S P R I N G 2 0 0 8 T H E N E W S L E T T E R O F R I C H M O N D W A L D O R F S C H O O L

RWS’s Three-Year PlanApproved by AWSNAby Peter Gilbert, Long-Range Planning Committee Chair

On January 15, 2006, AWSNAapproved a revised path to full mem-bership status in AWSNA. In order tomaintain RWS’s significant progress onthe path to full membership status, thenew guidelines required us to developand implement a Three-Year Plan.

Last spring, we submitted our proposedThree-Year Plan to AWSNA. In Sep-tember, AWSNA not only approved ourplan but lauded our efforts as exem-plary. This is cause for celebration, butnot without the admonition that ourwork is far from done. AWSNA willmonitor implementation of the planand will expect the plan to be an accu-rate reflection of our school’s path. Thegood news is that RWS has embracedthe plan as a true guiding documentand each realm is well down the pathof accomplishing its respective com-mitments for this year.

Our participation in AWSNA placesour school in the larger context of thenational and international Waldorfeducation movement so that our sistercommunities throughout country andthe world benefit directly from ourhard work, insight, and positive intent.Congratulations to the RWS commu-nity for attacking the planning processwith the vigor and excellence we’vecome to expect from each other. Keepup the great work!

LAST YEAR , THE ENTIRE RWS com-munity came together to craft a Three-Year Strategic Plan intended to main-tain our momentum down the path tofull membership in the Association ofWaldorf Schools of North America(AWSNA).The investment in planningwas valuable to the community on manylevels and it will continue to be fruitfulin years to come. That said, I want toplace this significant accomplishmentin the narrow but important context ofour school’s relationship with AWSNA.

AWSNA is an association of schoolsthat promotes and nurtures Waldorfeducation by performing functionssuch as outreach and advocacy, accred-itation, school support services andprofessional development. There areapproximately 170 affiliated schoolsin North America but only about 60full member schools. Full membershipin AWSNA indicates that a school hasmatured as an example of WaldorfEducation. Each full AWSNA memberschool is represented by delegates toAWSNA who perform its work region-ally and locally.

Under the SeaTHE RICHMOND WALDORF SCHOOL

SEVENTH ANNUAL BENEFIT

AUCTION WILL BE HELD

FRIDAY, MARCH 14, AT 7:00 PM

AT ARTWORKS STUDIOS

AND GALLERIES.

Please call 377.8024 for

further information.

EM

MA

O,F

OU

RTH

GR

AD

E

2

How I Spent my SummerVacationby Martha Harville

Remember the movieET: the Extra-Terrestrial?Remember the scene inwhich the governmenttask force descends on

the house where ET has been livingand proceeds to swath the entire placein heavy-gauge plastic? Remember theagents in their HAZMAT suits blockingeveryone out of the work area and fill-ing the children in the movie full of fear?

Well, the adults who worked and vol-unteered at RWS during the summerof ’07 remember. We remember all toowell. It was as though we were relivingthe scenes from that 25-year-oldmovie all summer long. From the firstvisit of the asbestos abatement crew inlate June until the contractors left inmid-August, we lived with heavy gaugeplastic, hazardous hallways, and dust.Lots and lots of dust. White, brown, andgray dust. In the rooms, in the hall-ways, on the furniture, in our lungs,and in our lunches.

It all started with a wonderful idea:make our school larger to accommodateour growing student population. The

plan was to add a third kindergarten,to make room for the first grade, and tocontinue growing our middle school in07/08, as well as to be prepared forcoming years when we expect moreexpansion. The process began withasbestos abatement and went forwardthrough demolition, construction, andimprovements, to the final steps ofcleaning and painting.

Asbestos Abatement

Before the end of June, the asbestoscrew descended on the school. Theystarted in the Aftercare room. Heavyplastic sheeting was hung, fans wereturned on, scary signs were posted;men went in. They seldom came out.There were mysterious bangs and bumps.When they emerged, all we could seewas a few spots of white paint on theceilings and floors. The next room theytackled was the former Administrator’soffice (now Enrollment/Development).Thank goodness for Jennifer Fleming,who stopped them before they blockedthe entire hallway!

