2

1 Front cover Painting of an Italian

Lady, after Albrecht Durer by

Jasmine Newsome Stone, Class 10

2 Editorial & Contents

3 College News & picture of Class 1

4 National Early Years Conference

5 Learning through Play in Early Years Education

6 – 7 Norse Myths in Class 4

8 Paintings by Classes 4 and 5

9 Experiencing Hannibal in Class 6

10 - 13 News and Reviews

14 Introducing Jonathan Kitson, our new Class 1 teacher

15 The Christmas Pageant, 1978

16 – 17 Old Scholar News

18 – 19 The Origins of Narrative Literature & the Art of Story-telling, a study in Class 9

20 – 21 Trigonometry & Basic Surveying in Class 10

22 ‘The Daily Rhapsode’ (cont. from p.19)

23 Warm welcome & Coming Events

24 Office Notes

25 A Book Review

26 – 27 Classifieds

28 Back cover Paintings by Class 10 pupils

Editorial

It’s been a good and busy term during which we had thegreat pleasure of hosting the National Early YearsConference. Julie Newnham writes about this. Our twonew classes, 9 and 10, have settled in well and any fearsone may have had of being ‘overpowered’ by theirsheer size and volume seem mercifully groundless now.

We have devoted extra space in this issue to work fromthese Upper School classes by way of introducing thepupils and their teachers to you all. Work from Class 9’s

‘Origins of Narrative Literature and the Art of Story-telling’main lesson (enjoy especially the Daily Rhapsode, p.22)as well as Class 10’s Trigonometry studies and theSurveying and Green woodworking Workshops thataccompanied it, as well as work from their paintingWorkshop. But there is also creative writing, drawing andpainting from Classes 4, 5 and 6 for you to enjoy.

Our News and Reviews never quite covers the term andwe have since had two splendid talks, one, particularlywell attended, given by Dr Hugh Gayer on ChildhoodIllnesses and one, absolutely right for the moment, on theHoly Night, given by Guus Antonie. I hope to includeboth of them them in future issues.

Wishing you now, from all of us at the school, a warm,light-filled and joyful Christmas and to our families, arestful break,

Now that we have been driven indoors by winter’s

blustery storms and silent frosts, we take joy and comfortin the many celebrations of light and warmth that belongto this time of year. First the Martinmas lantern processioninto deepest, darkest Sticklebirch Wood, then the AdventSpiral, a garden of moss into which each child embedstheir own small light until the whole room is warmed andbrightly lit by all the many lights together, the peacefulceremony accompanied by harp and gentle voices.Now preparations for the Christmas pageant and CarolConcert can be seen and overheard from almost everycorner of the school and the festivals of light willculminate in the lighting of the Christmas tree.

Contents

Kindergarten - Martinmas 1978 at Dell cottage

Christine Polyblank: for the Magazine Group The term ‘Main Lesson’ refers to a study block ofthree to four weeks, for the first 2 hours of theday, in which all the main subjects are taught.

The Magazine Group:-

Christine Polyblank - editor;Chris Dobson - design and layout;Keith Hewland - scanning art work and helpwith printing;Elizabeth Webb - advertisements & distribution;Nancy Urry - proof reading.

Class 6 ages 11-12Class 7 ages 12-13Class 8 ages 13-14Class 9 ages 14-15Class 10 ages 15-16

Class 1 ages 6-7Class 2 ages 7-8Class 3 ages 8-9Class 4 ages 9-10Class 5 ages 10-11

College NewsGeli Patrick: Chair of CollegeMaggie Coello: Administrator

The wish to have an Upper School to provide thefull Waldorf Curriculum to Class 12 has been livingstrongly in the school community since the fire ofenthusiasm was first ignited at the whole-schoolDevelopment Workshops in 2001. Since then it hasbeen smouldering, crackling and letting off a lotof sparks (!) in the School Development Plan untilthis historic moment. At last, as we turn 35, we areable to bring this next step in the life of the schoolto reality.From our very earliest years we dreamed ofbecoming a school that offered to link the broadrange of Upper School main lesson studies topractical work, and we believe as strongly as everthat practical skill and craft based learning are

At the heart of our work this term has been our

constant care and concern for our new UpperSchool and we are pleased to say that we believeit has got off to a very good start. This excitinginitiative began with 27 students divided betweenClasses 9 and 10, a core staff of 5, and isoperating on two sites: the main school campus,and our outreach site at Sturts Farm (a CamphillCommunity-based farm for adults with disabilities).In the long term, we are hoping to extend aworkshop block on the school site into apurpose-built two-storey upper school block.

crucial to healthy adolescent development inour times when the senses and intellect are soover-stimulated. With regard to qualifications,there has been a new development in thewider Waldorf world and serious negotiationsare underway to gain accreditation for aninternationally recognized Waldorf Diplomawhich will have the same status as theInternational Baccalaureate. More news onthis as it develops.

This is a big step for us and has involved agreat deal of cautious planning. However,over the last fourteen years, the school hasgrown considerably in strength and numbers(present roll: 260). There will be a great dealof challenging work to do during the transitionperiod between now and 2013 when wehope to have a full Upper School facility here,with Classes 9 to 12. We express our hugegratitude to all those individuals, schools andcolleges who/which have helped andinspired us along the way - which allows usnow to say that what we are offering isdynamic and cutting-edge, and we hope willoffer an inspiring Waldorf education to all whoparticipate.

