Ru d o lf S t e i n e r S c h o o l
BU L L E T I N
May/June 2010
Board Update By: Mark Reed, Board Chair
INSIDE THIS ISSUE:
Parent Council
Pg. 2
Messages from Early Childhood
Pg. 3
School as a Journey: Upper School
Pgs. 4-5
Beyond the Classroom
Pgs. 6-7
Parent Corner
Pgs. 8-9
In the Kitchen
Pgs. 10-11
In Development
Pgs. 14-15
Committees Work
Pgs. 16-17
Important Dates • Spring Instrumental Ceremony 5/13 • Spring Benefit 5/20 • End-of-Year Book Sale 5/25-6/4 • Last Day of EC 6/3 • Graduation 6/5 • 8th Grade Moving up Ceremony 6/9 • Last Day of School 6/9 • June Days 6/10-6/18 (1st Session) 6/216/25 (2nd Session)
The Board of Trustees is entering the last weeks of the school year with a full plate of tasks related to preparing for summer and planning for next year's Board work. To take my mind off those topics for a moment, let me summarize the work we have done up to this point.
This year the Board served under recently revised Bylaws which have reduced the mandatory role played by the College of Teachers on the Board of Trustees. Though seven members of the College sat on the Board this year, all Trustees acknowledged a gradual differentiation between the two bodFinancial matters have always ies. We continue to explore been a concern of the our new roles and the interBoard's. Since the fall of play between them. In the 2008, we have steadily dedicoming year I predict that cated more time than usual to the Board and College will balancing the budget, scrutiwork together to craft a map nizing our enrollment health, of our ongoing cooperaand assessing our fundraising tion. Our School embraces a strategy. To the latter point, governance model in which many of you have heard of or teachers play a more active come into contact with mem- role than in traditional edubers of Changing Our World, cational institutions. We a consulting firm specializing have access to the governin fundraising. Last year, the ance "maps" of other WalBoard chose to reduce staff in dorf schools, which demonthe Development Department strate a broad range of pracfor financial reasons, but intice. We have much to vested in a research and aslearn. Internally, the Board sessment process when we spent considerable time orhired Changing Our World in ganizing itself by creating the fall of this school new committee charters and year. Their contributions formalizing a new Commithave been significant, and will tee on Trustees, which will result in future changes. I am nominate and evaluate trushappy to say that our enrolltees for review by the ment and fiscal performance Board. remain stable, though we constantly pursue ways to imFinally, there is the question prove both. We all should be of strategy. Trustees are proud of the School's increase obligated to consider the in tuition assistance during long-term viability and the year, which countered health of the School. To this many families' economic end, we encouraged the purhardship. suit of a third building,
which we felt would address many of our long-term impediments. We have heard from a wide range of community members. Though we felt that the opportunity was right, the collective will for this acquisition was not clear. Our long-term impediments remain, but so do many undeveloped capacities. The pursuit of a new building has opened a conversation that would have remained a murmur without a tangible action to consider. In closing, my feelings about our experience with the new building echo my thoughts of the Board's work this year: strain, uncertainty, and opportunity were necessary for us to begin imagining the future. This process of imagining will continue, with refinements. As it does, our next steps as a school will reveal themselves and lead us on a new path.
PARENT COUNCIL
Page 2
A Community of Learning By: James Salser, Parent Council Co-Chair As we approach the end of the school year I am reminded of one thing, that which brings us together at about 8:10 every morning. We begin each day by dropping off our children at this school: For some of us it might be the front door, for others at the stairs, still others all the way up to the fifth floor at a classroom door. We as parents know that when we drop them off, no matter where in the school it might be, our children will be enriched by their experiences with Waldorf education. We as parents chose an education that brings us together every morning, every week, every year. It is our children that have brought us here and yet it is our children who will take what they learn at this school and go forth in to the world.
tion of time commitment, involvement, and volunteerism from the parent body that far exceeds anything my parents did in my school growing up. There are times I long for a call to less commitment, less involvement but just as I long for a break something happens. I see an interaction between two students of different years. I hear my child make an observation that causes me to stop and reflect. I listen to a senior class member speak eloquently and with as much thought as someone twice their age.
As a parent, a former class representative, and now as copresident of Parent Council with 3rd Grade Susanne Kastler-Knerr, I am also reminded of the learning that we These reminders serve to bring me go through as parents. The learnback to the decision I made to send ing curve of a Waldorf education my children to Rudolf Steiner. Each may be steeper than most: there are family in our community has made a reasons things are taught the way choice to come to this school; a they are here, and why they may be choice to make social inclusion a pritaught differently at other schools. ority; a choice to address diversity in What we need to remember is that our urban setting; a choice to give our there is a well-developed pedagogy children the tools they will need to behind the way the teachers at make wiser life decisions; a choice to Rudolf Steiner instruct our chilbecome involved. This involvement dren. in the community makes a difference not only in your children's' lives but in Another thing I have learned at the community of our school. The school is that there is an expectafabric of this school is its community.
We are a community of parents, teachers, administrators, staff and students. I have learned much from this community in times of agreement, and in times of discord. We will continue to make mistakes, to succumb to moments of doubt, both personally and with the larger community, but in the end we are reminded that we are all here for one purpose: the education of our children. We all want our children to flourish. This will happen here by learning from one another, learning from the school and the school learning from us, the parents, and also learning from the children. This can happen in many ways. The one that I am familiar with is Parent Council. We need your time, your expertise, and your involvement. We need your thoughts, your opinions, and your concerns, to keep this community alive and growing. As with all relationships, ours has had its ups and downs, but as a community, we will grow stronger and adapt to this ever-changing Waldorf world. If you have comments or suggestions for new programs you would like to see at the school, email us at pc@steiner.edu . Sincerely, James Salser James Salser and Susanne Kastler-Knerr are Parent Council Co-Chairs
MESSAGES
FROM
EARLY CHILDHOOD
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In the Springing of the Year By: Elea Robinson, Early Childhood Assistant Teacher Spring has arrived in glorious fashion, and it is with a special sense of joy and understanding that our young children greet the coming of this season. No more do we feel the frosty breath of winter, which brought us back from our daily park excursions rosy -cheeked and starry-eyed as we peeked out from beneath many snug layers. Now, branches which seemingly only days before were heavy laden with snow have burst into the fullness of fragrant blossoms and tender leaves. Now we are ready to welcome spring - winter‘s graceful counterpart who appears to embrace us so gently. And yet, under the surface of the earth, in small nests and within the buds of trees, the forces of life are gathered in preparation to come forth with enormous strength. The children observe this coming to life of nature in a most careful way, delighting in each new sighting of Cardinal, Robin or Blue Jay, and celebrating each new flower that joins the choir of color. Snowdrops arrive while the ground is still hard and cold, and soon Forsythia, Magnolia, and Cherry Blossom grace our trees while Tulip, Daffodil and Pansy adorn the ground, cheerfully accompanied, as if by younger brothers and sisters, by violets and dandelions.
