A Community that Gardens Together

by Kim Allsup, Gardening Teacher

Here at the Waldorf School of Cape Cod, we garden together as a community. We have been gardening at WSCC for at least 25 years, but the addition of the lunch program sparked a new level of commitment to growing food in a quantity that would provide useful parts of the menu. 

Our Seed to Table Meals

Before we had a lunch program, my goal as a gardening teacher was to grow a wide variety of plants. Our harvests sometimes became a salad prepared and eaten in third grade. I often sent food home with children and sometimes this made its way into dinner and at other times a child would tell me that her lost carrots were found shriveled in the back of the car. It is wonderful to know all the good, organic food we grow will be eaten - in Chef Peet's lunch, in the Wednesday take home meals, as snack during our weekly faculty meetings or via veggie sales in the lobby. 

Today, the privilege of carrying the harvest to the kitchen is prized. I hear, "Can I take this to Chef Peet?" at least ten times in each gardening class. During lunch our youngest children often look at certain beans, peas, or strawberries in their meal and announce, "I picked this one, I remember it." 

Our School Sunhouse

Of course the ability to harvest a crop large enough each week to be a meaningful contribution to lunch is possible because we have a hoop house. I am continually grateful for the amazing community support and the efforts of a dedicated team that created this growing space. 

Autumn is a busy time for our garden work because it is the traditional harvest season. In the sunhouse it is also a vital season for planting as winter harvests depend on strong fall growth before the light levels decrease. 

Follow our work in the Waldorf School of Cape Cod Sunhouse on Twitter and Pinterest.

Gardening in Nursery Through The Grades

Of course we are both growing food to eat and we are growing children who appreciate and come to understand the nature of plants and the work of gardening. This learning through doing will mean that as adults they know how easy it can be to grow a significant amount of food. 

This learning begins in Parent & Child classes and Early Childhood classes. While these groups do not officially have gardening classes, I suggest gardening projects to their teachers. This is the first year a Parent & Child class has gardened in the sunhouse. 

Here is summary of our community efforts to grow our food since school began this September:

• Mrs. Green's Parent & Child class has harvested tomatoes and fingerling potatoes. 
• The Sunflower children are drying beans they harvested during family gardening.
• The Morning Glories have harvested fingerling potatoes.
• Class 1/2 have brightened the garden with geraniums which will come into their classroom soon
• Class 3/4 has had a double period of gardening each week where they have planted, weeded, harvested and enjoyed drinking from nasturtium leaves using chives as straws.
• Class 5 studied cucurbits (pumpkin, zucchini, watermelon) and drew their leaves as part of their weekly class Botany in the Garden. They also planted their experimental bed and gardened on Friday afternoons for the first electives block.
• A few students from Classes 6, 7, & 8 led groups of fifth graders during electives to get the sunhouse planted for the cold months.
• Mr. Mullins and Mr. O'Hara led the middle schoolers in pulling the roof over the sunhouse after Classes 1-8 gathered to recite their lunch blessings and sing the sunhouse blessing song
• Mr. Buskey tended the French gardens he planted near the sunhouse and the gardens near the shed.
• Mrs. Small and Class 6 continue to care for the wildlife garden they planted just outside the sunhouse. 

At Waldorf School of Cape Cod our whole community is involved in our gardening program and we all enjoy the benefits of our work together.

For more on gardening and education, visit our gardening teacher Kim Allsup’s blog Growing Children.

How a Waldorf Teacher Teaches Compassion

Second grade teacher, Ieeda Rico, shared the story of Saint Francis in The Wolf of Gubbio with her students. The story is one of forgiveness and compassion for humans and animals alike.

After she shared this story, the class visited some local animals in need at the MSPCA. The children brought items to the animals that the shelter requested to provide them with the care they need. This act of selflessness and compassion towards the animals was a way for the students to relate what they learned about Saint Francis to their own experience. When children are given this opportunity, they are interested, alive, and what they learn becomes their own. Waldorf schools are designed to foster this kind of learning.

“The children were so excited to have an opportunity to bring their individual gifts to the shelter, and meet the animals and staff that would directly benefit from their thoughtfulness. What a great way to directly experience the story and lessons of true compassion and giving that we are taught by great individuals in history, like St. Francis.”

Ms. Rico, Second Grade Teach, WSCC

What They Learn Becomes Their Own

To be properly prepared for life in our world today, children need more than an education designed only to promote cognitive ability and gathering information. There are actually three capacities children need to develop - imaginative thinking, emotional involvement, and determination. When emotional involvement becomes part of a child's education, what they learn becomes their own.

Emotional Involvement

Emotional involvement is an essential part of a child's education which has been missed in most current educational settings. It is imperative that education directly touch the hearts of children, to help them care about their fellow human beings.

This story is an example of one way Waldorf Schools help children become emotionally involved in what they learn which becomes part of who they are as human beings.

Why I Address My Fifth Graders as Students, Not Children

By Mark Schofield, Class Five Teacher

Fifth graders are in the middle of their 8 year elementary school journey.  They are not yet Middle School age and they have moved beyond most of the basic learning that they have mastered in their first four years of school. They are ready to become more independent and begin to take responsibility for their own learning. In deference to this change, I try to address them as ‘students’ not ‘children’.

They are ready to become more independent and begin to take responsibility for their own learning. In deference to this change, I try to address them as ‘students’ not ‘children’.

- Mark Schofield

This change is also reflected in the Waldorf Curriculum for grade five.  Last year we began to look at our school, our communities and our local areas Through our local history and geography blocks.  We explored our neighborhood and learned about the history and geography Cape Cod. At the end of the year we began to study Massachusetts and looked at the geography of New England.

Learning Beyond Local

This year our scope has suddenly expanded. Now we are looking at the geography and history of North America. Some things are familiar but the story of the North America has epic sweep and scope. To encompass this scope require a great deal of new learning. The location of countries as well as US states must be learned.  A basic understanding of the history of the continent also helps. These basics will be built upon in the higher grades.

Studying Plants

Children love animals. They love to talk about them, model them in clay, paint and draw.  My fourth graders did as well.  This year the curriculum asks them to put the animals to the side.  They are not retired but have to be satisfied with being lesser players in our stories of biomes and civilizations. The main focus of attention this year is not animals but plants.

We will start with trees strong and majestic, so much a part of the North American epic. We will learn how the silence of trees masks complexity and power. Most importantly, we will how every tree is part of the intricate community that is a forest. This study will provide an entryway into this other realm, the kingdom of plants and flowers to be studied in the spring.

Developing Young Philosophers

Right now, going from fourth to fifth grade seems an awesome step.  We still want to romp and fight with Thor and Loki.  But I know that in the spring, after we traveled through India, Persia and Egypt we will settle ourselves among the flowers and get to know them.   We will study Greece and travel to the Olympics in Lexington. We will begin to see things not as Norse gods or small children but as students and young philosophers.