Martha BarnardJustin Benoit-MeansDaisy BurchamNicholas BurgerLily CampbellAmelia ChantFinbar CoombesLily DaviesGeorge DobsonRozalia EperjessyBartholemew FosterTabea GayerRosa IgguldenNaiche KempsonJosh KoizumiZachary LeishmanAdam LockJoshua McKennaOrlando Prugel-BennetTobey RyanMia ThomasMegan ThompsonJakub VronskyKjalt Wilmar

Jonathan Kitson andthe children inalphabetical order:

Photo with kind permission of Bournemouth Echo

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This was a very special occasion for the National Steiner Waldorf Early Years Group. It was our annual confer-

ence and this year it would be attended by IASWECE who were coming together for a 5-day meeting in theUK. This would be their first meeting in this country. The IASWECE delegates were staying at Gaunts Houseand came over for the day, and an eveningceilidh was arranged to give them a treat and a breakfrom their work. There were about 26 people fromaround the world including Australia, America, Israel,Siberia, Scandinavia, Brazil...... Early Years workers camefrom all over the country for the day and some stayedfor the evening. It is always great to get together andmeet old friends and make new ones, to share our workand to find new inspiration. The day began with singingand moving together with Fabian What a joy! The theme for the day was ‘Moving withSoul’ and the speaker was Renate Long-Breiphol fromAustralia who inspired us all with her opening lecture.After lunch, organised by our masterful CommunityGroup, there were workshops on the theme, and theafternoon was rounded off by a lively plenum.

For many of us the most moving moment of the daywas when the IASWECE representatives from around the worldstood up in a long line across the front of the hall. We hadread articles about the work of IASWECE* but this was the firsttime we had seen them standing together in this way. It was amoment of connection with the men and women all aroundthe world working with and on behalf of young children.

At the end of the conference, and when many people hadsaid goodbye, the International group met the UK NationalGroup. We were able to share with them the challenges andjoys of early childhood in this country. While we were meeting,the hall was being transformed. We walked out into the RWS`restaurant' with fairy lights, beautifully laid tables and soft harpmusic! People enjoyed talking. It was a good opportunity for

us all to try out other languages, but how lucky we are that most people speak English sowell!

After the marvellous meal there was dancing and the caller led us all through the dancesteps with patience and good humour! It was a lovely way to end the day. So you see

that what our school did by organisingthis day was truly a gift for the worldwide community ofSteiner Waldorf Educa-tion. And RingwoodWaldorf School will nowdefinitely be on the worldwide map!

On behalf of SWEYG, IASWECEand the Steiner Waldorf SchoolsFellowship, thank you Ring-wood Waldorf Schoolfor making this a veryspecial occasion.

National Early Years ConferenceBy Julie Newnham:

Kindergarten Teacher

Delegates practising finger games

An exercise to extend sensitivity beyond the fingertips

Cats-cradles worked with eyesopen then closed.

*Note for parents and local friends: If you would like to know more about the work of IASWECEthere is a board in the foyer with information and contact details.

'A group of happy parents who served deliciousfood to the Conference Guests

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Learning through play in Early Years Education

The place of play in Early Years education

is in the news again since a new reviewwas recently published by CambridgeUniversity recommending that children un-der six should not be learning formally butrather through play. This is, of course, what

Steiner Waldorf schools throughout the worldhave always practiced; our children beginformal learning when they enter Class 1 at sixyears. It is wonderful to hear that this practicemight now spread into other schools so thatmore children could benefit from anuncompromised start in life.

In a press release immediately following therelease of the Review, the Steiner WaldorfSchool’s Fellowship wrote:

“In our view, Professor Alexander has examined

the evidence rigorously and his conclusions will

not be a surprise to educators in most of conti-

nental Europe, nor to many unheard voices

here. While the starting age for formal learning

has been progressively reduced in practice

and the government's Early Years' Foundation

Stage effectively imposes literacy and

numeracy targets on children from three

onwards, there is ample evidence that these

policies are counter-productive.

High quality early years' education lays the

foundations for good social and academic

skills and for life-long learning. Children's

innate curiosity and ability to learn can be

strengthened by providing a range of

experiences: linguistic, mathematical,

practical, social, spatial and physical... The

more teachers are forced to become

dictators of "outcomes" the thinner the

education becomes: play is the means by

which young children most readily learn.

Steiner Waldorf schools and early childhood

settings endeavour to provide an

educational environment in keeping with the

needs of children, rather than the anxieties of

adult politicians. A later start to formal

learning in this sense allows children to

experience the joy of learning without un-

healthy stress or the risk of early burn-out.”

Learning to weave in Kindergarten

The Class 4 curriculum lets us meet the gods

and heroes of the Norse Mythology, andthrough these encounters also lets us meetqualities we can all recognise in ourselvesand in others. Some of the gods we comeacross are Odin, with his far-seeing gaze andknowledge of all things; Thor, with hisexplosive temper, who often acts before hethinks; Idun, who tenderly guards the applesof life; and Loki, the trickster, the sharp-wittedand smooth-tongued, the treacherousblood-brother of Odin. We have certainlyenjoyed working with this theme, as you cansee in the examples that follow:

The Aesir

Odin, the one-eyed God of the Norse, sat ona golden throne Ljidskalf. He had one eyebecause he had exchanged it for magicwater. He had two wolves and two ravensand a spear. He rode on an eight-leggedsteed.