Annual Giving2007|2008by Amy Farley

THIS YEAR our Annual

Giving Campaign contin-

ues to be our largest

fundraiser as well as an

indicator of the commit-

ment of our community

to Waldorf education. As

of this writing we have

received gifts and pledges

close to $25,000 with

60% participation from

our enrolled families, fac-

ulty, and staff. This is a

great start to this vital

campaign. And there is

still time to participate!

As always, our goal is

nothing short of 100%

participation. We also feel

blessed to count on the

support of our friends,

alumni, and extended

family members.

To find out moreabout how you cansupport RWS throughAnnual Giving,please contact theDevelopment Office.

3

Demolition and Construction

The next crew to come in was the gen-eral contractors. Then the fun began!They placed a dumpster outside thewindow of our new first-grade room,began knocking down walls and throw-ing debris out the window! They tookdown not only the walls that dividedthe room into small spaces but alsodemolished the wall between that roomand Ms. Dawn’s kindergarten room.A new wall was erected, making thekindergarten room just a little smallerand the first grade room the same sizeas the second grade room. Having thisdone cleared the way for the electricalcontractors who rewired and updatedservice to all classrooms and offices.We also had an unexpected visit froma Structural Engineer who assured usthat the building settling that hadoccurred was within normal limits andwork could proceed.

Reorganizing

Suddenly, all the contracting work wascompleted but the new school year wasto begin in less than four weeks! Welooked around the school and panicked!Good thing they had left the dump-ster—we sure filled it up as we cleanedand reorganized. We had our first“shareholders’ meeting,” formerly knownas “workday,” in early August. Thelibrary was moved from the PA roomto the Aftercare room. The RainbowRoom made its way across the hall tolarger, more attractive quarters, and theroom it had occupied was outfitted forhandwork and PA storage.

We reconfigured the administrativeoffices, as recommended by our con-sultants at AdminService. The frontoffice is now staffed whenever school isin session, so visitors and communitymembers can find a friendly face uponentering the building. Our Enrollment

office is in the second room on thehallway, making it easier to find andmore a part of the daily traffic. TheAdministrative Coordinator’s office isoff the PA room and provides a quietplace for important work, as well as aconvenient place to hold meetings. Inaddition, the new teacher workroomwas outfitted with two computers, atelephone, and a printer. All the facultylibrary materials and office supplieswere moved from the faculty lounge tothe workroom. The faculty lounge isnow a more restful space, considerablyless cluttered and more conducive tothoughtful work. The PA room is bigenough for meetings and craft groupget-togethers without displacing stu-dents who might want to use the library.

In the meantime, Betsy Milburn-Townwas working her magic in the school’sstorage room. New shelving was erectedand all the school supplies organizedaccording to their appropriate place inthe curriculum. There was so muchroom left over after her storage wiz-ardry that we are now able to store allour water bottles, printer paper, andvacuum cleaners!

More Shareholders’ Meetings

Once all the demolition, construction,reconfiguration, and cleaning were com-pleted, the entire community steppedup. More shareholders’ meetings wereheld and things started happening at ablinding speed! Offices and classroomsgot painted, classrooms were config-

ured, and office furniture was arrangedand rearranged. The playground wasprepared for the children. Our mainhallway walls became an amazingrainbow with hanging space for all ourchildren’s artwork. The girls’ bathroomwas transformed into a bright andpleasant space; the downstairs storageand mailboxes were spruced up. All thehallway light bulbs were replaced withCFLs and a new fixture was installedat the top of the stairs. The front land-ing has a beautiful nature table and thewall opposite the bathrooms holds adisplay of school history.

It took the entire community and theentire summer. There were days wethought it would never get finished. Ittook an incredible amount of skill andorganization, as well as the willingnessto put other kinds of work on hold. Iwouldn’t want to do it all again, but I’mglad I had the chance to do it once!

