THE BRIDGE John came over to the window. “Yo! I’m choking on your fumes, man” “Well, don’t follow so close,” I said. “I don’t want to lose you,” he complained. “Lose me? I’m barely going 40 and there’s no one else on the road!” A bit later, the attendant at the station took a look at the engine and determined the van was fit. “It’s probably just working harder than it’s used to,” he explained. We would just have to take our chances the rest of the way. On the road again, it was dark. The roads were winding and steep, but we were counting down the miles at this point. Under one hundred to go. Back onto the interstate, I-89 North. Next stop, Montpelier. The skies were dark and the stars were bright, and not another car in sight. “We’re not in Virginia anymore, Toto, I mean Natalie,” I said. She laughed. Counting down the exits now, exit 5, a few miles later, exit 6, then exit 7. “One exit to go,” I said. Exit 8. We’re here. I eased the big machine onto the off ramp, and around we went, for what seemed like a complete circle. We passed the golden dome on the left. “Look,” I said, “Isn’t it beautiful?” Left on Main Street, through town and past the little shops that make up the downtown. Through the roundabout, and up Main Street to the top of the hill. We were really excited now, as our journey was nearing its end. Around the curve to the left. One more turn. We made it! I yanked the steering wheel to the left onto Towne Street. It was the first house on the left. Screech! Thunk! The van ground to a halt. It wouldn’t go forward anymore. I threw it into reverse. Scrunch! The sound came from the back. Now it wouldn’t go backward either. We’re stuck! I got out to inspect, barely able to open the door as the van was at what felt like a 45-degree angle pointed up the hill. Around the back, I saw that the van’s trailer hook, which stuck out about a foot from the tail end, caught the ground when I went up the hill. Then, when I backed up, it stabbed the pavement and stuck. We were a mere 50 yards from our destination after a 700-mile drive. Within five minutes, a car pulled up next to us as I was fumbling around the cab looking for my cell phone. A young guy of about 20 stuck his head in the window and said “You guys are stuck, aren’t you?” “Um, yeah,” I moaned. “OK, man, I’ll call my girlfriend. She works for a towing company.” He pulled out his cell and started dialing. “Hey Brenda, honey, I’m on upper Main Street with some AUGUST 5, 2010 • PAGE 7 folks who need a tow. Yeah. Cool.” “Done, dude, they’re on the way,” he said. “My name’s Jake.” “Rick,” I offered. “This is my daughter Natalie. Nice to meet you.” Out the other window a familiar face appeared. My good friend, Tim, who made the trip up from his home in Salem, New York earlier that day to help us with the move, was standing there, beer in hand. He handed it to me and said, “Looks like you need one of these.” Within 10 minutes, the police showed up and put down flares to direct traffic. Then the tow truck arrived. The driver looked at the van and just shook his head. He got in his truck, drove around us, up the hill and backed down to the front of the van. He was quiet as he hooked up his winch to the front. “Alright,” he said, “I’m going to pull you up the hill and I want you to gently give it gas as I do.” I got in alone this time. As he started to pull, I put it in first, Oh yeah, no first gear. I put it into second and gave it gas. As I eased off the clutch, it rattled and stalled. “Try again!” he yelled. It stalled again and again and again. The tow truck driver got more and more frustrated. He drove his truck around to the back of the van and backed up to it as close as he could. Then he placed the tow hook under the back end. “Put it in neutral,” he demanded. He then started to retract the winch, lifting the back of the truck straight up, his little tow truck fish-tailing around. It worked. The trailer hook popped out of the pavement, and the van was freed from its trap. The cop came up to me and said, “Now pull the van forward up Main Street and then back it up the hill. We’ll guide you.” So I did. I got the van into position, and gunned it in reverse up the hill, blindly smashing into trees as I went. I made it though, and I backed the van into the driveway of our new home. I pulled to a stop, exhausted. The police officer walked up to the window. I was expecting a ticket or a reprimand, but instead he kindly leaned in, smile on his face, and said, “Welcome to Vermont.” Rick Powell is a freelance illustrator and owner of The Book Garden in Montpelier. He creates custom portraits and illustration his downtown studio and lives in our fair capital with his two children, Natalie, 16, and Bobby, 10. You can see more of Rick's work at www.studiopowell.com and on the walls of The Book Garden at 50 State Street. The Knitting Studio’s 2nd Anniversary! Progressive Sale—the more you spend, the more you save! Saturday, August 7 97 State Street, Montpelier 802.229.2444 Storewide savings up to 25%! PAGE 8 • AUGUST 5, 2010 THE BRIDGE A Conversation with Mark Mason Montpelier’s New School Superintendent by Marsha Barber M ark Mason took the reins as Montpelier school system superintendent on March 3 of this year after serving for eight years as school superintendent in Scituate, Massachusetts. Born and raised in Brockton, Massachusetts, just south of Boston, Mason graduated from the University of Massachusetts at Amherst and came up through the ranks of the educational system, teaching high-school social studies in Brockton for 14 years. When the city went bankrupt, 124 teachers were laid off. Mason was one of them. Instead of pursuing another traditional teaching job, Mason took a new route and helped to initiate a program for 44 disenfranchised youth at a vocational technical high school on Cape Cod, soon becoming assistant principal of the school. Eventually, he ended up in Scituate, first serving as principal and then as superintendent. After 10 years in Scituate, deciding he needed something different, he applied to work in the New York City public school system. Right around this time, as he tells it, “the job in Montpelier came on the radar. I knew Montpelier had a solid reputation culturally and traditionally.” His big-city plans were abandoned and he’s now a proud citizen of downtown Montpelier. We recently met in my office at The Bridge to discuss his new job, the three schools he supervises (Montpelier High School, Main Street Middle School and Union Elementary School) and his visions for the future of the Montpelier school system. You began job in Montpelier on March 3 after most recently serving as superintendent in Scituate, Massachusetts. How does that area compare in size to the Montpelier school district? There were around 220 to 260 graduates there as opposed to about 90 at