrees at one point in the path makes the robot wildly off course later on. During the challenge, the kids made lots of minute tweaks to the robots’ programs.

Several robots succeeded in completing the challenge at least once. Here’s their (blurry) moment of victory.

The taped table gave the robots’ sensors clues about where they were.

I think this six-afternoon camp was challenging in many ways, but also super cool. You can tell they had a great time, even though some afternoons were uncomfortably hot.

I think this is S’s robot, ready for a run. So great!

At they end they all got certificates of completion. Can you think of better way to motivate boys to learn than combining good friends, LEGO, computers, problem solving, and mentorship?

Don’t they look grand with their robots and coach Karl in the back? Little geniuses every one of them!

And goofy boys, too.

Lucas has been very busy for the last week and a half working on his major project for third grade. In the Waldorf schools, third graders study lots of practical things like cooking, measuring, building, and making clothing. They also study shelters—the various types of homes people made or make for themselves in different parts of the world throughout history. The students have to choose a people with a particular type of shelter, build a diorama of their shelter, and write a report about it.

This the first big homework project, and it synthesizes what the students are learning in school with all kinds of other awesome qualities of third graders: their practicality, their extensive experience of modeling, their creative thinking, and their love of measuring, using tools, and building. It also calls into use their developing writing skills, their recent study of grammar and parts of speech, their artistic ability, their awakening to the real world around them and awareness of others, and their blossoming love of realism.

Lucas wondered if he could make a house boat for his shelter project—after all, some people live on house boats. After some research, he and Ian hit upon a people indigenous to the Andaman Sea called the Moken, and we checked in with Lucas’s teacher to get her okay to proceed.

The Moken live on their handcrafted boats, called kabang, most of the year, and travel around the islands off the coast of Thailand. During the monsoon season, they live on land, but that’s only about three months of the year. They fish and trade fish for rice. Their kabang keels are dug-out logs that are passed down from father to son. “It can take a family four months to build a kabang. The traditional boats have sails and oars, but the new boats run on diesel engines” (from Lucas’s report).

Lucas used clay to make his kabang keel. Bamboo skewers were used as struts on which to weave the boat’s gunwales, which are traditionally made from zalacca wood. Lucas made his from garden twigs. He built the shelter on the deck of the kabang and thatched it with more twigs.

Lucas modeled two Moken people out of beeswax. (Whole families live on these kabang, and the boats travel in groups of six or more.)

Then Lucas wove a sail from raffia. The Moken use pandanus leaves to fashion their sails.

Here is the finished kabang shelter. Mr. Moken is standing in the sea, fishing with a spear. The kabang flies the Thai flag. The Moken people spend much of their time in the sea diving for shellfish, and studies show they’ve developed better underwater eyesight. “The sad thing is that there’s only about 1,000 Moken living on the sea today because the Burmese and Thai governments are trying to get them on land.”

“I want to go there and help them out. I also want to build a kabang with a Moken,” Lucas concluded.

This was a tough project, but one that was very rewarding, I think. Making something with his hands helped Lucas engage with the material, much more so than simply writing a report would have done.  It was also great to see Lucas work so hard over so many days, with his dad’s careful support and supervision.

Lucas and his classmates will also present their shelters to their class and talk about them. They will answer questions from the teacher and classmates as well. I’m proud of all of these kids for accomplishing something that took two weeks or so to make; perseverance is an important trait to develop.

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.

This little treasure of a book, Astro Bunnies, isn’t fancy, isn’t old, isn’t even hardbound. It’s a Scholastic paperback that I found in a used bookstore and snatched up years ago. We first encountered it when we checked it out from the library when Lucas was small. The author is Christine Loomis, who wrote two other delightful Bunnies books—Coyboy Bunnies (1997) and Scuba Bunnies (2004). The illustrations in Astro Bunnies are by Ora Eitan.

Loomis’s text is lilting and fun; perfect for preschoolers or early readers with an affectionate ear for rhyme. Eitan’s illustrations have a retro-futuristic feel that I find appealing. (I’m sure that kind of style has a name in the art world, but I don’t know what it is.)

My boys love the idea of space travel and the juxtaposition of cuddly white bunnies and astronauts is a successful one. The bunnies put on space suits and go for a space walk, “ride their rockets in slow motion through a silent starry ocean,” and collect data for science. Really, what could be better than that?

Their adventure doesn’t stop there, however. “Then a ship appears in space. Bunnies from another place!” Preschool Lucas used to laugh and laugh at the alien bunnies.

Today, Lucas is home sick and since I had this book on my mind anyway, I asked him to read it to me. When the tables turn like this and he reads to me, it’s simply magical, no matter the stutters or mistakes. His reading skills are developing and he’s now in need of practice, practice, practice. We talked about tricky words (spelling of motion/ocean and dial/smile; sound differences of scouting/touring) and how sometimes you just have to memorize them.

To keep him busy today and help him practice his cursive writing, he is now copying out some words from this book for me—a quick little foray into homeschooling and homework, which is something he is keen to do (for now). It’s a win-win deal, except for the sniffles and fever.