By Austin Whittet-Charman

Thor was the strongest of the Aesir and he hada hammer called Mjolnir. When Thor threw hishammer sparks flew off it, and he caught it inan iron glove so it would not burn his hand.

By Reuben Leishman

The Creation of the World

Odin, Hoenir and Lodur threw Ymir's body intoGinnungagap. The mountains were madefrom his bones, the rocks from his teeth andbroken bones. The sea and the rivers were

Norse Mythology in Class 4created from his blood that surroundedMidgard. His hair became the trees and plants,his ragged beard the grass. His skull created theheaven to stop the sparks from Muspelheimburning Midgard.

By Aisha Sinclair

Odin, Hoenir and Lodur threw Ymir's body intoGinnungagap. His blood was used for theoceans and the rivers. They used his bones formountains, and his teeth for rocks and boulders.His skull was used for the heavens. His beard andhair became grass and trees. Later on theycreated animals. They knew something wasmissing; they needed someone to worship them,so they created the men. The gods lived inAsgard and the humans lived in Midgard. Odin,Hoenir and Lodur created a bridge, which wasnamed Bifrost, so humans could safely visitAsgard at any time.

By Bryn Turner

Odin, Hoenir and Lodur threw Ymir's body intoGinnungagap. There his flesh became theearth; his blood the rivers and seas; his wholebones the mountains; and the broken bonesand teeth became the rocks and boulders.They created the World-tree, Yggdrasil, whichheld the nine realms: Muspelheim, a realm ofraging flames; Asgard, the realm of the gods;Niflheim, a realm of snow and ice; Midgard, therealm of the human race; Jotunheim, the realmof the frost-giants; Alfheim, the realm of theelves; Darkalfheim; the realm of the dwarves;Hel, the realm of death; and Vanaheim, therealm of the Light-gods.

By Alex Fewings

Class teacher:Marika Bjerstrom

Title page by Ella Constantine Odin by Milo Gill-Taylor

Ymir and Audumla by Luca Fasola-MooreThe dwarfs making Sif's golden hair by Emily Hunter'

Odin by Ruben Koester

Title page by Michael Bryce Odin by Ella Constantine

Ymir and Audumla by Saoirse Jukes

An octopus by Hannah Probyn-Duncan Class 4

An armadillo by Ruari Chisholm Class 5 A scorpion by James Doherty Class 5

An eagle by Frances Lynn Class 5

A frog by Jonathan Old Class 5 Fungi by Jacob Bartinsky Class 5

Nature Study paintings from Classes 4 & 5

A snail by Austin Whittet-Charman Class 4

Class 6 began the year with a main lesson trac-

ing the story of humanity through the civilizationof Ancient Rome.

The biography of the determined Carthaginian(Carthaginian?) general Hannibal, seemed toparticularly capture Class 6’s imagination. Here,the children endeavoured to characteriseHannibal from various points of view by way ofimagined entries in the diaries of those who livedaround him.

Here, Hamilcar, who is Hannibal’s father, writes

down his observations of his son living among his

army’s military camp.

“The sun got up early this morning, and mymercenaries were early training for battle.Hannibal, as usual, was with them, sharpeningswords, carrying shields training to fight, ridingcamels, his black hair, waving in the wind. Iknow that when my son grows up, he will be agreat man and will manage ~ if I don’t defeatthe Romans.”

Aron

“I’m really nervous about tomorrow. But my son,Hannibal, is cheering me up a lot. He looks likehe’s having a great time with the soldiers, hewas sharpening all our swords which is veryhelpful.”

Joseph Hilton

“Today I was preparing for battle; Hannibal cametoo. I watched him looking inspired at all thegrand weapons I had given to my soldiers. Hisdark brown hair ruffled as he ran from one thingto another. His bright blue eyes looked onlongingly at us as we put on our armour andsharpened our weapons.”

Scarlett Smith

Here, Hannibal has become a general and is

crossing the Alps with a huge army to attack

Rome. In these diary entries, one of Hannibal’s

soldiers describes his observations of his leader.

“II am climbing a mountain with Hannibal, he’s sostrong he always helps us if one of us hurtsourselves. He is the first one to help. He is soquick in climbing over boulders and he alwaysfinds a way up.”

Lars Wilmar

Marcus Johnson:

Class 6 Teacher

“It’s terrible up here. I don’t think I can take itmuch longer. Half of my index finger has fallenoff, and everything is wrong. I stumble, a greatblock of ice sends me tumbling across thedeep snow, I am going to die, I’m sure. I feelhelping hands heaving me out. The smilingface of Hannibal says “You’re fine, we’renearly at the top. You can manage. I knowyou can.” Just these couple of wordsmotivate me, and all of us, to just keep going.”

Rebecca Denning

“Today I watched Hannibal help soldiers, andinjured animals. The journey was very hard.Half my family died, but Hannibal encouragedme to go on to defeat the Romans alongsidehim. At the moment, he is helping an elephant,a kind expression on his face, and the icy windblowing through his jet black curly hair.”

Marijana Markoc

Having been decimated from 100,000 to

30,000 soldiers by the arduous crossing of the

Alps, Hannibal’s tired, frostbitten men engage

with, and defeat, the vast army of the Roman

General Scipio. Here are Scipio’s diary entries.