The children experience deeply within themselves these immense forces of will, forces with which nature springs to life. It is these same forces which give our young ones the seemingly boundless reserve of energy and enthusiasm with which they burst into joyful activity at this time of year. Both nursery and kindergarten children have planted grass, watching and waiting for the small seeds to begin sprouting and marveling as the tiny shoots do just that, quickly establishing the tall upright posture that we encourage during our morning circles. For the oldest children in our kindergartens especially, this time of year is a time to recognize growth and change, as they prepare to leave the life of the kindergarten behind and cross a bridge into a new world, where they will embark on their journey through the grades. Soon enough, summer will be upon us with all of its dreamy delights: the salty taste of sea, sand and sun, the challenge of balancing from rock to rock across a stream in search of a small frog, the chance to romp and ramble outdoors and to conquer great new heights with friends on the playground.
rooms; honoring the vitality of the young children in our care. We celebrate with them the wonders of life and growth, and prepare to send them forth into summer living fully in the careful rhythms that have carried them through the fall, winter and spring. Growth A little garden flower is lying in its bed A warm spring sun is shining overhead. Down come the raindrops dancing to and fro The little flower wakens and then begins to grow. -- Unknown
It is with these thoughts that we continue to carefully tend the gardens of our class6th Grade
SCHOOL
AS A JOURNEY
Page 4
To the Class of 2014 By: Jennifer Rosenstein, 8th Grade Class Teacher ―How will you ever let them go?‖ is a question I‘ve been asked on numerous occasions over the last six years of my time with the current eighth grade. I never knew how to answer it before now and I likely will not know until it actually happens. Being a class teacher is an honor and a privilege that none of us take for granted. We are given the opportunity to be a part of several families in the upbringing and education of their children. Sometimes the challenges seem insurmountable, and at other times, when I‘ve been invited to a ballet performance, or watched a young person on the Bema giving their speech for their Bar or Bat Mitzvah, I have been reminded how much their lives are filled with promise and that this picture of them in time is always in the process of becoming. I am reminded of this on a daily basis as I continually imagine them into the future. The time has come to let them go. Reflecting on our first few months together, I remember how each responded to the new class teacher in front of them. It took a while for us to settle into a new rhythm, but once we did, we seemed to hit a groove. Each year brought new joys and challenges. To myself I have often wondered have I given them what they will need to support them as life-long learners, scientists, engineers, artists, entrepreneurs. Have I exposed them to the curriculum in the best and deepest ways so that when I pass them on to my colleagues in the high school, or to new high schools, they will be prepared to take their thinking, feeling and will into a new and exciting territory? One can never be too sure. Our best times together were often off school grounds. Watching the class at the farm has and will continue to be one of my fondest memories. Seeing the children in a totally different environment, working together was extremely gratifying. Often, they would sing through every chore. The farm staff referred to us as the singing class. As I picture them going forward, I am eager to see the young adults that they will become. This class is one that is full of music and humor. Their insights are tremendous and their capacities, unlimited. Though they have outgrown what I can bring to them, I know that every moment has been filled with love and good will. I look forward to seeing how they will take their gifts into the world.
8th Grade
SCHOOL
AS A JOURNEY
Page 5
A Note from the High School By: Linda Sawers, Upper School Chair Since September, the students, faculty and staff of the High School have worked hard to serve the education we are all in together. As we moved through the year, we saw the seniors pursue their college applications and we welcomed new applicants and guest speakers. The Student Council mounted a Walk-a-thon to raise money for Haitian relief and also supported Lead Uganda, an organization that supports education for children in Uganda. One of the activities of any year is the idea of ―the inside leading to the outside.‖ The seniors will graduate in a few weeks and then be on their way to the colleges of their choice. Thinking about life after high school begins in earnest at the beginning of the senior year. Students start working from the ―inside out‖ to find the best college for them through visiting colleges, meeting with admissions representatives and the self-examination required for the application process itself. As a result we have outstanding college acceptances this year due to the hard work and perseverance of our seniors and our College Counselor, Maureen Delaney. Please see the list of the acceptances and join us in congratulating our seniors! Throughout the year we had the privilege of hearing voices from the ―outside‖ that shared their work and wisdom with us. Stephen Shames of Lead Uganda visited us again this year. His foundation supports children in Uganda who have faced enormous challenges and tragedies in their lives. The foundation supports the education of these children with a focus on training them for leadership. The students speak for themselves and our students come face to face with students who have had unthinkable experiences such as being kidnapped at 7 years old and pressed into the rebel army. One speaker recounted his experience of how he avoided killing others at the command of the adults in the rebel force, escaping and finally ending up in school. Another girl recounted her experience of being orphaned at the age of 10 due to AIDS and assuming responsibility for the care of her younger siblings. She wants to become a doctor, and there is no doubt that she will work hard for that goal and that the foundation will help her achieve it. In honor of Martin Luther King, Jr., Al Bronstein spoke to our students this year. Mr. Bronstein worked in the civil rights movement as an ACLU lawyer and has dedicated his life to civil justice and human rights. He recounted his experiences working in the civil rights movement, including bailing Dr. King out of jail on two occasions, and his work in the voter registration work in Mississippi, where he spent several years. Today, at 82, Mr. Bronstein remains active in prison rights work, where racial inequities are still prominent. He also works worldwide on opposing torture and other inhumane practices. Recently, we were privileged to hear Linda Williams speak to the High School. We owe a debt of gratitude to the Diversity Committee—especially Justin Peyser and Daria Ilunga—for arranging her visit. Some students also met with her in a smaller session, as well. Our students appreciated her thoughts about the challenges of today and how we need to take hold of how we think about our future. She shared her biography with us and her insight and belief in Waldorf education both in terms of how it serves the individual and how it serves the greater good of preserving the imagination. Her gentle wit and wisdom were appreciated by all of us. These examples provide just a glimpse of the life inside the High School this year. We still have more to come from the Prom to graduation, and we also look forward to next year!