Montpelier High School. We had six buildings as opposed to three here and a $34 million budget as opposed to around $13 million here. How do you see the challenges in the Montpelier school system as different from your previous job? The pressures are the same in that they’re consistent in dealing with a family’s most prized possession—their child. There’s still the same obligation in that when they cross that podium at graduation that they have options and choices in their lives. That truly is what our job is: to make sure the students have opportunities beyond high school. Yes, there has been some reduction in enrollment in Montpelier and there has been concern about that. That’s probably the number one challenge. What do you hope to achieve, broadly speaking, as Montpelier’s school superintendent? What are some of the changes you’ve implemented already? What are the current strengths of the system? What are the needed areas of improvement? Number one, I want to be a protagonist for excellence. I pledged to the school board to really have a long view of making this district the best in the state: culturally, academically, in the fine arts arena. Maintaining our facilities is key. The state has invested $16 million in three physical plants, and it’s crucial to maintain those. Our citizens take civic pride in those. It’s also crucial to maintain quality programs in every level so kids have options. We have to make sure we have a school system in grades K through 12 in which taxpayers have trust and faith that it’s managed efficiently and effectively—that the overall organization is running effectively and that there’s a certain degree of transparency in the way we do business. I relish the opportunity to answer questions about our budget and programming. The school system is the one municipal department that absorbs the greatest amount of revenue and I think we always have to be aware and appreciative of that. My main focus has been on facilities. We want a renewed sense of openness and pride and we’ve focused as many resources on that as possible. At Union Elementary, I received an e-mail from a mom who’s organized more than 40 moms and dads between Tuesday and Saturday of this week to come in and help clean, sweep, paint, spruce up the basketball court. The recreation department has planted new grass. We really want a “wow” factor when the kids return to school. I’ve pledged to the school board that by September 1 we wouldn’t have to look backwards but could move forward and deal with visionary issues. Once we cross threshold with three facilities, we want to maintain them on a regular basis and to provide our board and community with data in terms of supporting consolidation and reorganization. We want to maintain stability. The system has suffered the loss of a beloved superintendent and since then there has been a flux in stability. It’s very important to have one “go to” person for a bit of tenure. In the past several years, school enrollments here in Montpelier have been in decline. But school taxes have continued to rise. Why has this been happening? What can be done to address this issue? I would assume it’s to maintain a certain level of programming for youngsters. We have a really good fine arts program. It may have 60 kids or 40 kids, but we have to maintain a knock-out fine arts program no matter what the size of enrollment. The same can be said for our science program, etc. But it behooves us not to cut those programs. Secondly, inflationary costs come with running any organization. Thirdly, you have to make investments in your infrastructure. Plus, you have to update technology every three to five years. Then there are costs associated with updating heating, plumbing and electricity. For safety’s sake and to make sure that our kids get recognized, whether it be for drama performances, chorus, football, you must prepare the stage, have coaches, prepare uniforms. If you enter into competitions, particularly in fine arts, there are fees to pay and travel costs. You must showcase these opportunities so taxpayers see the value of where there dollars are going and the community feels a certain pride. Given enrollment declines, do you think it continues to be wise to run three separate buildings with three separate building principals? Do you favor continuing to keep the Main Street Middle School open? Do you personally support the “middle school” concept? That’s something that the school board, school staff, our community as a whole and other communities have to decide. Is there merit? Is it the will of the people in Montpelier to merge with another high school? There are some gains and losses. There may be some opportunities. There’s something good about kids walking to a local middle school. There’s something to be said about a school board looking out for the kids in their own middle school. There’s something to be said for a community to know that the high school is theirs. I do personally support the middle school concept. In truth, I wish our numbers were higher. I think another one of my jobs is to see what we can do with neighboring communities. I’m sure there are people who look at Montpelier and say, “I wish I could send my kids to that school.” I think with some imagination and showcasing we can show that Montpelier public schools are the go-to school district in this area. But making that perception the reality is, how do we transport them? How do we come up with tuition that’s fair to their community and fair to taxpayers in our community? There appears to be a growing interest in local agriculture. Do you think the Montpelier school system is doing enough both to support this growing interest and to prepare students for careers in farming and agriculture? continued next page BRAGG FARM Maple Creemees “Just Gotta Have One” Enjoy maple and chocolate creemees, milk shakes, and sundaes 223-5757 OPEN EVERY DAY 8:30 am–8 pm Located 1 mile north of East Montpelier village on Rt. 14N (follow signs) Tell them you saw it in The Bridge! She knows what’s going on because she reads The Bridge THE BRIDGE [Laughs] Well, Tom Sabo is a demigod. [We discuss the popularity of Sabo, a biology teacher at Montpelier High School who runs a greenhouse and agricultural program at the school, whom I interviewed for The Bridge’s Food Issue.] But seriously, I had a conversation with NECI to see if there can be a partnership with them to have them be part of our food service program, which is a winwin. I think we’re leading the way. It’s not just one science class. There’s a whole mentality, a whole culture that extends through all of our schools: eating healthy, buying local, a whole sense of sustainability. Do you favor a merger between the Montpelier school district and the U-32 school district? If you favor such a merger, what are the