“Today Hannibal has been fighting so much. Idon’t understand, he should be exhaustedand weak but he is still strong! Like Hannibal,his army is strong too! They are even winningthe battle by far, my soldiers are looking shakyand a little bit scared! How can he be strong,encouraging and mighty all at the same time!And especially when he’s been on the Alps!The very highest mountains, with all the coldsnow and losing so much, in fact he evenscares me a little bit too!”

Finley Morrow

“Today Hannibal made me cross and amazed.Why I was amazed is just how courageously hefought and his soldiers followed. He’s a veryskilful fighter and so are his men, but mine arebetter (I think). His men seem very energetic,seeing as they’ve just been climbing the Alpsand the loss of friends and family. Their and hisfingers seem very good with holding the sword,even with frost-bite. I’m amazed. My armyprobably couldn’t do that (no actually theycould).

Sophie Dickenson-Bampton

Experiencing Hannibal in Class 6

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News and Reviews

RINGWOOD Waldorf pupils staged a musical welcome for visitors at the school’s autumn open day.

Children in Class 4 performed the Skye Boat Song as an orchestra piece and alsosang traditional Icelandic and German folk songs that they had beenstudying this term. After watching the show in the school’s Keir Hall, visiting

families took part in a practicalhandwork session involving felt-makingand other crafts from the Waldorfcurriculum.

Children’s work from kindergarten yearsand throughout the school was on dis-play in each classroom while teachersand current parents answered questionsover coffee and homemade cakes.

Through the early morning mists of 29th

September, rays of warming sunshine streamed

down on us as we gathered to

celebrate the Michaelmas festival. As each

class entered Keir Hall, the children laid their

colourful harvest offerings of seeds, fruit,

vegetables and flowers on the table, slowly

transforming it into a richly laden altar. Never

had it looked more lovely, decorated as it was

with several rounded loaves on which tiny bread

mice scampered. (Thank you Class 3!)

As is our custom, the play of St George and thedragon was performed by Class 3. The openand sincere delivery with lovely clear speech by

St George protecting the Princess from the Dragon

Our Michaelmas Festival

Skye’s the limit as Ringwood Waldorf pupils say it with music

By Louise Isaacs: Deep South Media

every child drew the audience of parents,friends and children right in.The drama of the many-legged dragon, thelovely clear words of the princess, the saintand the king, the grand chorus speechesand enthusiastic singing by all showed theconfidence and totalcommitment of every child to their role.We were then treated to a wonderfully mov-ing performance of Nick Prater’s beautiful

‘Song to Michael’, sung by all the teachers.What unity! What carryingvoices!

Class 7 provided parents and other guestswith delicious, home-baked refreshments af-terwards and we sat in the sunshine andenjoyed one another’s company....Thank you all most heartily.

Class 7 serving cakes

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GratitudeMichaelmas

(For Richard)

So quiet up here,

just the westering gold

and the Severn, brilliant,

far away,

gleaming like molten bronze;

only the crows calling,

clatter of pigeon wings;

a few conkers on the grass verge,

shining, irresistible treasure for

my ever hungry pockets and

white feathers,

always white feathers,

guiding my unknowing feet.

Here is lichen,

daubed haphazard on grey walls,

like gold dust;

scarlet bryony draped over brambles.

My pockets are like my heart,

always gaping wider

for more love gifts...

from you, or from the Lady,

Lady of all harvests,

unstinting as she is, if only

we know how to open,

how to receive her.

And, above, the glory of

open sky...

no limits.

This is the fifth dimension

right here, right now.

Everything is alive, awake and

speaking...

even the grief.

If I choose I have only to

retune my ears

and listen,

refocus my eyes

and look.

If I scrape away the dross

the world is

light.

Up Lypiatt on Michaelmas Jehanne 29.09.09

an evening with

Gabriella Kapfer andJehanne Mehta

Jonathan Old, class 5

Gratitude! - not a word that is very big in oursociety today, perhaps, but musician andpoet - Gabriella and Jehanne, spent a wonderfulevening with us, inviting us to take stock of all thathas been received by us, of every little thing thatsupports us in our lives - from all pastexperiences to the present harvest.

We were led to a still point - then, in meditativemood, to fill ourselves with this gratitude -gratitude especially towards the earth. Theharder things become around us, the moreimportant it is for us to do this. We can call on theguardian of our school and the nature spirits allaround toco-create with us. Through the creative vibrationsand energies of sounds and words we can stepinto - and align ourselves with - our centre, toenable us better to live in harmony with the earthand all the beings of the earth.

So, through music: voice, cello, gongs, vibrationsof singing bowls and more, interspersed withmoving poems on our theme, we were led into therealms of thankfulness and love. Over deliciousrefreshments we considered what a peaceful andpositive experience this evening had been for us.Thank you, Gabriella and Jehanne! ...And thankyou to family Chitty for organizing this very positiveevent for us.

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The Biography workshop, which took place

over three Saturdays in October, was a great

success with over 30 parents and teachers

taking part.

Guus led us to the beginning of a journey of

discovery to find out where we have come

from and where we are going – in essence,

who we are.

