The Waldorf way

Unconventional school uses art and nature to foster knowledge

By: Jillian Kalonick
   Don’t expect computers in every classroom. In fact, don’t expect any computers — or televisions, overhead projectors, even textbooks.
   At the Waldorf School of Princeton, as with any school based on the Waldorf philosophy, the emphasis is on what exists in a child’s imagination and capabilities — not on having the latest technology. The idea behind a Waldorf education, among many other things, is a focus on enthusiasm for learning and discovery, a curriculum that is in tune with a child’s stages of development, and an emphasis on beauty and art as a way to foster knowledge.
   And it’s impossible not to notice, upon walking into the main school building that it smells amazing — is it because of the all natural cleaning supplies? non-toxic paints? — like herbs or an orchard. (The early childhood classrooms smell like fresh-baked bread, because it’s coming out of the oven in the kitchen.) It seems very fitting in the context of the school’s emphasis on using all senses in the learning process.
   Located on 20 acres of what was farmland on Cherry Hill Road in Montgomery, the school has an enrollment of about 250 children from preschool through eighth grade. With gardens and greenhouses on site, kids begin working outside in fifth grade, using tools, planting bulbs and harvesting greens. Outside time is important; even on a cold, muddy day, youngsters wearing boots and parkas trek out to play.
   Also unique is that each child learns handiwork, beginning with knitting in the first grade and progressing to crocheting, sewing and felting. These creations are in display in the school hallway, along with student drawings. Each classroom is simply but elegantly decorated, and painted in individual colors with matching curtains.
   Students create their own textbooks on everything from language to astronomy; with detailed borders, illuminated letters and intricate charts, they are striking. Every child learns French from first grade on, and all play musical instruments as well. All students learn eurythmy, a style of movement that "expresses the sounds of language and elements of music in a visual way," according to the school’s Web site.
   "You see beautiful colors, the nice music, and it seems like there’s something indefinite," says Tertia Gale, faculty chair at the school. "What we’re looking for is their undivided attention … we’re trying to cultivate full engagement. That helps them to have an interest in the world. It has them begin to be curious in a deeper sense about what’s around them. Then they get quite connected."
   Ms. Gale notes that after they finish their education, Waldorf students tend to stay with jobs five to seven years — far longer than average. "They like — they thrive on — getting involved in what they’re doing," she says. According to figures provided by the school, more than 94 percent of Waldorf graduates attend college, 51.1 percent pursue advanced degrees, and more than 42 percent choose science as a major in college.
   There are more than 150 Waldorf schools in North America and more than 800 internationally; the Waldorf School of Princeton is the only one in New Jersey. The Waldorf education is based on the research of Austrian scientist and philosopher Rudolf Steiner (1861-1925), who established a school for children of the employees of the Waldorf Astoria cigarette factory in Stuttgart, Germany, in 1919.
   Although it is not taught in Waldorf schools, the Association of Waldorf Schools of North America notes that, in order to start a Waldorf school, "It is essential to have a strong foundation in Waldorf education and anthroposophy" — a philosophy based on the teachings of Steiner that "fosters a spiritual view of the human being and his place in the cosmos, but emphasizes knowing, not faith" – "if a school is to grow and thrive," and that a Waldorf education "arises out of the soil of anthroposophy."
   According to materials published by the AWSNA, the Waldorf approach values community and family life; education focused on body, mind and spirit; age-appropriate use of the media, and teaching ethical and moral judgment. Perhaps the most surprising marks of a Waldorf school is the lack of electronic media, and also the fact that teachers follow their classes (less than 15 students) throughout their years at the school, teaching a wide variety of subjects through eight years.
   David Heberlein has been teaching at the Waldorf School of Princeton for 20 years, and in that time has followed one class from grades one to eight, one from six to eight, and is now teaching eighth grade to a class he has had since first grade.
   "It’s actually quite profound," says Mr. Heberlein. "When you’re a parent you have an opportunity to be in close contact with a child and watch them grow and see who they become. I have had the opportunity now in two occasions and part of a third. You see them come in as these little fifth graders, and they look at you as if you are a god — by the time you leave they’re looking you in eye and saying you dress funny. If you stick around long enough, you see them come back."
   As Mr. Heberlein does a chemistry demonstration with his students about photosynthesis, sugar and starches during the morning "main lesson," he has each one of them engaged and asking and answering questions, but it is clear that he too is learning along with them. Unlike what might happen in many other classrooms during a lab, the students aren’t detailing the project in a notebook, but rather experiencing it, then "letting it go," says Mr. Heberlein — they’ll remember it the next day when they recall it, because they experienced it first hand.
   "They love the science block," he says. "To them it’s like candy because they really like to see these demonstrations. With what they remember from one day to the next, they end up coming to observations."
   The learning for each "block" that he must teach has become something he always gets really excited about, says Mr. Heberlein. "I have these anxiety moments, but when I start getting into it, there’s always something that just becomes fascinating," he says. "Study has become more than anything else enjoyable, I think, what a privilege I have —- I get paid to study and learn things, and then share them with other people, and if I can make it interesting, they’ll make it interesting, too.
   "This is why I’m so glad we don’t use computers," he adds. "What more is going to make a child see that learning is important, than if they are seeing an adult that’s always learning and is exciting about learning?"
   After finishing their education at the Waldorf School of Princeton, students go on to local private and public schools, and often to top-tier colleges.
   A Waldorf education is centered on a community environment, says Terri Fredericks, who teaches third grade and was an engineer before coming to Waldorf.
   "I equate it to old-time neighborhoods, when your grandparents lived behind you, and there was an aunt down the street," she says. "There was a community of people looking out for you. I feel that’s a big part of the community at a Waldorf school. The parent body in each individual class and school-wide is watching out for all the children and has a vested interests in how they do."
   In following students throughout the grades, "I feel like you really know the children very well and become more attune to their long-term growth," she says. "I believe that you become a little more accountable for children themselves — you’re not turning them over the next year and handing them off. You have an interest in their success, not only as a student but as an individual."
The Waldorf School of Princeton, 1062 Cherry Hill Road, Montgomery, will host an open house Saturday, March 10, from 10 a.m. to noon. The school is a nonprofit, tax-exempt educational organization. Tuition assistance and scholarships are available. For information, call (609) 466-1970, ext. 15. On the Web: www.princetonwaldorf.org.