obstacles to achieving this merger? I can’t make a recommendation until I see what all the data is. If it means our middleschool kids have to sit on the bus for half an hour each way, I can’t recommend that. There’s a lot of stuff we have to evaluate. It has been observed that property taxes in the towns that surround Montpelier are as much as 25 percent less than property taxes in Montpelier. What do you think should be done to address this gap? How is this gap affecting Montpelier school enrollments? I would assume it has some impact. I would think a family would look at Montpelier and think how wondrous it would be to live here and think they can’t afford it. I know some of your readers will want to kill me for saying this, but taxes aren’t necessarily the big evil. Look at the resources you get: a great library, a beautiful downtown, so many wonderful cultural resources you can walk to. I recently purchased a home in Montpelier for that reason. If we can look at something imaginative and creative about inviting youngsters from surrounding communities to enroll in our school system, that would be great. If we could get them to come in at a tuition rate that’s acceptable to them and to local taxpayers, that’s a win-win. If it’s costing us $12,000 typically to pay for the education of a Montpelier youngster, it would be tough for taxpayers to accept we’d offer a $3,000 tuition to a youngster from another community. But if we could find some middle ground, that would be good. There are now a number of alternative schools that are serving elementary, middle, and high-school youth. Do you favor public funding for such alternative schools? In Massachusetts we had charter schools, and we had to compete with private schools and parochial schools. My message to the community is that we will build the very best programs we can in our public school AUGUST 5, 2010 • PAGE 9 system. In truth, I’m not really afraid of losing kids. There are programs existing and there are programs imagined for the future that are going to be exciting, and families will look at those programs and say there’s no reason for me to leave the Montpelier school system. What do personally enjoy most about your job as superintendent? I think what I find most gratifying is the opportunity to work with a group of civicminded individuals who choose to work within a skilled organization that cares about people and outcomes, all within a community which supports public education and each other. I noticed earlier in our interview that you mentioned the arts as a focus you’re proud of. I was very happy to hear that, given the general cut in arts funding for schools. Is that a personal mission of yours, to emphasize the imports of the arts in education? I would not say that the arts are a personal mission of mine, but I do know that the arts and a variety of other in-school pursuits give voice and meaning to any number of students. Some youngsters find success in the classroom, but still others may find accomplishment on the field, stage or within a lab. If we are truly committed to providing a comprehensive education for all and determined that our graduating seniors have career options ahead of them, we must offer a relatively broad range of programming. Binge drinking is all over the news as being on the rise on high-school campuses. Has this been an issue at Montpelier High School and, if so, what can the school system do to address this? Yes, drinking, and its regrettable close relative binge drinking, is, either directly or indirectly, part of an adolescent’s life. And yes, our high school has issues similar to most every high school in this region and across our country. Within our high school, I can report that every adult serves as a responsible role model and ever-available counselor. We encourage healthy habits in our classrooms regardless of whether it is physical education or modern literature, and I would like to believe that we have had an impact. Yet I must point out that typical high schools serve their youngsters for approximately six and a half hours a day. Thus, it behooves the entire community, from students to staff, parents to neighbors, governance board members to business owners to demonstrate healthy habits for our young people 24 hours a day and seven days a week. You mentioned a spirit of volunteerism at Union Elementary, in the 40 moms and dads who were sprucing up the Mark Mason. Photo by Nat Frothingham. place. How do you think volunteerism in general can be increased in the district (if it needs to be) and do you have a plan for that? Yes, I was amazed at the extraordinary number of parents, guardians, and students supporting the renewal of the Union Elementary School. I will confidently assume the same level of vigor and involvement in other Montpelier schools as well. With that said, I believe that it behooves us as public school staff members to encourage, and then direct, this high level of support for our schools. In truth, we must always remember that the public schools are the public’s schools and that a mutual partnership must be nurtured so that taxpayers feel pride in supporting public education while public school staffers take pride in their community. How is sports participation changing, if it is? This is an interesting question. I came here from a community who appreciated the fact that successful sports teams not only provided opportunities from youngsters to find success and satisfaction the fields and courts, but that winning programs brought esteem and dignity to local residents. Yet here seems to be a greater degree of balance between all the pushes and pulls on young people, and . . . winning is not as important as practicing and having fun. A great example from last year was the Ultimate Frisbee team. Now, no one would mistake this sport as a challenger to football or hockey. Yet your high school put together a squad, built a competitive schedule [and] garnered a growing support from the community, advancing to a post-season competition, all the while having young people compete, work together, think creatively, all within a challenging environment, all the while having an enormous amount of downright fun. I see this as a example of where Montpelier may very well lead in a new direction for interscholastic sports. Just so people can get to know you a bit beyond your role as superintendent, what are your main personal hobbies and interests? Personally, I enjoy reading fiction and listening to a variety of musical forms. As well, I seldom miss a determining championship athletic contest, whether it be a seventh game in baseball or basketball, a Sunday tennis or golf match, or a final contest in hockey or soccer. Otherwise, I am just a casual sports fan. In addition, I try to keep physically active and, most of all, I enjoy laughing. Joshua