We were amazed to find that many of the ma-

jor events in our lives coincided with the 7 year

cycles that Guus explained to us. We looked at

significant moments in our first 7 years, from 7-

14 and 14-21. It was incredible to see just how

the patterns started to form for us. We also

heard about lunar cycles – a time every 18

years, 7 months and 9 days when we are given

the opportunity (should we wish to recognise it)

to have an insight into our birth intentions and

impulses.

During the three sessions we worked in small

groups and came back to discuss our findings.

There was tremendous trust and honesty

amongst the members of the group which was

a real privilege to share.

Perhaps most interesting for many of us was the

Goose Game - a Dutch board game - which

(in brief!) gives many areas in which one has to

pass through on the game’s (life’s) spiral in or-

der to get to the centre. These translated as

the bridge, inn, well, maze, prison, death and

the end/new beginning. Each of these has a

meaning for us in our lives and can show how

we have to recognise our position, accept or

reject it, deal with it, move on or remain

trapped. How many of us have been ‘trapped’

in a safe, secure but unrewarding job where it is

too easy to stay but really we should move on

(the inn)? Where do we draw our inspiration

and ability to keep going in bleak times (the

well)? And we must all learn to build and pass

over bridges in our relationships with others. This

and the study of our own self portraits, Charlie

Chaplin’s biography and much much more

started us on a true path of discovery.

We left with homework – to choose and study

the biography of a famous person, note the

rhythms and cycles in their lives and how their

lives show the ‘mirroring’ from one age to an-

A Biography Workshopled by Guus Antonie

Reviewed by

Sam Doyle: parent

other of significant events and actions. We al-so have to draw our own biographical spiral,illustrating the 7 year cycles with colour, versewords, pictures…

In February when we come together again tofinish the workshops (but not the journey) wewill discuss our discoveries – I can’t wait!

Gareth & Ajay in Rugby-on-the-Beach Tournament

During the summer holiday Gareth Hudson(Cl 9) played with his Wimborne rugbyteam in the ‘Rugby on the Beachtournament’. They played teams from allover the south, including the lifeguards,over 50’s from Newbury, and BournemouthYouth and reached the semi-finals. Garethwas joined by old scholar Ajay Nash whowas staying with him. The highlight of theday was meeting and having their T-shirtssigned by members of the England RugbyTeam! Although he fractured his wristplaying for Wimborne, Gareth plans to beback playing and scoring a try or two inthe new year!

Gareth and Ajay,back row left & centre

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Ringwood and the wider community. Itis very special and the key toRingwood being what it is.We leave these shores on the 25th(October) and after buying a car inAuckland will meander down the NorthIsland visiting friends en-route and areplanning to be in Wellington by theend of the first week in November. Wewill move into our cottage in PukeruaBay initially until we decide what wewant to do, however with a SteinerSchool and community 30 minutes ineach direction from there, we shouldfeel at home again quite quickly.We have actually bought return ticketsas we are returning to the UK in Maynext year for a famly wedding so wemay make the Summer Fair in Ring-wood next year. Please say hello to allour friends and colleagues — share thisletter if you wish.

Anyone wishing to read the whole letter pleasecontact Christine Polyblank

Layers of fallen leaves silenced our steps andthe wind snatched at the Martinmas songswhich could be heard only in bursts from groupshere and there along the trail as we wound ourway towards Sticklebirch Wood. ‘My lantern’sgone out!’ piped a little voice from time to time,and a huddle would form on the verge for thedelicate business of relighting a candle withincupped hands.Cloaked Roman guards stood silently and mo-tionless at points along the path, pointing towhere we should go. Others sat silently, warmingtheir hands at small fires. Then, in a clearing, wesaw the freezing figure of the beggar at the citygates. As the soldier Martin gallopped out of thedarkness on his horse, he sliced his cloak in two,giving one half to the beggar and keeping theother for himself before disappearing off into thedark wood. (Who recognised that these still, si-lent figures were the pupils of Class 8?)Back at school, Class 4 sang welcoming songsin the courtyard which was now lit with their

Martinmas Day, 5pmMuffled against the stormy evening and with lanterns held high, the children of Classes 1,2 and 3 emerged into the courtyard where their parents and friends waited. Togetherthey set off along the Trailway.

own lovely swinging lanterns, and offeredthe biscuits they had baked to the youngerchildren.

We were delighted withthe reports in the latestmagazine with theoutline of the plans forthe Upper School.Our congratulations,and, while no doubtthere will be testing issuesin the next few years, weare sure there is the strengththere in the school to carry itforward. As John was fond ofsaying —'this is a good school and is a modelfor others'. Even Ofsted agrees according tothe last report. The planned curriculum andapproach will make the Upper Schooluniquely different and once parents areconfident it should thrive. We are only sorrywe were not there in person to see it start.We do miss the warmth of the colleagues in

Excerpts from a letter fromJudy & John Frost-EvansSchool administrator 2001-2008

Judy and JohnFrost-Evans

When asked if I would write a little something for the school magazine by

way of introducing myself to you all, I knew I couldn’t mark my arrivalwithout introducing the rest of my family as well. We very much foundthis school as a family and hope that we will all find nourishmenthere. I look forward to Heloise making friends and joining groups, toRuben (8, in class 3) journeying through the curriculum with his newclassmates and to Lyra (4) and Arwen (2) taking their first steps on their pathof education just as much as I am enjoying getting to know my new class.