College Acceptances Class of 2010 Barnard College * Bates College * Bloomfield College * Catholic University * College of New Rochelle * Cornell University, Architecture * CUNY * Curry College * Drew University * Drexel University * Fairfield University * Farleigh Dickinson University * Georgetown University * Goucher College * Hartwick College * Hofstra University * James Madison University * Juniata College * Long Island University, CW Post * La Salle University * Lesley University * Marlboro College * Marymount Manhattan College * Mercy College * New York University * Pratt Institute * Rhode Island School of Design * Rowan University * School of the Art Institute of Chicago * St. John‘s University * Stony Brook University * SUNY Albany * SUNY Geneseo * SUNY New Paltz * Susquehanna University * Syracuse University * University of Michigan * University of the Arts, London * University of Vermont * University of Virginia * Vassar College * Villanova University * Virginia Tech * Whittier College * Wheelock College
BEYOND
THE CLASSROOM
Page 6
Reaching the Top! By: Melissa Alter & Irene Mantel, Admissions Office One of our third graders at the Steiner School, is considered a rock star by her classmates—a rock climbing star that is. She began climbing in Central Park when she was six and continues to excel beyond everyone‘s expectations. In an interview in the November 15, 2009 issue of New York Magazine, our star highlights her climbing experience saying, ―My favorite feeling is when it‘s a new place, and I feel good when I get to the top.‖ And at the top she is! The article goes on to tell that she placed first in the women‘s open division at the Manhattan Plaza Health Club‘s bouldering competition in the summer of 2009. This past February she participated in the ABS (American Bouldering Series) 11 Open and won the youth national championship for 8-10 years olds. This third grader has been featured in many climbing magazines, local news stories, and she even made an appearance on the Bonnie Hunt Show. Furthermore our rock star has caught so much attention in the climbing world, that she is already being sponsored by evolv. They provide her with her favorite ―Optimus Prime‖ climbing shoes. Congratulations on all of your accomplishments so far! We are so proud of you and can‘t wait to hear about all that is to come!
Sports Wrap-up By: Christian Perry, Victor Diggs & Lucia Oswald, Physical Education For those students involved in High School after school sports this year, the name of the game was perseverance. With numerous coaching changes and a newly configured league, Steiner Athletics was in for a challenging year all-round. Our Varsity soccer team had a very daunting task ahead for the season. With a new league format in place, only the top two teams out of seven, in a ten game season, would make playoffs. Steiner were drawn to play one of the league‘s powerhouses, LFNY twice. With a young team in place boasting three freshman starters, Steiner made school history by beating LFNY for the first time. This was without doubt, a highlight of the season. Unfortunately, it wasn‘t enough to make playoffs but the team managed to finish a very respectable third place missing out on a playoff spot by 2 points. Our varsity Volleyball team began a new year with a new coaching staff. Coach Diggs replaced the long standing and much loved Coach Hartman, but continued to improve on an already strong program. The team set out from the first day of preseason with a goal of a top four finish by the season‘s end to secure a playoff berth. Under the strong leadership of their seniors and captains, coupled with hard work and dedication, the girls accomplished their goal finishing fourth. However, due to a late scheduling change initiated by NYSAIS, the playoffs would only consist of the top two teams. Heartache and disappointment spread throughout the team, especially since they achieved their goal. This in no way overshadowed how proud their coaches and the athletic department are of their achievement and maturity in which they handled the decision. The basketball season presented varying challenges for our boys and girls high school teams. For the boys, it was learning to come together, as a team, under the instruction of new coach, Coach Diggs. Coach Perry was proud to report that the new coaching staff boosted motivation and moral across the team; allowing our boys to, ―play better basketball and be more successful on court.‖ The evidence of their successes was in the numbers. This year, the boys remained competitive in every game and finished fourth overall in the league. Perhaps their most fulfilling win was against the LREI School – the school where Coach Diggs formerly taught. The Rudolf Steiner School and LREI met twice this season for two very competitive games.
BEYOND
THE CLASSROOM
Page 7
Sports Wrap-up Continued While we, unfortunately, lost the first match-up, the Steiner School pulled out an incredible 51-48 upset over LREI, a team that went on to win the championship. Coach Diggs was not able to be present for the school‘s win over his former team but the boys pulled out a win for him anyway. Our girls faced a challenge of a different kind. Coach Perry summed up the trials well, stating, ―We had a fantastic year considering we didn‘t have a team last year.‖ Basketball stars surfaced at various points throughout the year; helping lead their team through a few stunning wins. One such win came at the Birch Wathen Lenox School game. With only a few seconds left on the clock, one junior sunk a 3 point regulation shot; tying the game and sending it to overtime. In the end, the girls took the win with a 32-27 upset over BWL. With only 4 graduating seniors leaving the team, Coach Perry believes that ―the future is going to be bright for this team‖ and hopes the girls will make a serious push for the championship next year. Our Baseball team has kicked off their league in winning style and is currently undefeated. This is a very encouraging start to the season with one of the smallest squads in the league consisting of only thirteen players, boasting two female team members, something we are very proud of. Our track team is well under way with half their season already contested. With only two meets left before the final championship meet, there are several team members who are on the cusp of making their qualifying times in order to be eligible to run on the final day. Overall it has been a very successful year. Success is not strictly measured by wins and losses but by the heart, effort and pride in which our student athlete display ay in and day out.
Student Council Year in Review By: Student Council President As I reflect on the accomplishments of the Student Council, I recognize that the administration I was a part of was centered on interim goals which required immediate action, coupled with long term visions to be taken up by future classes. The Walk-a-thon for the Upper School received a lot of support, bringing in more than $6,000 to benefit relief efforts in Haiti and L.E.A.D. Uganda. This and the Thanksgiving food drive organized this year are examples of initiatives that focus more on the present than they do the future. We cannot simply live in the present, though. This year, the Student Council has explored the possibility of installing solar panels on the roof of the Upper School. We researched and presented the idea to the High School and Lower School faculty, as well as the Parent Council. This goal was never meant to be achieved by year‘s end, rather we hoped the research would inspire others to pursue and develop these ideas in the future. The Mentorship Program, established this year, is yet another example of a foundation that has been set for future building. One of the lessons I have learned this year is that there is so much to be accomplished in a single year, and that not all of it can be achieved. This is why we as a council are widening our vision; not only setting attainable goals for our current Student Body but laying the foundation for future classes to carry forward. It is important for each Student Council Administration to work off of the progress of the previous administration so as to make recognizable progress. In this way, I do not think there is any limit to what can be achieved. Just as I feel I am beginning to understand what it is to be a leader, I am obligated to give up my position to another. I am very happy with the progress that has been made, and am truly grateful that I was given the opportunity to serve my community.