JAM

IEZ-

W,F

IFTH

GR

AD

E

The SnowdropCHRISTINA T. OWEN

I found a tiny snowdrop,

blooming in the cold,

I’ll share with you the secret

the little flower told:

“Though winter is still here,

it hasn’t long to stay.

I came ahead to tell you that

spring is on the way.”

4

L ast spring, the fourth-grade class, eight oftheir parents, theirhelper-teacher EileenRossi, and Miss Augusta

all enjoyed a remarkable adventure atFalse Cape State Park near VirginiaBeach. We spent four days at the WashWoods Environmental EducationCenter, a lodge overlooking Back Bay.The secluded park has allowed formerlycultivated land to revert to its originalwild beauty. With guidance from aknowledgeable and enthusiastic natu-ralist, ranger Vickie Shufer, we exploredand learned about the five ecosystemsin the park: the brackish water of BackBay, the marshy land, the maritimepine forest, the dunes and the beachitself. She helped us slow down, openour eyes to the smallest details of naturearound us and even to taste its bounty(more than once we found ourselveschewing on grasses, and one eveningMiss Vickie even cooked up somedelicious poke for supper).

We also learned the tracks of wild animalsin the park including bobcats, raccoons,opossum, fox, and wild pigs! We grewmore attentive to the birds around us,learning how to spot Snowy Egrets, BlueHerons, Osprey, Glossy Ibis, and variousshore birds. The children donned hip-

wader boots and used nets to scoop upcreatures living in the shallow waterof Back Bay. Baby shrimp, crayfish, larvaof dragonflies, and other infinitesimalspecimens came under our eager scru-tiny with Miss Vickie’s help. Not onlythe children, but the adults as well, feltour eyes opened to the environmentin a new way.

In addition to learning biology andecology, we also managed to have a greattime running relay races and playingCapture the Flag. Adults and childrentogether enjoyed many rounds of Heartsand Apples to Apples. And an ongoinggame of flashlight tag kept the childrenbusy at all hours. One morning, wewoke at dawn to see the sunrise on thebeach; in the evenings we had a hardtime going to sleep because we werehaving such fun. Yet somehow in themidst of this good time, Miss Augustaalso taught school—Main Lesson,recorder, painting, and form drawing.

On the last evening, the class performedtheir Norse mythology play with thebay lapping behind them—a perfectsetting for a class that has been together,like the Vikings they studied, for manyadventurous years. Great thanks anddeep appreciation goes to Miss Augustafor captaining them so wisely and withsuch love on their journey.

Opposite (top to bottom, left to right):

Harvesting sassafras Searching for

doodlebugs Journaling A visit

from a local pig Painting the shore

landscape Making soap from the

yucca plant Oceanside classroom

Sunrise over the Atlantic Raccoon

tracks in the dunes Miss Augusta’s

fourth-grade class Collecting water

specimens; Left:“Seining”in Back Bay;

Below: Miss Vicki leads the class in

plant study.

5

AVisit to False CapebyVirginia Pye, former RWS parent

6

Play: Making Sense of the Worldby Debbie Baharloo, Kindergarten Teacher

What offers childrenopportunities forphysical, emotional,social, and intellec-tual development?

What promotes motor skills, fostersthe imagination, and strengthens con-centration? What provides for the acqui-sition of language skills, number skills,and problem solving skills? Pure andsimple: play. Unstructured, unadulter-ated play. Play offers an integratedexperience where the child’s body, mind,and emotions are learning together.

In my work with young children, I’vecome to understand how deeply a roleplay has in thehealthy develop-ment of children.Children boldlyventure into lifethrough play. Playserves as a media-tor between thekingdom of child-hood where imag-ination thrivesand that of ourcurrent culturewhich is often far beyond a youngchild’s comprehension. Play is a bridgethat connects these worlds. The child,according to his or her innate nature,crosses the bridge connecting these twoworlds as they engage in play. The chasmthat separates these worlds narrowswith each passing year.