Introducing Jonathan KitsonClass 1’s new teacher

In my early twenties I began working for acharity in Norwich that ran music workshopsfor all kinds of disadvantaged communities. Ifound myself running sessions with adults oryoung people with mental health problems,refugees, families living in rural areas, teenag-ers in school, teenagers outside school, teen-agers who had been excluded from school,teenagers who were at risk of exclusion fromschool... I seemed to get lots of work with var-ious groups of teenagers and I came to real-ise that being calm and reliable with difficultand troubled groups is actually quite a skilland builds their trust in adults, which was of-ten lacking. Through this work I developedpatience, tolerance and understanding,three gestures I hope to bring in my teachingthroughout my time with my new class. Itwas also necessary to develop a good senseof humour which I still carry in my teaching,striving to get the balance right between tak-ing my work seriously but also rememberingto make it fun.

Alongside this I was also experiencingRuben’s journey through toddler group and

early kindergarten, attending talks and semi-nars and reading books by and about Steiner.My work and my family life was guiding me toa certain place and that was the London Wal-dorf Teacher Training Seminar. My initial inten-tion was to take the training and apply it outinto the wider community, but as time went onand I learned more about Waldorf education Iknew I wanted to be a Waldorf teacher and Itook a class one at Cambridge Steiner School.I took my class through to the end of classthree before moving here. I held many man-dates including Chair of College when I wasthe class two and then class three teacher.

So here I am enjoying the forest and the sea-side, slowly getting to know everybody andgently settling my family in to our new commu-nity, not to mention forming a new relationshipwith a new class and their families. As we settlein I look forward to getting involved in moreand more aspects of school and communitylife as do the rest of us, Heloise, Ruben, Lyraand Arwen.

Elaine’s Class 4 comes tops!

We have just received a Certificate from BlashfordLakes Nature Reserve where Class 4 spent a daylast summer. It appears that a competition isregularly held to decide which class out of all thevisiting schools, bring their lunches packed using theleast packaging and are therefore considered theleast polluting. The packaging of each of ourchildren was weighed and the result was quiteastonishing: the average per child was 1.7grammes whilst the average for other schools istypically 50 grammes per child. Without questionour parents need to be congratulated!

The Christmas Pageant 1978

....an angry wife...The Shepherds....

A look back to the first performance of our Christmas Pageant

Photos provided byChristine Polyblank

...the Kings offering gifts.....the Kings on their journey...

....the whole school on the stage for the last song.

16

Fionn Pooler has completed his degree in Creative Writ-ing and Film - passing with First Class Honours. As part ofhis degree he was rather chaffed to interview KevinSpacey! Newton Dee has asked him to make a film ofthe community to celebrate its 50th anniversary. Whenasked what gift he would like to celebrate his gradua-tion, Fionn said he needed nothing. So his family shippedsome of his friends from his days at the Waldorf Schoolup for a surprise reunion, and they had a wonderful time.

Colum Pooler has almost completed his Social Work de-gree at Edinburgh University and, as part of his course,works in Newton Dee’s Craft Studio doing arts and craftswith a group of Villagers. He is hoping eventually to workin Canada with families or in child protection.

Rhuaridh Pooler is at Edinburgh studying Japanese, Ger-man and Linguistics.

Simon Coello is at Southampton doing a Maths Masters,degree having graduated with First Class Honours. (Hehad a First in all three years.)

Jonathan Coello is in his third year of a Masters in Environ-mental Sciences at Southampton University. On leavingschool he travelled in Australia for his gap year, thenworked in computer sales for three years before return-ing to his studies, doing an Access Course at Brocken-hurst College which allowed him to go straight into hisMaster’s.

Yannis Freeman is currently working in an office in Ring-wood as he saves money for his future travel plans.Alongside this he is still actively involved in Drama withForest Forge, where he assists with the younger agegroups.

News from others in Andrea Flack’s last class:

Maia Gill Taylor is in her first year studying Ocean Scienc-es at Plymouth University. She is also doing a professionaldiving course.

Chantelle Manners is in her second year of anActing Degree at the Arts Institute in Bournemouth. Forher course there were 800 applicants for 40 places – socongratulations Chantelle!

Breeze Murdoch is working in the office of Richard Curtis(of Four Weddings and a Funeral fame) as PA to his PAand is enjoying it immensely.

Holly Walter is at Rose Bruford in South Londondoing a BA degree course in Actor and Musicianship.When she applied for a place there were 2,000applicants and only 14 places! Holly says it is very hardwork but that she is absolutely loving it.

Josh Garland is in his second year at OxfordUniversity studying History.

Old Scholar News gathered by Christine Polyblank

Sian Tonkin is a very happy mother of two, working part-time in her mother’s accountancy business.

Lowry Cremer Roberts is tavelling in Asia this year.

Jasmine Clark and Maya Avis are travelling in Costa Rica atthe moment.

Abigail Lumber has finished her Hairdressing andBusiness Studies and is juggling work with motherhood.

Laura Herman went from Aquila to Brockenhurst where shetook English Literature, Textiles and Drama at A-level. She istaking time off now, is working as an au pair in London witha ‘Waldorf’ family and will study Arts Events Managementat Bournemouth.

Sushil Nash is at Goldsmith’s College in London where he isstudying Anthropology and Media.