PARENT CORNER
Page 8
Into a New Life By: Claudia Mahler, former parent in the Rudolf Steiner School community Unbelievable. It has been exactly a year now that we officially had to announce our farewell to Steiner. A move back to Europe was going to be the next step for our family. The day we had to inform our dear friends within the school community was truly heartbreaking and tearful. Everyone – teachers, staff, parents, children – was just so lovely, encouraging, understanding and warm, and that felt so wonderful but made us/me even more sad to be leaving. Nevertheless, Switzerland called. The Alps, Lake Zurich, Steiner‘s country of origin (yes, he is born Austrian, but it is in Switzerland that he built his famous Goetheanum to expand his anthroposophical studies). And so we started to prepare the de- and re-rooting of our family and went out to look for houses and schools. Right there we were confronted with the expected tricky situation. Even though we are a German-speaking family, our boys have lived most of their lives in Manhattan and had their entire school experience and academic learning in English – at Steiner. In Zurich we found two Steiner schools with an endless wait list and classes taught entirely in German. It was all so confusing, we were debating back and forth and in the end we eventually had to say good-bye to a Waldorf School education for our children. That was a tough realization and the tears were simply flowing again. Now, after our first 9 months in this sweet little country, we have arrived. The children are attending an International School (ICSZ) and we enjoy it all tremendously - being so close to nature, having a backyard and a spectacular view of the lake. Our journey went well, we managed to maneuver our family through this ―storm‖ and the boys are just fine! Of course I had a whole reading list prepared with ageappropriate stories and fables concerning transition as well as the Bachflower remedies for the different situations – Elm, Mimulus, Walnut and Rescue for mum! 10th Grade
My idea was that our 11-year old would continue playing the recorder and we would begin the morning with a recital of various verses. But as soon as we left the Steiner building on the last day of school in ‗09 all of this was history. And I came to understand why: it was simply too hurtful to continue with these familiar activities. It reminded the children too much of their friends and school that they loved so much. Luckily, time heels many if not all wounds. So around Christmas we suddenly heard the recorder and the piano again, plus drums (Victor!). Leaving the school due to relocation, made it more difficult than I had anticipated to keep certain Steiner ―traditions‖ alive. We have come to realize, that children need to be free from the ―old‖ to focus on their ―survival‖ in the new! And in a more subtle and deeper way a lot of what the children learned and what inspired them, did travel along into their new life and accompanies them daily! Our two boys are a good example of how children benefit from the profound and progressive Waldorf education given at the New York Steiner School. Our son Vincent spent five years at Steiner (he used to be in beloved (!!!) Dale Bennett‘s class). Vincent didn‘t speak a word of English when he started in first grade; he became a vivid talker and story-writer in the following years and is now in an English class for native speakers! We wanted to share our little anecdote, because this life change made us realize even more, how fantastic the time at Steiner in New York has been for our children and our family. We are truly thankful for those wonderful, enriching and educational years and we feel very blessed to see how our children carry the rich experience from the past into their new phase of life. It will stay with them forever!
PARENT CORNER
Page 9
Into a New Life
A Special Thanks
Continued
By: Kyra Robinov, 9th and 11th Grade Parent
At the International school Vincent stepped into sixth grade and not only had to cope with 80 fellow sixth graders, but with an entire new school system (no class community, every single course in a different setting). He was confronted with new subjects such as technology, science, and French, and had lunch with hundreds of other kids, which all resulted in a cultural and aesthetic (!!!) shock. But he was able to pay attention to his own self, communicate his concerns and know that in the end he is strong enough to do this, and so he did it with self confidence and an open mind. And in all modesty, but with ―Steinerly‖ and motherly pride I have to point out that in his first report, he was honored for outstanding academic achievements.
What a delicious dinner Chef Li, Rudi, Rafael and David prepared for the parents at the last Steiner Dinner & Meeting! Thank you so much to them for treating us to such gourmet fare...and for giving us a glimpse of how lucky our children are to be eating those meals on a daily basis!
We are convinced, that this success is a result of the Steiner years, where our children learned how to embrace new topics without fear but with a well-balanced curiosity, a holistic way of thinking and a focused and disciplined work attitude. Vincent sometimes looks back at Steiner and misses his friends. He wonders what Mrs. Bennett would say if she could see how sloppy most of his fellow students here are allowed to hand their homework in and observes (also enjoys) the differences, but without any judgment. Victor, our little one, had to transfer from wonderful Kindergarten years with Mrs. Scheinfeld into a smaller class at the International School. It was a big change for him. He cried for one week and then, one morning, decided to love it. Victor is now part of a more traditional system and we find those early years here truly overengineered. But he is doing just fine and we do support him. And of course now with a distance to the move it is much easier and enjoyable to reintegrate certain ―Steiner‖ tradition into our daily life again.