Young children are still in a worldwhere whatever they dream up is pos-sible, but they are also adapting to aworld that has boundaries, expectationsand many contrasting realities—happi-ness and hardship, friendship and con-flict, silliness and reverence, loudnessand quietness. They are also trying tocomprehend both a “material-physicalworld, as well as a divine-spiritualworld” (Lievegoed, 2005, p. 16). The

power of the human being to makesense of it all is truly a miracle. Play isan important vehicle through whichchildren can make sense of what theirsenses experience.

In the first few years, fantasy and realityare integrated. Children become whatthey see, hear, and experience. Whenthe children hear a story about how achild helps to prepare a morning break-fast of oatmeal with brown sugar andapples, it is the three-year-old lickingher lips. During a story about a bigbrown owl swooping down, it is thethree-year-old flapping his arms.When the three- and four-year-olds

are playing kit-tens, they embodythe sounds, char-acter, and gestureof the kittens theyhave experiencedin their life. It isquite sweet whena little kitteninvariably findsher way to meand purrs againstmy leg. After a

little pet, the kitten returns to herbrooding mother cat.

The four- and five-year-olds are trulymagical in their play. They easily enterinto an imaginative realm and, becauseof growing emotional, physical, andsocial capacities, there is depth and com-plexity to their play. Observing theirplay, one can easily see how life lessonsare shared. These life lessons are embed-ded in the play—babies are instructedby their mothers not to touch the hotteakettle and patients are comfortedwhen having to see the dentist or doc-tor, but they still have to go. Childrenalso learn life lessons about sharing,cooperation, problem solving, and con-

“Play serves as amediator

between the kingdom of

childhood where imagination

thrives and that of our

current culture which is often

far beyond a young child’s

comprehension. Play is a bridge

that connects these worlds.”

100%ELECTRONIC-FREE

GAMES NIGHT

[and Potluck]

Celebrating NationalTVTurnoff Week

∫Friday, April 255:30 TO 9:00 PM

VI

SI

TU

SA

TO

UR

WE

BS

IT

E:

www.richm

ondw

aldorf.com

form

oreinform

ationab

outG

ames

Night

andothe

reve

nts.

necting with another human being.Whereas the three-year-olds usuallyprefer to be the babies, it is the four- andfive-year-olds who step into moreauthoritative roles. They are the mothertaking care of children and home, thecaptain overseeing his crew, the chefcooking food for diners, the dentist fix-ing teeth, the doctor taking care of herpatients, and the hairdresser styling aclient’s hair. They bring their wholeselves to the play. It is sacred and it ishealth-giving to the growing child.

Real life is played out before our eyes.As children grow older, they directtheir play more consciously. When six-year-olds put on a puppet show, theyare able to tell a story with a beginning,middle, and ending. They gather sup-plies, set them up with great care, andthen move characters at the same timeas speaking. As well, they are also guid-ing the audience—suggesting that theyounger children sit up front, that it istime to be quiet, and often they havemade tickets, handed them out, and

then collected them back. Naturally,children of all ages can do simple andinvolved puppet shows, but it is the six-year-olds who truly take hold of allthe parts and elements of a story, whilealso commanding the adoration oftheir classmates.

Around the time that children turn sixyears old, a big shift is occurring. Devel-opmentally there is an unconsciousyet inner sensing that they are separatefrom things and people. Because ofthis they are now the creator of play—an impulse that comes from inside ofthem—rather than being completelycarried away by outer stimuli, as in thebrown owl swooping down or fully giv-ing him or herself over to kitten play.When this occurs, it seems as if theyhave temporarily forgotten how to play.They may complain of boredom andwhat used to be so inspiring to theirplay no longer holds the same interestfor them. It can be very helpful to pro-[CONTINUED ON NEXT PAGE]

7

8

able to devote themselves with confi-dence and power to the service of theworld” states Rudolf Steiner, founder ofWaldorf Education. The need for playhas been well researched and studied.One only has to observe children toknow the necessity of play in healthydevelopment.