Singer, MS, L.Ac Come visit us at our new location: 156 Main Street, Suite 103, Montpelier www.integrativeaom.com | 223-0954 Supporting our community in collaboration with the Montpelier Health Center and Central Vermont Medical Center. Kerry Jenni, MS, L.Ac PAGE 10 • AUGUST 5, 2010 THE BRIDGE The Orchard Valley Waldorf Alternative Gains Ground by Nat Frothingham A t a time when many public schools are under pressure to get children to read earlier; to get them started on math earlier, even in kindergarten; and to get them to perform well on federally-mandated, standardized tests, the Orchard Valley Waldorf School in East Montpelier and its satellite early childhood center, The Child’s Garden in Montpelier, are embracing an alternative approach to education. The Child’s Garden, founded in 1991, and the Orchard Valley School, founded in 2004, are offering educational programs that begin with parent and infants and continue all the way up through eighth grade. All told, both schools enroll about 180 students and employ 30 full- and part-time faculty members on the two campuses. The Orchard Valley School will graduate its second eighth-grade class in June 2011. The Orchard Valley Waldorf School and The Child’s Garden (like other Waldorf schools worldwide) trace their roots to Austrian-born scholar, thinker, writer and lecturer Rudolf Steiner. It was Steiner who opened the first Waldorf school in Stuttgart, Germany in 1919. According to an article titled “Schooling the Head, Hands and Heart” by Ronald E. Koetzsch, which first appeared in the East West Journal in 1989, the first Waldorf school was a collaboration between a Stuttgart industrialist, Emil Molt, and the writer and lecturer Rudolf Steiner whom Molt had come to know. World War I, with all its devastation and loss, had just ended in Europe in 1919, and Emil Molt, who was director of the Waldorf-Astoria cigarette factory in Stuttgart, put two questions to Rudolf Steiner. First, “Is there a way to educate children that will help them develop into human beings who will be capable of bringing peace to the world?” And if there is such a way to educate children, “Will you start such a school?” Rudolf Steiner opened the first Waldorf school in Stuttgart in 1919 with 175 children and eight teachers. A Rudolf Steiner School in New York City opened in 1928. Today, there are some 900 Waldorf schools in more than 80 countries worldwide. The Waldorf school movement is particularly strong in western and northern Europe. But the Waldorf movement has spread across the globe with schools in such far-flung places as India, Japan, South Africa, Brazil, Korea, Australia and New Zealand. Steiner’s idea in 1919 was to create a school “in which all capacities of the child—physical, emotional, intellectual, moral and spiritual—were nurtured and developed . . . in which art, music and handcrafts where as important as reading, writing and arithmetic.” Steiner identified three critical stages in a child’s development. During the child’s first seven years, Steiner saw “imitation” as the child’s chief way of learning. Imitation: that’s how children learn to speak. It’s how they learn to crawl, stand, walk. Through imitation, children take on the gestures, attitudes, values of the adults around them. In a second developmental stage, around 7 years old, as children lose their first teeth, it is imagination that Steiner believed was the most active learning talent. In the third developmental stage, beginning with adolescence, children, Steiner believed, develop the ability to think, discriminate and make judgments. *** In the Orchard Valley Waldorf School community newsletter of fall 2008, Kate Winslow, who is a teacher at Xixi Smith (on swing) and Cora Stearns. Photo courtesy Orchard Valley Waldorf School. the nearby Wellspring Waldorf School in Chelsea, wrote about the teaching of reading and writing at Waldorf schools. A family came to look at our school for their son a couple of years ago and asked me, “Do you know what they say about Wellspring—that you don’t teach children to read and write.” I laughed. . . . The most controversial, and perhaps the healthiest, part of Waldorf education is the “delayed” reading. In a culture that is in a mad rush to grow up its children, it can be shocking that capital letters are introduced individually, not until first grade, and are written first as pictures drawn from fairy tales the students have heard. Children make their own books that are filled with these letters, colorfully illustrated. . . . Waldorf educators have long understood that reading is an abstract concept that children are not ready New This Year F or the first time this year, The Child’s Garden will be joining Turtle Island Children’s Center and the Family Center of Washington County as preschool partners with the Montpelier School District. Under Act 62, passed by the Vermont legislature in 2007, local school districts may provide preschool opportunities for children in partnership with private preschool programs. These programs must meet the Vermont Department of Education’s quality criteria. According Patty Gaston, who is managing these preschool partnerships for the Montpelier School District, Orchard Valley’s early childhood center The Child’s Garden definitely qualifies for this partnership. “We don’t know the number yet,” Gaston said about the children (3 or 4 years old) who will be able to participate in Child’s Garden programs. In Montpelier, there’s a cap of 67 preschool children who can participate. Under the program, each child will qualify for tuition money of approximately $2,000 per child. The money to support this program at The Child’s Garden this first year is being made available through the Vermont Community Preschool Collaborative. This collaborative has pulled together money from the Turrell Foundation, Ben & Jerry’s and the A.G. Henderson Foundation. Interested Montpelier parents of 3- or 4-year-old children should call the Orchard Valley Waldorf School at 4567400. to start to learn until they are at least 7 years old, if not later. In the meantime, though, they are filled daily with stories, fables, myths and legends, not read from a book but orally told by their teachers. As they listen, no picture books are held up to give them preformed illustrations. Instead, their own vivid imaginations are busily creating original pictures. “It’s not about filling the pail. It’s about lighting the fire,” was what Orchard Valley’s Enrollment Coordinator Dawn McConnell said about a Waldorf classroom. “For us, childhood is a magical time. We don’t want to rush them through it. They are learning how to navigate the social world. This is the first time they are separated from their parents. They need to learn how to take turns, share, work together, solve problems.” Talking about her work