4th Grade
But, even more so, I'd like to note how fortunate we are to have Chef Li and her team in our kitchen. In these days of Jamie Oliver's and Michelle Obama's crusades against obesity and food ignorance among school children, do we realize what a blessing it is to have Chef Li introducing our children to healthy, clean food on a daily basis? Through her varying menus, the students are learning that nutritious food can taste good and can be varied. They are acquiring a taste for vegetables and grains and salads rather than subsisting on sloppy joes, pizza and french fries. And this is the time to be establishing those good habits. Chef Li and Company are knowledgeable, talented, creative and personable and the love and care with which they prepare the students meals is reminiscent of a luminous Steiner watercolor. Thank you to them and to our school for the blessing of their presence! "We do not inherit the Earth from our fathers, we are borrowing it from our children" David Brower
6th Grade
IN
THE
KITCHEN
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“Good for Us” Food: Part 2 By: Chef Leslie Li Good food. What does it mean to you? Is it a taste, a feeling, a memory, experience or idea? Good food and food that is good for you. Are they different or can they be one and the same? And how do we choose our foods? Is it a matter of economics, seasonal availability, desire, whim, conscience? Does it matter what we choose? Well, I believe it does. What we choose to eat has an impact on the global, national and local economies, on cultures and traditions, on the environment and nature, and on our personal spiritual, emotional and physical health. It can affect life expectancy and the quality of life. Good foods can strengthen the organs and systems in the body, they can support good health and emotional equilibrium and they can taste good while they do it. In Part 1, nine foods were presented as ―good foods‖ and the recommendation was that you consider adding them to your diet. They were: acai berries, goji berries, blueberries, cherries, papaya, avocado, kale, mushrooms and dark chocolate or cocoa. Here, in Part 2, eleven more are suggested. Cayenne Pepper, also known as the guinea or bird pepper, is a hot red chili pepper. It is high in Vitamin A, with also Vitamins B6, E and C. On the Scoville Scale it rates a 30,000-50,000 which makes it hotter than the serrano pepper and jalapeno pepper, but milder than the habanero chili or the scotch bonnet pepper. Medicinally, cayenne can help sooth sore throats, be used as an expectorant and also topically in ointments to help minimize joint and muscle pain. As a spice to food it adds great flavor and soft heat when used in curries, chocolate and chili. Popular in Sichuan, Mexican and Indian cuisines, it can be used dried, ground, flaked, fresh, pulped and baked. Cinnamon, actually a tree, has been used since ancient times. It can be found in the Old Testament when Moses is commanded to use both sweet cinnamon and cassia in the holy anointing oil. In ancient times it was so highly prized that it was regarded as a gift fit for monarchs and Gods. Today, cinnamon, or it‘s more expensive aspect, Ceylon cinnamon or ―true cinnamon‖, uses only the thin inner bark of the tree for its finer texture. It is considered an antioxidant; one teaspoon of cinnamon contains as many antioxidants as a cup of pomegranate juice and ½ cup of blueberries. It has been shown to regulate blood sugar levels, reduce the risk of heart disease, ease cold and flu symptoms, and is believed to have antifungal and anti-bacterial qualities. It is popular in Persian, Middle Eastern and Mexican cuisines. You can use it in either stick or powder forms. Suggestions are as a flavoring to rice, hot cider, in baked goods, made into ice cream, sprinkled in coffee, hot chocolate or hot winter punches. Turmeric is an Indian spice which is slightly peppery and bitter tasting. It comes from the root of the curcumalonga plant and has been harvested for more than 5000 years. It has been used as a textile dye, food condiment and healing remedy. It is an excellent source of iron, manganese, B6 and potassium. Its medicinal uses include the ayurvedic treatment for arthritis, digestive ailments and advanced age-related issues. It is also considered an anti-inflammatory and may help lower cholesterol. In foods it adds a lovely deep yellow color. You can add it to egg salad or sautéed cauliflower, mix it with cooked brown rice, raisins, cashews, cumin and coriander, or add it to mayonnaise and yogurt along with dried onion, salt and pepper and serve with it as a dip with raw vegetables. Coffee, aside from being a popular morning wake up beverage, has been shown to reduce the risk of brain and neurological disorders. Don‘t worry if you don‘t want the caffeine component as both caffeinated and decaffeinated coffee has been shown to be medicinally effective. You can drink it, cook with it, bake it, or simply cover the beans with dark chocolate and enjoy dual benefits. Green Tea’s health benefits are linked to heart disease prevention and strokes, regulating and lowering blood pressure and cholesterol, and as a cancer inhibitor. They also contain antioxidants that target and destroy cell-damaging free radicals. Caffeinated or decaf, both are high in antioxidants. For a wonderful summer drink, brew green tea with mint and cool. Serve chilled mixed with apple juice and sparkling water. Garnish with mint and a slice of lemon. Garlic, not just for vampire repulsion, is an antioxidant and antibacterial which also boosts immunity to colds as it strengthens the immune system. It is truly one of God‘s gifts and numerous cookbooks have been written about it. Personally, if I were stranded on an island and had only 5 food condiments or flavorings, one would be garlic; I use it in everything. Use whole cloves when roasting
IN
THE
KITCHEN
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assorted root vegetables, press and use in dressings and dips or roast whole heads and serve as a spread over crusty bread. A cooking tip I found on line suggested waiting 15-20 minutes after chopping garlic, before cooking, to activate its immuneboosting enzymes. Ginger, believed to be originally from southern India, is one of the world‘s most popular spices. Medicinally it promotes the circulation, digestion and immunity systems, relieves nausea and morning sickness, may lower cholesterol, and is an antiinflammatory. Grate and use raw, sliced, sautéed, pickled, candied or brewed in tea, ginger can be found in many dishes; from pumpkin pie and gingerbread to ice cream. It is very popular in Indian and Asian cuisines. Oats are high in protein, they help to lower cholesterol, strengthen digestion and may also improve memory and mood enhancement. Many people swear by it and suggest it be eaten daily. You can use it in baked In addition to goods, as a non wheat filling alternative to meatloaf, or simply made into breakfast cereal oatadding “good for meal. I highly recommend Holly‘s Oatmeal w/ Goji Berries, which can be found in Whole Foods and some supermarkets. you foods” to your Quinoa, once called ―the gold of the Incas‖ has been eaten for more than five thousand years. It is often considered to be a grain, but it is actually the seed of a plant that is related to beets, chard and spinach. Not only an amino-rich protein, it is considered a complete protein; unlike rice which needs to be eaten with beans to create a complete protein. Quinoa is low in carbohydrates, rich in iron, contains all essential amino acids including lysine which is essential for tissue growth and repair, is said to help with migraines, is gluten-free and has antioxidant properties. It can be added to vegetable soups or as a replacement to bulgur wheat in tabouli salad. For a nuttier flavor, dry roast before cooking. To use, rinse well with cold water before cooking. Add one part grain to two parts liquid. Boil then reduce to a simmer and cook approximately 15 minutes. When cooked, grain will become translucent and its spiral tail will detach a bit and become visible. Soy, high in protein and fiber, promotes heart health and reduces the risk of some cancers. It is said to have a positive effect on menopausal symptoms. Forms of soy include edamame, tofu, tempeh, soy nuts, miso, tamari and shoyu. Edamame, or soy beans, originally from East Asia, have been eaten for over 5,000 years. It is the only vegetable to contain all nine essential amino acids and is therefore considered a complete protein and regarded as a valid replacement for meat protein. One cup of soybeans provides 57% of the daily value for protein and is less than 300 calories. Although much of the soy grown in the US is genetically engineered and there is currently conflicting information, many studies are underway. One suggestion is to eat organic or fermented soy, slowly cooked and prepared with kombo (seaweed).