More and more we hear about howyoung children are being taught withdidactic methods of training (instructiveand lecturing) which are appropriate

for older learners.There even seems tobe a move away fromusing the word “play”to describe play. We’vebecome estrangedfrom play—almostwanting children towant and need some-thing else! Although

some educational systems have movedaway from offering a play-orientedlearning environment for the youngchild, it does not mean that childrenhave somehow altered their develop-mental need for it.Young children needto play. In doing so, they communicatewith the world with their whole being.

One of the many reasons I am proud toteach at the Richmond Waldorf Schoolis because we provide ample opportunityfor play. Play for play’s sake. Play for thesake of healthy child development.

Sources:

Bernard Lievegoed, Phases of Childhood:

Growing in Body, Soul and Spirit,

Eleventh edition, 2005. Edinburgh:

Floris Books.

AndyWard, “The Oral Tradition and

Language Arts in Early Childhood,”

Hawthorne Valley School Newsletter,

March/April 2005.

[CONTINUED FROM PREVIOUS PAGE]

Play: Making Sense of the World

vide simple experiences for the six-year-old—baking, cooking, repairing, sewing,taking care of animals, etc. Many timesthis will re-inspire play for them.

Daily life is mirrored in children’s play.Themes of birth, death, family, entre-preneurship, baker, farmer, astronaut,driver, good guys and bad guys, owner,and animal can often be observed.During play, childrenimbue the play withemotional contentthat is appropriate tothe context. Consis-tent opportunities forunstructured playallow children, withtheir peers, to gaingreater understand-ing about life and to progress steadilyalong a continuum of emotional, social,cognitive, and physical development.“In the children’s self-directed play, theybegin to develop the inner voice thathelps them plan, imagine the conse-quences of their actions, and changecourse, if needed. This inner voice isessential for both personal and aca-demic development” (Ward, 2005).Children’s play is intuitive, lively, andeffectively engages the whole child.

Play allows children to assimilate sen-sory impressions, at the level of theirown understanding and ability, byenacting and “playing-through” whatthey have experienced—not just asthe receiver of the sensory impression,but now as one who is in control ofthe dynamics of the experience. Thisprovides necessary, age-appropriatedevelopment of the self through a self-generated, creative process. In imag-inative play, children can be the mastersof their world. This imaginative playlater transforms into capacities of imag-ination, creative thinking, and problemsolving as children mature. “If youngchildren have been able to give up theirwhole beings to the world around themin their play, in later life they will be

Play!To get reacquainted

with play, have fun,

play with your child

and for a bit of

brain food about

the importance of play,

read The Importance

of Play published by

the American

Academy of Pediatrics.

Check out this

link to the article:

www.aap.org/pressroom/

playfinal.pdf

∫

“The need for play has

been well researched and

studied. One only has to

observe children to know

the necessity of play in

healthy development.”

9

Master Teacher Eugene SchwartztoVisit RWSby Amy Farley

ways in which Waldorf educationremains ahead of its time, and he willalso explore areas such as technology,the media, and practical life in whichWaldorf educators may need to catchup with the times.

A graduate of Columbia University,Mr. Schwartz has worked with all stagesof life, from the young child to the elderlyand the dying. He began his teachingcareer by adapting the Waldorf schools'curriculum to educate a group of handi-capped and emotionally disturbed ado-lescents, after which he became a classteacher at Green Meadow WaldorfSchool in Chestnut Ridge, New York.