Jack Hilton has just completed his NVQ3 in Hospitality & Ca-tering Management at Brockenhurst College and is aboutto begin work as Head of CateringOperations at Waitrose in Dorchester.

Brockenhurst College announced ‘outstanding’

results in A-Levels this year in the local press and among

them were two old scholars from Elaine Holt’s last class:

Philippa Roloff-Standring who ‘achieved three grade A’s, inher three subjects - English Lang/Lit, Art and History. Theseresults have earned her the place she wanted at Sussex Uni-versity where she will study English. Now she is on her Gapyear working in Brazil at an Antroposophical Social TherapyDay Centre, active in Workshops, Garden and much more.She is learning Portuguese and is thoroughly enjoying herself.

…and Kieran Finn who ‘achieved six grade Asincluding 100 percent in all modules of his A-level Physics’.He took three Maths A-levels, Physics, Music and Music Tech-nology. He now has a place at Keble College, Oxford,where he is studying Physics. Kieran still plays his clarinet andhas set up a Wind Quintet, plays in two other orchestras andhas joined theAthletics Club. He is extremely happy there; as his motherAlison says - his aptitude is his own, his love of learningcomes from the years he spent at the school. During theSummer Kieran travelled by grey-hound bus across Americafrom San Fransisco to New York, with his tent. One of hismost powerful experiences was camping in the Grand Can-yon.

Also in Elaine’s class, and mostly going straight from Aquila,

without GCSE’s to Brockenhurst were:

Joseph Thom is travelling in Asia,

Benjamin Bright completed the InternationalBaccalaureat last May. He plans to studyEnvironmentalEngineering in Amberg, Germany, and is now preparing forthe entrance exam.

I was delighted to receive a letter from one-time parents Russ & Maggie Pooler, (who used to live and work

in the Sheiling School and are now in Newton Dee Village Community, a Camphill

setting for adults with special needs in Scotland) who described various reunions of their boys with others in

their old classes this summer - as a result of which she writes - ‘So you see that our

17

Emma Hudson took A-levels in Art, Ceramics andPerformance Studies. She is now taking a gap year work-ing, while she decides on her future direction.

Joseph Schneider is doing a B-Tec National Diploma in Me-dia Studies. (For this he had to do a GCSE in English, forwhich, to his surprise and delight he got an A.) He is veryhappy in his studies.

Louie Kirkman was due to go to High School in Americafrom September but an operation on a serious injury to aknee ligament forced an 8-month recovery period and acomplete rest from basket ball. Instead he has gone on a

great journey, from Vi-etnam to Laos, Cambo-dia, Thailand, Malaysia,Singapore and nowBali. Louie is takingmanyphotographs – he stud-ied photography along-side basketball atSouthampton.

Rowan Turner complet-ed an Outdoor PursuitsInstructor B-Tec Course

in Southampton. He also took an NVQ3 and passed bothwith distinction. During this time he also worked as a lifeguard. His passion is surfing. Rowan set off with Louie, Lowryand Joe Thom travelling in Asia but has stopped in Laos toearn more money to be able to continue his travels.

Jonathan Seifert completed an Outdoor PursuitsInstructor B-Tec Course (with Rowan). He is nowstudying for a degree in Adventure Media at the Universityof Cumbria in the Lake District. Before dropping a smallgroup off on the remote shores of Lake Windemere (witha bag of rolls and 5kg of sausages - and some very expen-sive cameras to film ‘everything that moved’) the Head ofDept. said that he’d been reading Steiner on experientiallearning and that that was what his course was all about!They were collected the following Friday. Jonny is absolute-ly loving his course.

Elizabeth James is studying Fashion Design at Bournemouth.

Astrid Patrick has completed her CASHE Level 2 in Child-care and Education and is now working on Level 3, ateaching assistant diploma. She is also working part-time inour Class 3 as an assistant and does a fair bit of child mind-ing for several of our families and absolutely loves this work.She would go so far as to say she is passionate about work-ing with young children.

Caleb Moore is doing a Bachelor of Engineering (BEng) inMining Engineering at Camborne School of Mines.

News from sibling and others:

Isabel Gill Taylor and Rosie Room are in theirsecond year at Plymouth University taking degrees in Stein-er Education. When Isabel has finished this she plans to doher PGCE, which will enable her to teach in the State sys-tem as well. She still plays her violin and has begun learn-ing to play the Celtic Harp.

Madison Manners left the Aquila Project in July and is nowat Brockenhurst College preparing for her A-levels in Biolo-gy, Politics and English Literature.

Miranda Walter left Aquila in the summer and is now doingher A-levels in Music, Economics, Biology and English Litera-

ture at the Ringwood School. She is the first pupil theyhave admitted onto their A-level programme withoutGCSE’s. She was judged on an interview, her port folios ofwork and a letter from her mother describing the successof Aquila students at Brockenhurst College over the last 4years. Miranda also went straight to Gold in the Duke ofEdinburgh Awards, is in the netball team, the riding team,the football team and the Fair Trade Group. Another verybusy lady!

Julian Bright is at Brockenhurst doing a B-Tec inEngineering and German A-level with a view totaking Maths and Physics A’s next year inpreparation for a degree in AeronauticalEngineering which he means to study in Germany.

Tim Tonkin, having studied catering in Canterbury is nowa successful chef working in the Bridge Inn at UpperWoodford, Salisbury. He loves food, and loves his work.