as a teacher of a mixed-aged (3- to 5-year-old) class at Child’s Garden, Laura Karstensen said, “We honor childhood. We allow children to experience childhood to its fullest. Children have a lot time to explore the world, themselves, to develop friendships and learn to participate in a social world. We’re lucky both in Montpelier and in East Montpelier that both schools are situated on beautiful land. At the Child’s Garden, in addition to a play yard, there are also meadows and a forest to explore. Our children are comfortable outdoors in all kinds of weather. They notice what’s out there. It’s so alive for them.” An important element of the Orchard Valley School (and other Waldorf schools as well) is that a class teacher starts with a class in grade one and ideally stays with that class through grade eight. The idea of a child at play permeates the Waldorf approach to early childhood education. Writing passionately about how play is currently under assault in the lives of children, longtime Waldorf teacher Rahima Baldwin took aim at television. We have seen that the young child is most at home continued next page THE BRIDGE AUGUST 5, 2010 • PAGE 11 in the imaginative, artistic world of color, movement, repetition, imitation and fairy tale images. Many things commonly found in homes and preschools today work against the normal growth of the child. One of the most destructive is excessive exposure to television. The hours spent in front of the television are an assault on the child’s developing senses and can destroy imaginative free play. Baldwin went on in this article to dismiss the value of workbooks for preschool children. Then she attacked the too-early teaching of reading and math to kindergarteners. Summing up, she wrote, “Studies by Piaget and others have demonstrated that a wide, rich imaginative life is the foundation for language skills in the next stage of development. If you were to observe an early childhood class at Orchard Valley, this is what you would see: children singing, jumping rope, bean bag tossing, participating in rhythmic activities, playing cooperative games, drawing, painting, chopping apples, baking, washing up, knitting, listening to stories and telling stories, planting seeds and watching things grow. Parents, Teachers and Governance In many ways, the Orchard Valley School is parent and teacher driven. It was a group of parents who pushed hard to open the Orchard Valley School in 2004. Parents take on a range of responsibilities: sitting on committees, serving on the board, planning the intelligent use of Orchard Valley’s 55-acre site, sometimes constructing buildings, taking turns cleaning up the school, helping with school festivals and fundraising. When there is a teacher vacancy to be filled, a hiring team is brought together and a parent along with teachers and a school administrator serve on that team. At Orchard Valley, there is no school principal, no formally designated school leader. “Our administrators are in service to the faculty,” said the school’s administrator, Deb Reed. “I serve on the hiring team. We always have three faculty [members] to one administrator.” In discussing school leadership and governance at Orchard Valley, enrollment coordinator Dawn McConnell said, “Ideally, it’s supposed to work through consensus.” Not surprisingly, some families find it difficult to come up with the tuition money to support their children at Orchard Valley. Tuition for a full-time Orchard Valley student is $8,400 per year. Enrollment coordinator Dawn McConnell talked about tuition adjustment. “We support each other through our community,” she said. In dealing with tuition adjustment requests, Orchard Valley has a committee of volunteers. “Two people from the committee meet with you,” she said. “They discuss the school’s budget. The family describes their circumstances. Each side stretches to meet the other. Most often,” McConnell said, “it does work out.” Three Parents Talk About Orchard Valley Sally Fox Sally Fox and her husband Hall Ellms have two sons at Orchard Valley: Hayden, 9 going on 10, and Bridger, 7. H ayden started in kindergarten at the Child’s Garden. The Waldorf teachers are so tuned into each of their students. They know them in a way that is whole. The teacher visits the student at home. When a Waldorf teacher is interacting with students, they understand these students. At Waldorf they tend to stay with one teacher throughout the eight grades. They’re not just teaching the ABCs. They have developed a structure that teaches the students consideration and compassion. They are doing things with their hands and using their bodies. There’s a difference between the typical gym class and a movement class. The Waldorf students don’t do “win-orlose” games. In Waldorf, there is no grading system. You don’t get picked for a team or dropped. There are a lot of tagging games. In these games, students feel, “We’re all in this together.” Hayden is an avid reader. Bridger will probably be an avid reader in the second grade. In reading, third grade is where they hit their stride. Before that, there are other areas of learning that trump learning to read. I’m totally comfortable with that. More and more mainstream publications are saying, “Don’t teach them too early.” When they begin to read too early, it’s memorization and their comprehension of what they read can suffer. I’m not in a hurry for my children to become adults. We all become adults almost too soon. At Orchard Valley, the children in second grade plant a garden. In third grade they make a wonderful dinner from what they have grown. It’s a wonderful connection to the earth. They build outdoor shelters. They learn to listen. There’s a spectrum of parents at Orchard Valley. Some parents are very tied into the Steiner tradition, but it’s not ubiquitous. Like many at the school, I take it “cafeteria style.” Some things I take. Some things I leave. I value the ability of children to think on their own, to come to their own conclusions. At Orchard Valley, children are brought to their fullest potential. Music, art, the dexterity of handwork—these are basic. All this is part of educating a child in the biggest sense. what the class needed. There’s that kind of family feeling and a strong desire and a strong love for the children. Kindergarten is all about playing and the children’s physical bodies. They make their snacks. They do some cooking. The kindergarten becomes a cozy household. Children sit and paint. They get along with each other. In the early grades, children learn each letter. It touches them on a deeper level. They want to know more. All of a sudden they want to read. Mia is so proud of being able to learn a word. Each word is a discovery. At the end of second grade they are reading chapter books. They learn to read by writing. They