In addition to his years as a Waldorfclass teacher and high school teacher,Mr. Schwartz has taught prospectiveteachers at Rudolf Steiner College andSunbridge College, where he served asDirector of Teacher Education. He hasserved as a consultant to Waldorfendeavors throughout the UnitedStates, as well as in Canada, Mexico,Norway, Austria and Italy. Over thepast decade, he has worked in thiscapacity with over one hundred schools,including public schools in the NewYork metropolitan area. Mr. Schwartzwas awarded a Teaching Fellowshipat the Carnegie Foundation for theAdvancement of Teaching in Princeton,New Jersey, in which capacity he workedwith public school teachers from acrossthe nation. Mr. Schwartz also workedclosely with the late Ernest Boyer, theFoundation's president, to establish

new curricular ideas and methods. Hehas lectured on new ideas in educationat Harvard, Columbia, University ofTennessee Medical Center, and theAspen Institute. He recently gave thefirst lectures on Waldorf educationever presented in Turkey and, last fall,he spoke at the Steiner Waldorf SchoolsFellowship Conference in England.

Mr. Schwartz is the author of 10 booksonWaldorf education, including Millen-nial Child (Steinerbooks) and WaldorfEducation: Schools for the 21st Century(XLibris). He recently wrote and directedthe new DVD, Eurythmy: MakingMove-ment Human. Mr. Schwartz now worksfull time as an educational consultant,mentor, and lecturer. To view articlesand lectures by Mr. Schwartz, visit hiswebsite, www.millennialchild.com.

Meeting the Middle School Challengewith Master Teacher Eugene Schwartz

THURSDAY, FEBRUARY 7 | 7:00 PM | Suggested Donation: $10q

Eugene Schwartz, aWaldorfteacher with thirty years ofclassroom experience, is setto visit RWS this February.During his week at RWS,

Mr. Schwartz will attend classes everymorning, working with each teacherindividually; he will also conduct work-shops during the afternoons andevenings with the full grades faculty.The RWS faculty is thrilled to havesuch an experienced mentor in theclassrooms as they refine their presen-tation of the curriculum and learnnew ways to communicate our acade-mic standards to parents.

On February7, Mr. Schwartz will givean open lecture to the public entitledMeeting the Middle School Challenge. Inits recent series of articles, "The CriticalYears," The New York Times describesthe overwhelming challenges faced byteachers of children in sixth throughninth grades. Are Waldorf and Waldorf-method schools better equipped tomeet the needs of today's pubescentand adolescent children? Can a cur-riculum nearly ninety years old speakto the challenges of the twenty-firstcentury? As an educator who has usedWaldorf methods for over 30 years,Eugene Schwartz has worked with four”generations” of middle school students.In his lecture, he will share his experi-ences of the changing needs of thisage-group. He will discuss the many

SMO

KEY

P,SE

VE

NTH

GR

AD

E

10

J O I N U S F O R

MayFaireSaturday, May 3

10:00 AM to 2:00 PM

∫Music Games

Storytelling Good FoodMay Pole Dances

Books, Games and BeautifulHandcrafted Items Available

for Purchase

11

Fourfold Pathto Healing

C O N F E R E N C E

with Jaimen McMillan,

Dr. Tom Cowan, and Sally Fallon

February 28 to March 2

Durham, North Carolina

For more information visit

WWW.FOURFOLDHEALING.COM

The Field of Spacial Dynamicsby Annie Tabor, Third Grade Teacher

ning, long jump, and ring wrestling. Itis a chance for the fifth grader to experi-ence the beauty in collaboration anddoing one’s best. In our area, the WaldorfSchool of Atlanta will hold the Greekgames for the southeastWaldorf schoolsthis year. It is a chance for the fifthgrader to experience the beauty incooperation and doing ones best.

The Spacial Dynamics PACT model(Pentathlon, Arts, Cooperation, andTruce) was developed to support theseGreek games. Hands in Peace, a not forprofit organization dedicated to promot-

ing these festivalsfor children fromcountries that arein conflict, con-tracted with theSpacial DynamicsInstitute to playthe leading role inorganizing andcarrying out these

games on three continents over thepast seven years. The children partici-pate in cooperative Games and ArtsFestivals that create safe spaces for thechildren, youth leaders, and adults fromdiverse countries, modeling a celebra-tion of diversity and supportive activitiesthat give hope for a peaceful world.