diet, here are some simple rules of thumb to follow: Take only what you need and no more. Eat local and seasonal fruits, vegetables and grains Consider organic, fair trade and sustainability when you purchase. Ask yourself: ‗Is this good for me?‖ And from Michael Pollan who suggests: ―Eat Food. Not too much. Mostly plants.‖
Flaxseeds, originally from Mesopotamia, were so prized that Charlemagne passed laws requiring its cultivation and consumption. They are a high source omega-3 fatty acids, manganese and dietary fiber. Medicinally they support good liver function, strengthen and support the immunity system, help cleanse the heart and arteries and may fight some cancers. They can be used as seeds, ground into powder or made into oil (which needs to be refrigerated). They have a delicate nutty flavor, and are wonderful added to pancake batter, to smoothies, or used as a salad dressing oil; but avoid cooking it directly as high heat destroys many of its medicinal qualities. Flaxseed Pumpkin Ricotta Hot “Cereal”: In a non stick skillet, mix ½ cup ricotta cheese with a little water to thin it. Whisk in 1 large organic egg. Add ¼ cup pumpkin puree with a pinch of salt. Stir on medium heat. When it begins to get grainy, which is the egg cooking, add 2 Tablespoons flaxseed meal. Sweeten with cinnamon or maple syrup. So, what to do this coming summer? Enjoy the summer break: support the bee community with bee friendly plants such as lavender, jasmine, rosemary, violets, wisteria and sunflowers; turn your backyard into a nature preserve and certified wildlife habitat (info@nwf.org.); support local farmers by shopping at a farmer‘s market; try out a few new recipes from Clean Food by Terry Walters or The Produce Bible by Leanne Kitchen, read anything written by Michael Pollan, Frances Moore Lappé or Dr. Joel Fuhrman, and most importantly, Eat Good Food and Food That Is Good For You. From Rudy, Rafael, David and me, we wish you all a wonderful summer holiday! Eat well, stay healthy and have fun! Information, references and health statements for this article come from a variety of sources. Please view the information and recommendations as a result of my research and opinion and not necessarily as a source of proven facts and promises.
ART
WITH
RALLOU HAMSHAW
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11th Watercolor and Mixed Media Painting: REVIVING HIROSHIGE'S VIEWS OF EDO With Rallou Hamshaw, Upper School Art Teacher
The city of Edo in Japan was renamed Tokyo in 1868. Late in his career, Utagawa Hiroshige (1797-1858), a master woodblock printer and painter, embarked on a remarkable landscape series entitled, "One Hundred Famous Views of Edo," in which the artist created "images of a city between visual poetry and idealized reality." (Taschen) This year's 11th grade students were inspired by the lyrical work of Hiroshige, one of Japan's most outstanding artists. The students were given the choice of interpreting a piece of their choosing very closely, or to combine elements from different paintings by Hiroshige into one project, and to freely incorporate invented imagery should they wish to. The goal of the assignment was to experience an Asian culture through the art of painting in watercolor and mixed media. Cultivating refined skills and entering into a deep artistic adventure over a number of weeks was a memorable journey for the students. They worked exceptionally hard throughout this afternoon block, achieving commendable results by balancing the demands of craftsmanship and artistry, and addressing the challenges of both drawing and painting in one highly realized project.
ART
WITH
RALLOU HAMSHAW
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IN DEVELOPMENT
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Support the Gala and Support the School! Please join us at Bridgewaters on Thursday, May 20.
Who? You! And invite your friends and family too; the more the merrier! Why? In the past the Spring Gala has raised between $80,000 - $140,000 How? Attend the event: eat, drink and be merry while supporting Steiner! A win-win for all. Sponsor faculty attendance: please consider supporting faculty attendance at the event. Underwrite the event: sponsorships are essential to the Gala‘s success. Please consider becoming a benefactor. Make a donation to the silent or live auction: As always, we ask that every family donate or solicit (at least!) one item to either auction. Over the years parents have contributed a vast array of fabulous items from tickets to Broadway shows and sporting events, gift certifications for shops and restaurants, salon and spa visits and the always popular stays in their ski, beach or country houses. Place an advertisement in the program! Spread the love while supporting Steiner! An ad is a terrific way to salute a teacher, send inspiration, or promote your company. See enclosed form for details, plus sample ad page for ideas. RSVP today; extra forms are available at the front desk or go on line: www.steiner.edu and click on Spring Gala 2010. For questions please contact Shannon Williams in the Development Office at 212-534-2130x206 or swilliams@steiner.edu.
IN DEVELOPMENT
Give a Gift. Make a Difference. There are only two months left for you to make your donation to the 2009-2010 Annual Fund. Participation has increased, but we still need your help to reach the School’s goal of 100% in each class by June 30. Mail or bring your gift to Shannon Williams, Director of Annual Giving, or contribute on line at www.steiner.edu and click “Online Giving.” We are ever grateful for your continued generosity!