know a verse, or a sentence from a story. The teacher writes it on the board. The students copy it in their books. It all comes naturally. What I really love about the Waldorf school experience is that everything comes from the inside. All the stories are delivered orally. Then they draw the pictures. The students create the texts of their own books. The same is true for the more rigorous subjects. The students discover all the things that speak to them. This is better than random information. I am able to see the intent behind everything. Each topic is taught at certain ages. During third grade, students feel their growing physical ability. This is a year about farming. They build sheds. They use their bodies to take care of themselves. These are 9-year-old children. What they do speaks to their age. At Orchard Valley, the parents are involved. The school is cleaned each weekend by a different family. Last year I made all the food for the café at the Fall-into-Winter Fair. In general, parents love being a part of these things. Everybody enjoys bringing their energy to it. Public school teachers do their best, but they are restricted by federal regulations and testing. Waldorf schooling started with Rudolf Steiner. He was working with the children of factory workers. The idea was that children would learn that war was not the solution to conflict. The Waldorf School is very rigorous. Children learn a love for their peers, for humanity, for the earth. They have an empathy for their surroundings. Many high school graduates don’t have a strong feeling of being a part of the whole. We’re all one. We’re all working together. We’re all on this earth together. Jake Brown Madelief Welters Madelief Welters, a single mom, has two children at Orchard Valley: Mia, 7 and a half, who is going into second grade; and Rose, almost 6, who is going into the second year of kindergarten. T he experiences of my two children are different. Mia loves observing, absorbing. She requires a little more time on each subject. My daughter Rose is a very high-energy child. She’s always running around. She’s high-strung. From the beginning of the year to the end of the year, Rose’s attention span increased. She’s found that balance between high and low energy. I went to a Waldorf school myself. I graduated from eighth grade. Part of what I really loved was having the same group of children and the same teacher for eight years. My peers were my family. There was a consistency from one year to another. I’m still in contact with my teacher and some of my fellow students. Mia was in kindergarten at Orchard Valley. Then she went on to first grade. Having the same teacher and peers is a consistency I value. That consistency is working for Mia. The teacher had the strength and the knowledge of move into a math exercise that engages their body. They are doing the multiplication tables by throwing a bean bag back and forth. They are using stick and bean bags to divide, multiply and subtract. They will be throwing that bean bag, passing that stick. They are using their brain and their bodies at the same time. From a learning perspective, it seemed very stimulating. When I get to Orchard Valley to pick up Nelson after school, he’s not interested in leaving. In some schools, the door pops open and the kids can’t wait to get out. Nelson’s got a music project. He’s reading a book. He’s drawing something. He’s excited to do more after school when I have picked him up. He’s not drained. He’s not bummed out. He’s not carrying concerns, problems, social issues. At Waldorf they seem to have an interest in memory, in reciting things. There will be an ongoing story to run for about two weeks. The class is asked to repeat the story that was told yesterday. Johnny tells the story that was told yesterday. The teacher asks, “Billy, where are we?” The class is listening. They’re interpreting the story. They’re presenting and reciting before the class what they remembered of the story. This is all about paying attention. Nelson has gotten involved in plays. That’s been helpful for him. He wants to do his homework. It’s not a huge assignment. He wants to plow through it: math, reading, writing. There’s a pride that’s being fostered. They try to get the kids to be proud of what they’re producing. The children play recorders and know how to read music. He’s drawing. Some of his drawings are intricate. Some of them take a long time to create. The world is very much a “drive-through” experience these days. Nelson’s work at Orchard Valley is not a drivethrough experience. The kids are encouraged, “Make this beautiful.” They respond to this. They get into a different pace. It’s calmer. It’s a slower space. At Orchard Valley, you have the same teacher up through all the grades. It’s working very well for us. Nelson’s teacher is Nancy Crowe. She gets totally high marks. She has excellent communication with us. As parents, we’re getting information. We’re getting lots more information than we got from Union. The school produces newsletters. They’re very informative. The administration is accessible: the music teacher, the French teacher. Our parent conferences last at least an hour. You never feel there isn’t enough time for you. Jake Brown and his wife Milly Archer’ have one son at Orchard Valley: Nelson, 11, who is going into the fifth grade. N elson was a student at Union Elementary School. He didn’t seem to be coming home energized, stimulated. We knew nothing about Waldorf School. We thought a smaller school with more individual attention might be a good idea. Nelson has no learning problems. We went looking for an alternative. We had some friends whose children were at the Waldorf School. Their kids seemed to be happy there. Waldorf has a three-day “test drive” where students can try it out for three days. After the first day at Orchard Valley, Nelson came back and said, “I don’t want to go back to Union.” We went to Orchard Valley to watch a class. I saw respect in the classroom from student to teacher and teacher to student. I saw a fantastic blend of discipline and fun from kids who were clearly interested in learning. The teacher was telling stories, doing math problems, working on spelling. For some reason, the kids were engaged. They were in dialogue with the teacher. At Orchard Valley, a student may do 20 minutes to a half hour of book work or seated academic work. Then they Maclay Ericson, nursery student. Photo by Jay Ericson; courtesy Orchard Valley Waldorf School.. PAGE 12 • AUGUST 5, 2010 THE BRIDGE China Diary A Local Student’s Adventures in the Orient by Lily Feldman Editor’s note: Lily Feldman, a rising junior at U-32, is spending the summer in the Chinese city of Zhengzhou as a participant in a U.S. State Department program called the National Security Language Initiative for