Spacial Dynamics has been useful tomany professionals including: class,movement, and remedial teachers;musicians and dancers; athletes; actors;doctors; physical therapists, movementtherapists, and chiropractors; and thosein the business field.

Jaimen McMillan, SDI’s Director andthe founder of Spacial Dynamics, has

For further information, visit:WWW.SPACIALDYNAMICS .COM

I remember one of my teachersin my Waldorf Teacher Trainingsay, “I couldn’t have taught firstto eighth grade without SpacialDynamics.” That’s all I needed,

sign me up. A few years later, I foundmyself in a small town in upstate NewYork beginning a five-year journey with50 people from all over the world, of alldifferent backgrounds and professions.

So what is Spacial Dynamics? In the areasof human development, movement,and health, the importance of space isoften overlooked. Spacial Dynamics,developed by JaimenMcMillan, looksat the relationshipbetween humanbeings and space.This discipline seesspace as a livingentity and move-ment as a dynamicforce. The principlesinvolved in understanding space arerelated to movement education, move-ment therapy, personal development,and children’s world-peace games.

Spacial Dynamics has led the way, usingmovement to utilize communicationand conflict resolution exercises. ThomSchaefer and Jaimen McMillan teamedup to introduce the Fifth-Grade GreekPentathlons in 1985. Since then over100 Waldorf schools around the worldhave incorporated this Spacial Dynamics-inspired model into their fifth-gradecurriculum. While the children arestudying ancient Greece, they learn thefive Greek games: discus, javelin, run-

“In order to use spatial

movement in an appropriate,

artistic, and scientific way,

our ownmovements must be

worthy of imitation.”

J A I M E N M C M I L L A N

been training movement educators,movement therapists, and other move-ment professionals for nearly threedecades. A registered movement thera-pist, he carries a private therapeuticpractice, works with the handicapped,top-level athletes, and movement artists,including actors, dancers, and mimes.He also serves as a movement consultantfor business in Spacial Ergonomics. Hedirects the In-Service Training Programin Spacial Dynamics in North America,Germany, Hungary, and the U.K.

12

RichmondWaldorfSchool

VOLUME11NUMBER1

∫Editor:AnnReavey

Designer:MargaretBuchananCopyEditor:SallyGallo

ContributingWriters:DebbieBaharloo

AmyFarleyPeterGilbert

MarthaHarvilleVirginiaPyeAnnieTabor

ContributingPhotographers:MargaretBuchanan

PeteSvoboda

©2008RichmondWaldorfSchool

NonprofitUnitedStatesPostage

PAIDPermitNumber648Richmond,Virginia

RichmondWaldorfSchool1000WestoverHillsBoulevardRichmond,Virginia23225

Spring 2008 Community Events CalendarFebruary

7 Thursday 7:00 to 9:00PM Meeting the Middle School Challenge with Eugene Schwartz

A Lecture for Parents and Educators

9 Saturday 10:00 AM to NOON Middle School Open House

14 Thursday 8:30 to 11:00 AM Observation Day

March14 Friday 7:00 to 11:00 PM Seventh Annual RWS Auction, Under the Sea

27 Thursday 8:30 to 11:00 AM Observation Day

April17 Thursday 8:30 to 11:00 AM Observation Day

19 Friday 10:00 AM to NOON Open House

20-26 Monday-Sunday All week National TV Turnoff Week

25 Friday 5:30 to 9:00PM 100% Electronic-Free

Games Night and Pot Luck

May3 Saturday 10:00AM to 2:00 PM May Faire

8 Wednesday 8:30 to 11:00 AM Observation Day

22 Wednesday 8:30 to 11:00 AM Observation Day

VISITUSATOURWEBSITE:

www.richmondwaldorf.com

Please call the schoolat 804.377.8024

for details and to confirmall events. In the event

of cancellation, the school’sanswering machine

will be updated.