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COMMITTEES
WORK
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Diversity Committee Dale Bennette, Dan Marsch, Justin Peyster, Diversity Committee Members ---New York City, Wednesday April 14, 2010
At the invitation of the Diversity Committee, Dr. Linda Williams traveled from Michigan to meet with faculty, students and parents of the Rudolf Steiner School. An Assistant Professor of Reading at Eastern Michigan University, Dr. Williams taught for 17 years at the independent Detroit Waldorf School and at the Urban Waldorf School, a public school in Milwaukee. Dr. Williams‘ research interests include documenting the multicultural issues in public, charter and independent schools, as well as the academic benefits of learning to knit. She received her doctorate in 2006 from Michigan State University in Curriculum, Teaching and Educational Policy, with a specialization in literacy education. During the course of the day, Dr. Williams repeated the need to both acknowledge our diversity and hold our unity. She urged the high school students for example to use their Waldorf education to transcend the ―market‘s‖ attempts to treat them as individual consumers. The ―I‖ must become ―We‖ she said, as she explained how the Civil Rights movement changed the first word of an old African American spiritual from ―I Shall Overcome‖ to ―We Shall Overcome.‖
9th Grade
In a meetings with teachers, the question arose about at what age a student has the capacity to recognize differences, especially physical characteristics and internalized behaviors that convey cultural and ethnic values. As young children naturally take in knowledge of the world through their senses, seeing color, feeling texture, hearing dialects, and "tasting the flavor" of the variety of humanity in families, neighborhoods, and classrooms, Dr. Williams suggested using literature, art, and music with rich vocabularies, verses, and forms to highlight and honor human diversity. She encouraged parents and teachers to explore during class meetings their personal biographies, including experiences of race and ethnicity from wherever they or their ancestors hail. This kind of sharing allows groups to participate in specific human experiences, possibly unknown or unfamiliar, and engender compassion. Study groups, committees, and elementary and high school classrooms are other venues for this exchange of perspective. In a time of deep cynicism, Waldorf schools' approach to the developing human being "... embrace[s] the culture of idealism." Dr. Williams‘ day was capped by an inspiring talk sponsored by the Parent Council and Community Education Committee called, ―Waldorf Education and the Promise of America: Diversity in Waldorf Schools.‖ She developed the idea that narrative is the basis for education and that diversity is less a goal to be achieved than the natural mode of education . Instead of speaking about diversity or about story-telling, Ms. Williams wove her speech from stories—not only from her own direct experience as a teacher and a scholar but also from experiences of friends, relatives, and acquaintances. In this way, she encour-
aged and exemplified diversity as pedagogical practice, an inclusive activity that also manifests the idea that all human beings are ―larger than they appear to be.‖ One specific aspect of this encouragement was her suggestion that we can only overcome the limitations of our own perspectives by seeking out and learning to hear what others have to say. A second aspect was the story of the Detroit Waldorf School that deliberately seeks the participation of an ever- larger community and attempts to offer ever- greater transparency about its work to the community. Throughout her presentation Ms. Williams emphasized that what Waldorf Schools provide - a fundamental understanding that human development is a spiritual rather than a mechanical process - is essential not only for students but also for the future of education in North America. Dr. Williams cautioned about being surrounded by narratives (e.g. ―a race to the top‖) that categorize and belittle the human being, mostly in order to sell products to customers. Waldorf education, by contrast, imagines every student as a nexus of past heritage and future potential -literally incarnates diversity in each individual child. Thus the task of teachers and parents is less to work toward ostensive benchmarks of diversity than to acknowledge, respect, and understand how it must inform ongoing practice all the time. --Dale A. Bennett, 6th Grade Classroom Teacher, Dan Marsch, High School Math Teacher, Justin Peyser, Parent in Upstairs and Downstairs Kindergarten.
COMMITTEES
WORK
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Social Inclusion This issue we‘d like to share with you one tool of Social Inclusion that both the adult Social Inclusion Coordinating Group (SICG) and the Student Action Committee (SAC) have been using this year. We invite you to try this unique ―diet‖ out over three weeks and share your experiences with each other! Feel free to email Linda Ogden, SICG CoChair, at logden@steiner.edu with your comments and questions.
THE PUT DOWN DIET by Kim John Payne
PART ONE: Self Change and the Authentic Adult If you were to ask a child or teen ―Where does bullying really begin?‖, many will say that it is verbal and body language put downs that go unchecked and are not corrected by other kids and parents. They will probably go on to say that the child doing the put downs, sees this as permission to keep going or to do worse things. Interrupting anti-social language is the key to preventing an escalation into bullying. If we are to ask the children and teens around us to change their way of acting or speaking we must be willing to explore and shift our own social behavior. This is the path to becoming an ―authentic‖ adult. As Gandhi put it, “We must become the change we want to see..” This process has three steps. Each step involves aspects of the Eight Fold Path. These steps should be done over a consecutive three week period without a break. Perhaps the most important of the Paths in seeking to make change is Right Endeavor which asks us, in essence to ―do what is doable.‖ Changing the way we think, feel, and act is only achieved in small steps and the Put Down Diet is arranged to make this possible.
try to intercede and shift the conversation. You may use any common sense strategy to Week 1 attempt this but in particular you may wish For one week become very conscious of to try the ―Three D‖ approach outlined bethe put downs you use. This includes both low. Continue to reflect. verbal and non verbal/body language put Disapprove downs. Express disapproval... Right Speaking “It’s not okay to do/say things like that in In speech with others, say only what has this family/school. It makes things worse sense and meaning. Make your conversawhen you do/say things like that.” tion thoughtful. Do not be afraid to be silent often. Try not to use too many or Discover too few words. (Try to withhold words Asking in an age appropriate way... that may be hurtful and if they are spo“What’s the problem?” or “What’s botherken, don’t be afraid to apologize and ing you?” reframe your words to be more considerate.) Do-Over THE STEPS...
For the whole three weeks, each night reflect on your progress. Try to do this in a self forgiving way that explores what it was that was bothering you at the time and emphasizes how you might do it differently next time. Right Remembrance Reflect on your words and actions each night. When opportunity offers one should handle a situation more wisely than previously. Experience is a rich treasure, and one should consult it before doing anything. Watch the actions of others and compare them with the ideal – but lovingly, not critically. One can learn much from observing others, including children. Week 2 For one week become very conscious of the put downs that form in your feelings and thinking. Of course, also stay conscious of the verbal and non verbal put downs. Continue to reflect each night. Right Thinking This involves being able to refrain from approving or disapproving judgment and from criticism. (In this way one arrives at the habit of forming opinions that humanize rather than dehumanize.)
Right Endeavor Do not attempt what is beyond your powers, but also omit nothing for which they seem adequate. Set before yourself ideals which coincide with the highest ideals of a human being; for example, the aim of practicing such exercises as these in order to be Week 3 able better to help and advise one’s fellow For one week become very conscious of the put downs you hear around you and human beings, if not immediately, then later in life.
Do-over/rephrase... “Let’s work out how to do/say that in a better way.” Right Action Make your actions as far as possible harmonious with your surroundings. Weigh all actions carefully so that the eternal may speak through them, so that they may be good for the whole and for the lasting welfare of others. As one person who went on this Put Down Diet reflected... ―This is not a yo-yo diet, it really goes deep and if taken seriously makes real shifts in the way in which you interact.‖ Therefore, the final Path that helps us in this ideal involves steadfastness of intent to make non‐violent and authentic communication a part of one‘s daily life. Only then are we able to become the change we seek. Right Resolve Cultivate steadfastness. Make resolutions only after full consideration of even the most insignificant points. Avoid thoughtless acts and meaningless ones. For every act have sufficient reasons. Do no needless thing. When convinced of the rightness of a resolve, abide by it unfalteringly. Reprinted from: The Social Inclusion Approach – Breaking the Pattern of Teasing and Bullying by Kim John Payne, M.Ed.