Youth. The program selects and sponsors highly motivated students to study languages such as Mandarin, Arabic and Russian that are deemed important to U.S. national security and asks them to serve as youth ambassadors to the countries where they are sent. Zhengzhou, a few hundred miles southwest of Beijing, is one of China’s oldest cities. Although the city has 8 million inhabitants, it’s rarely visited by Westerners. Lily’s study of Mandarin was mentioned in our July 17 cover story, “Branching Out.” The following are some excerpts from Lily’s China diary: July 2, The Great Wall A combination of uneven stairs and rollicking pitches, the Great Wall is no easy stroll. More interesting, however, was the attention that our group attracted from the throngs of more local tourists. As Americans, we most definitely stood out. This was my first visit to a place where my appearance (especially hair, skin and eye color) immediately set me apart from the masses. I’d been warned before, but didn’t believe it: many, many Chinese people actually asked me (well, maybe “asked” is an overstatement) to take pictures with them! I felt like a celebrity: People would just walk up, point Lily Feldman (second from right, front row) watching a kung-fu demonstration at Shao-Lin Temple in Dengfeng, near Zhengzhou, where she is temporarily living. Photo courtesy Feldman family. at me, make the camera symbol and then either grab my arm or waist and pull me close for a photo op. I was pulled, prodded, grabbed and yanked by throngs of (mostly women) who wanted pictures with me. I was also hugged, kissed and talked to in English and Chinese, and several women told me they loved me. All in all, not what I was A place where children grow, discover, and thrive School Starts August 25! Turtle Island offers . . . • Preschool & infant toddler care • Afterschool care for Union Elementary School students • Publicly funded preschool care for pre-K Montpelier kids Hours: 7 a.m.–5:30 p.m. Turtle Island Children’s Center • 229-4047 659 Elm Street, Montpelier expecting. July 5, Zhengzhou Zhengzhou has about 8 million people. It has wide, open streets, and most medians seem more like mini parks than anything. There are trees and flowers everywhere. Hordes of bicyclists and mopeds roam the streets with wild abandon and little regard for anything smaller than them. The rules of the road in Zhengzhou seem to be the same as in the ocean: you yield to whatever is bigger than you. Thus, buses pretty much always have the right of way, cars need to be on top of things, mopeds should be precontinued next page THE BRIDGE pared to stop suddenly and unexpectedly and bicyclists may need to throw themselves off their bikes at any moment. In my opinion, pedestrians should have to be certified acrobats in order to be able to successfully (by which I mean “without dying”) navigate street crossings. Imagine yourself as a field mouse in an entire meadow of stampeding cows. It’s not that they want to hit you, but if they did trample you, it’s not like they would even notice. Yet I somehow managed to cross the street to our hotel with only five or six near-death experiences. At first, I felt unbelievably overwhelmed—it’s not Montpelier—but I do think that I’ll be able to handle this city eventually. I’m pretty psyched to be able to have this experience, which is already pushing my comfort zone way into red. I think that I’ll grow a lot as I overcome these issues. July 6, First Night with Host Family Dinner that night was great—it looked exactly like the food I’d been eating in restaurants. However, every time I set down my chopsticks, they would start telling me to eat more rice, beans, chicken, tofu or fish, and if I didn’t take any for myself, they would reach out and place some in my bowl. In the beginning of the meal, my host mother was talking to me (quickly, in Chinese) so I was looking at her, trying to understand. She was telling me that the meal was special, just for me, etc. Mandy grabbed my bowl and put something from a serving dish on top of my rice, but I wasn’t watching her. When I looked down into my bowl again, my meal was staring back up at me. A whole fish, maybe five inches long, was staring at me with blank eyes. With head, fins and tail still attached. If not for the sauce, it looked like it could have started flopping around at any moment. Having never eaten a whole fish before, I had no idea where to begin, especially with chopsticks. When I realized that they were taking my lack of enthusiasm to mean I didn’t like it, I realized I had to either explain or dig in. In the end I did both— telling them that in America, we never get whole fish like that, so I didn’t know how to proceed, then eventually just digging in. It’s weird to realize that my family (especially my host mother) closely watches everything I eat and remembers it for the next meal’s preparation. I have to be very, very careful not to give misleading cues about my preferences, and try to be open to anything. July 9, The Water Park Today, after a full morning of classes, our AUGUST 5, 2010 • PAGE 13 group walked to a nearby water park for an afternoon of swimming. It was fun, but the park was very sketchy. You know how in America, strict safety regulations mean that most rides are designed to appear/feel dangerous, but aren’t actually? Well, in China, it’s the opposite—the complete lack of regulations mandate rides that appear benign, but can in fact be extremely dangerous. July 13, Karaoke Eventually, school was over, and the entire group (plus two host students and some teachers) went to KTV together. (KTV = karaoke). It was a lot of fun, although it’s hard to satisfy both the American and Chinese students. There are a lot of cultural gaps between our music styles. The Chinese boys (popular, outgoing, occasionally flirty teenage boys) ended up literally physically hiding their eyes or hiding in the corner of the room or facing a wall during some of the music videos. They couldn’t handle the suggestiveness, and didn’t understand how we were so unfazed by it (I’m talking about singers like Lady Gaga, Keisha, Shakira, etc.). It was really funny to see them turn bright red and hide over things that we see as totally normal. In contrast, all their pop music is softer (obviously in Chinese) and all about true love. July 16, Thursday and Volunteerism Today, I volunteered at Zhengzhou’s Child Welfare Center. It’s a place where disabled kids with no parents live, go to school and are cared for. It was a really intense experience, but one that I’m really glad that I now have had. I went straight home after, where I had dinner and then sat down to write this. After my experience at a dismal zoo in Zhengzhou, I was understandably concerned about the facilities of this center. Not knowing what to expect, I was bracing myself for the worst—something like an awful combination of the disfigured beggars on the street and the horrendous living conditions of the antiquated zoo. However, to my surprise and delight, my preconceptions were way, way off. The center’s facilities include a large open park with trees, play set and grass. More importantly, each of the children seemed happy. Playing musical games, singing and frolicking around with the children, the atmosphere was delectably light and devoid of any of the despair I had been preparing myself for. Random Thoughts 1. Frisbee = “flying plate” 2. If you want to say a sentence, you usually go “subject+verb+object+verb+object.” Lily Feldman (second from right) with three NSLI-Y students at Tianamen Square in Beijing. Photo courtesy Feldman family. No bells or whistles (or conjugations!). Nope, it’s just “I ride bus go school”. 3. Chinese people believe that if you’re not Chinese, then you must be dumb and incapable, but you can’t help it. Thus, “Westerner watching” (as my friends and I call it) is pretty much an accepted sport here. 4. Chinese songs are amazing, mostly because they don’t make any sense. (My favorite is Xi Shua Shua (“Wash Scrub Scrub”). 5. If you like something (or they think you like something) it will be given to you. Every. Day. 6. The Chinese eat a minimum of one watermelon per day. If this quota has not been filled by 9 p.m., you will be presented with a half a watermelon and a spoon and told very simply: “Eat.” Those are all true things that I’ve experienced in the last two days (along with much, much more). © Lily Feldman 2010 Come Join Us . . . Autumn Dance Classes Beginning September 8 for all ages & levels Jazz Hip Hop Ballet Tap African Dance Workout NIA Modern Capoeira B-Boys and B-Girls Improvisation Creative Dance for Young Children Special Guest Artist Workshops and more! Contemporary Dance and Fitness Studio 18 Langdon St. • Montpelier, VT • 05602 Lorraine Neal, Director • 802 229-4676 Call 229-4676 or go to www.cdandfs.com for a complete brochure. PAGE 14 • AUGUST 5, 2010 THE BRIDGE College, Ho! by Ariel Swyer he Princeton Review is a very nice, nonthreatening book, with many fine qualities. It doesn’t have any teeth, for instance, and is quite willing to sit still and refrain from making irritating noises in the way that nice, nonthreatening things do. Yet, for a very long time I would respond to even the mention of The Princeton Review by leaping up, shouting incoherently and then dashing from the room to find a corner in which to stay and twitch for a while. I don’t think this was an entirely unique phenomenon. In fact, I believe that throughout the fall, high-school seniors all over America were screaming, leaping, twitching and generally feeling intensely threatened by The Princeton Review. The reason for all of this, of course, was that we were involved in the College Application Process. The College Application Process induces a great deal of peculiar behavior, much of it based on the violent desire not to think about any of it. The Princeton Review, a college guide, was subject to the projectile force of all that stress and confusion because it caused us to think about, well, the College Application Process. Another thing that caused us to think about it was having to do it. Sitting around trying to convince strangers that one is brilliant and interesting when one is an apathetic highschool senior can be difficult. When I mentioned to a friend that I was writing an article about college, she suggested that it would be most effective to have the entire thing consist of the sentence: “The College Application Process sucks.” In retrospect, it doesn’t seem like it could have been that bad. My wild declarations of intent to burn The Princeton Review were never actualized. I got into college. No one was hurt too much. Everything turned out fine. I, like many others in my class, ended up applying early decision and actually knew where I would be going by mid-December. (An early decision application is a binding agreement with the college that the applicant will attend if he or she is accepted, and the application and response are both sent before regular applications and responses.) At one information session, a college representative told us to think of applying early decision as more of a “love letter” to the college than anything else. It did feel a bit like that: a promise of loyalty, a carefully constructed case for what a good match we’d make and the rest of it was up to fate. I did run to meet the mailman and my heart really was all aflutter as he sorted through the stack of envelopes. It was Swarthmore (a small liberal arts college near Philadelphia) to which I had sent my love letter and they did, by some miracle, T ADVERTISE! Call 223-5112, ext. 12 or 13. Ariel Swyer relives her college application days with The Princton Review. Photo by Nat Frothingham. accept me. After that the other early-decisioners and I went into a blissful coma for a while and watched the rest of our classmates continue to be crazy. During this time, of course, we, the earlydecisioners, were all completely sane. The periodic bursting into our guidance counselors’ offices to express existential crises through the abrasive sharing of sentiments such as, “Hey! Did you know that you can rearrange the letters in Swarthmore to spell earthworms?!,” was ridiculously sensible behavior. Note: Guidance counselors are saints. They go through the College Application Process hundreds and hundreds of times. Thank you. Now, it is August, the regular applications have long since arrived and everyone gets to be as sane as we were. There was joy, disappointment, luck, unfairness, just desserts, surprise, etc, etc. The class of 2010 has survived the College Application Process! Hurray! And it was more then that—it was the Figuring Out of Life, At Least Sort of Vaguely Process. We are going to college, working, joining the military, staying in Vermont, leaving Vermont, going to Tanzania, Greece and New Orleans. We are realizing plans, changing plans and hoping we’ll get along with our roommates. On the whole, the class of 2010 has much to think about. As recent high school graduates and survivors of the College/Life Application Process we know a lot, but also very little and there is no grand, all-encompassing Princeton Review of the world—or not one that I’ve run across. But it’s much more interesting like that and anyway, we’d probably find such a publication threatening. We’re going to find out about the world for ourselves. River Rock School HANDCRAFTED EDUCATION Smart. Creative. Independent. 252 Upper Main Street Montpelier, VT 05602 | (802) 223-4700 www.riverrockschool.org | [email protected] SUPPORT OUR ADVERTISERS SUPPORT MONTPELIER Shop Downtown, Shop Local!
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