COMMUNITY ANNOUNCEMENTS
What Should My Child Do This Summer? A Few Waldorf-Inspired Summer Camp Options Hawthorne Valley Farm Camp http://www.vspcamp.com/camp.htm If your child enjoyed their class farm trip, this is the summer version! Many of the activities the children enjoy during their farm visit are the same: feeding animals, cleaning the barn, riding horses, and helping in the garden, with time for more traditional camp activities like hiking and arts and crafts added. Sleep-away camp is offered from one to three weeks during July and August, depending upon age (8-15). Call Nick, Helen, Tessa, Charlie, or Matt at 518-672-4790 for further information. The Nature Place Day Camp http://www.thenatureplace.com/ Located just 45 minutes north of NYC in Chestnut Ridge, NY on the grounds of the Green Meadow Waldorf School, this camp offers children a chance to enjoy the great outdoors all day and still sleep at home each night. The days are divided into six periods, with ten minute transition times in between each period, including swim time each day. Camp runs for 6 weeks this summer (June 28th -August 6th), with many different attendance options, and busing from NYC is available. Call 845-356-6477 for further details.
Camp Glen Brook http://www.glenbrook.org/index.aspx 65 Years of Weaving Waldorf Education with Traditional New England Camping. This small sleep-away camp serves just 75 children from ages 8-14 and offers a host of traditional camp options, such as hiking, canoeing, arts and crafts, and other activities in nature. There is also an intensive leadership training program for older teens (14-16), which includes several wilderness backpacking trips and teaches stewardship of the land through hands-on experience. Talk with our beloved Lower School Music Director and longtime Glen Brook counselor, Ms. Judy Bachleitner, or call 603-876-3342 to find out more. Rudolf Steiner School - June Days Of course, don‘t forget our School‘s own June Days; a day program offered for children, grades K-5, the last two weeks of June. And for the musically inclined, Summer Interlude, cohosted by Brearley and our school, offers half and full day options, including time for both instrumental and vocal music work. Our very own drama teacher, Clio Venho, leads the musically inspired afternoons! June 10th-18th (1st Session) June 21-25 (2nd Session). For more information on June Days, please contact April Pereyra at apereyra@steiner.edu. For information on Summer Interlude, please contact Sherry Chow at schow@steiner.edu. Wilderness Survival Summer Camp Woodland Ways, located at the Hawthorne Valley Farm and School (2.5 hours north of NYC), brings people on exciting journeys into the world of wilderness survival and rites of passage. We offer separate courses for ages 7-16. Camp Director, Michael Pewtherer, Head Instructor Paul-Ivan Derramaux and camp staff, share their love of nature and passion for responsible living through wilderness survival techniques like fishing with hand and spear, shelter building, friction fires, camouflage and many other skills. Offering both day and overnight programs.
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IN MEMORIAM
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Alumnus Thomas Soybel, class of 1975, lost his long standing battle with progressive multiple sclerosis on January 16th, 2010 at the all too young age of 52. A very accomplished gentleman, Thomas found success as both a lawyer and author of children‘s verse. His children‘s book, The Diner on the Wall, illustrated by Pam DeVito and published in 1996 by Windswept House, was dedicated to his daughter, Anna. Though his illness forced him into early retirement from law in 1994, it did not stop Thomas from pursuing his passion in poetry, art history, and music. What follows is a re-print from the November 1985 Rudolf Steiner School Newsletter written by Thomas. He discusses his career after Steiner and the profound effect the School had on his professional life. Thomas is survived by his wife, Virginia Earll Soybel and their daughter Anna, his parents Renate and Arthur Soybel, and his sister Carol Soybel Bartges. The thoughts and sympathy of the entire Rudolf Steiner community go out to the family members, friends, and former classmates of Thomas. Reflections on a Steiner Education By: Thomas Soybel ‘75 Not every experience in life demonstrates the value of a Steiner education. Many simply make no demands on the inner resources we like to think we developed at school. Most alumni pause to reflect only once in a long while on whether their years at the Steiner School have made a difference to them. Ten years after my commencement I am changing jobs and it seems the appropriate moment for reflection. I worked for three years as a prosecutor for the New York County District Attorney. My job was to try criminal cases for the government. I am not, of course, the first alumnus to have felt drawn to public service. It is a fact, and a credit to the school, that young men and women leave Steiner School with the sense that their advantages in life carry with them a large measure of social responsibility. The Steiner School encourages a concern for community well-being upon which this view depends. So it was that I gravitated toward criminal justice. The job brought with it challenges and conflicts, both
emotional and intellectual. Victims of crime come from all walks of life, but for the most part are overwhelmingly poor. The addition of crime in their other burdens often places them in heartbreaking predicaments. I met elderly people who had been robbed at knife-point, shopkeepers whose life savings were lost in burglaries, and women and children who had been battered and abused. In each case the victim had to be interviewed at length and his account coolly and rationally evaluated.
undue advantage of his adversary. As a public official he must see that a trial is fair and conducted according to law. Even inadvertent trial errors can threaten a conviction on appeal. Success has its satisfactions but brings with it the spectacle of a man, once free, being led away to jail. Even in the case of a horrible crime this sobering sight serves to remind a prosecutor that he cannot take his power over the lives of others for granted.
What has a Steiner education to do with all of this? The prosecutor must test the For me it meant not particutruth of an accusation as best lar precepts and ideals, but he can before the matter an understanding of myself reaches court, and sympathy and a security in my conviccannot be allowed to tions that enabled me to threaten objectivity. Neither function in an atmosphere can one become so inured to of constant ambiguity. I suffering that a human rehave always taken this to be sponse is no longer possible. the goal of a Steiner I saw this failure to respond education. happen often enough in I don‘t think that my experithree years to conclude that, ence at the DA‘s Office difwhatever the personal consefers much in kind from the quences, a lawyer to whom it demands and compromises happens loses some of his that my classmates face in power as an advocate. other pursuits. Ten years Similar conflicts followed me after graduation I suspect into the courtroom. Once that we are each seeing convinced he has truth on something gained at the his side, a prosecutor must Steiner School come to the pursue conviction to the fore. utmost but may not take
―Like all of the kids in our small class at the Rudolf Steiner School, Thomas was more like a sibling that just a friend. …I remember him as fiercely competitive, eager to learn, smart, proud, and very capable. He marked his place in the back row of the classroom, and tipped his chair back with an air of complete confidence. He was a friend to everyone, and it was painful for any of us to think of the illness he had to endure.‖ Claudia ShayneFerguson ‘75
A
YEAR TO REMEMBER
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