Dominique Roloff-Standring got a 2-1 in her German andFrench degree from Bristol Univerity in July. At the mo-ment she is doing charity fund raising forAmnesty International and others and will shortly betravelling to Ghana where she will spend 4 months work-ing for a IKANDO, a Ghanaian charity, using her lan-guage skills as a translator.

Simone Roloff-Standring is spending her third year of aNottingham University degree in Pure Chemistry at Mel-bourne University in Australia. When notstudying she loves outward-bound activities,exploring and trekking.

Armina Roloff-Standring is very happily settled at Wyn-stones (Steiner) School nr.Gloucester. She has just startedwork on her GCSE’s and above all else loves singing – ofwhich they do a lot at Wynstones. She has been very hap-pily reunited with her one-time classmate Hagar Geula.

Henry Schneider has begun a B-Tec National Diploma inOutdoor Pursuits which he loves.

Anthony Herman is in his 2nd year of an NVQ inCatering at Brockenhurst and is also working at thepopular, new Monkberry’s in Bournemouth.

Ajay Nash is at the Acorn School in Nailsworth, Stroud.

Cleo Smith is studying Accountancy and working as anaccountant for her Dad.

Susanna Nilsson is in her first year at PlymouthUniversity studying to become a Waldorf teacher.

Odina Keim continues to teach in the Winchester Schoolof Art in the knitwear department. As her three childrenare now at school, she has begun working for her localparish church on a Family and Community SupportProject, also running workshops. She very much enjoysher work.

(Please note that not all of this news was obtained first hand,and none has been checked before going to press. If there areerrors, they are entirely my own. CP)

Louie in Vietnam

" Sing to me of the man, muse, The man of twists and turns,

Driven time and again off course Once he had plundered the hallowed heights of Troy."

In the first English main lesson of Class 9's journey through the Upper School we looked at the

origins of narrative literature and at the art of story-telling. Much of the work was based on a studyof the 'Odyssey'; an ancient epic attributed to the man we call Homer. Together with its compan-ion poem the 'Iliad', this is western literature's first written story; a grand adventure and an allegoryof all our lives.

We think of an odyssey as a series of wanderings, a journey filled with adventure and hardships.We all follow our own odyssey, our own voyage through life, searching for the serenity of home.This journey is particularly relevant to adolescents; they have their own voyages to make and theirown difficulties to live through. They are beginning to develop a 'mind's eye'; to grow moreobjective, to range and order their experiences. They move between outer inquiry and innersearching; from enigmas without, to doubts within. By seizing on the truth of the narrative in thetale of Odysseus's journey home, much can be understood of the way that judgement anddestiny, love and hatred, sympathy and antipathy are all played out in human souls. Perhapsthere are also answers to those questions for which the ordinary world can give no satisfactoryanswers.Apart from any deeper significance of this work, the Odyssey also gives a real experience of theorality in language, and offers the opportunity to work with it in a variety of styles to help masterwritten and oral skills and find a new, conscious relationship to the language.Below are some examples from the class 9 main lesson books. Although they produced some verygood written work, I have to say that what impressed me most was the fact that each and everyone of them managed to get through the whole and unabridged Odyssey in just three weeks!

The Origins of Narrative Literature and theArt of Story-telling in Class 9

Nancy Urry:English Teacher

Odysseus by Yasmin StephensIntroductionOdysseus is the main character in Homer’sepic tale, the Odyssey, which was writtenaround 800 B.C. The Odyssey is a story aboutKing Odysseus and his journey from the battleof Troy back to his home, Ithaca. The story isset in Greece and is greatly influenced by thegods of that period.

Characterisation of OdysseusOdysseus is a very powerful king. He is loyal toAthena and sometimes to Penelope, but attimes his loyalty can change, for example, hewas not very loyal to his crew. When he knewsix of his men were going to get killed byScylla, and he was not loyal to Penelopewhen he stayed on the island with Circe.He has a lot of respect for the Gods, he praysoften, and he is respected. Odysseus’ secretsat times are stupid, like when they are goingback to Ithaca and they can see the shoresand he doesn’t tell the crew about the windsin the bag. So, when he was asleep the crew

opened the bag and were blown back by thereleased winds. He is very vengeful andcunning at the end; cunning because hedoesn’t walk into his house as Odysseus, andvengeful when he kills all the suitors and themaids. Odysseus will take quite a lot ofchances; for example when he has to choosebetween six of his men being eaten or taking achance that might kill his crew, he chooses theloss of six men.Odysseus is very determined about gettinghome but he does delay a bit, and doing so isnot always so loyal to Penelope. Odysseus is avery proud man. For example when he tellsPolyphemus his name and when he said veryproudly “I am Odysseus”. He is also very goodat resisting, when his crew were tempted bythe lotus eaters he drags them away back tothe ship. Which also demonstrates his loyalty tohis crew.As you can see, Homer characterised Odysseusas a warrior with a very split personality, he isclever, loyal, vengeful, proud and veryrespectful for the gods.

Continued on Page 22

Odysseus by Leah Gayer

Odysseus was born to Anticleria and Laertes,who were the King and Queen of Ithaca, andhe was the great great grandson of Zeus.When he became King he ruled his kingdom inpeace and we are told he was gentle, wiseand generous. Odysseus became one of themany suitors to the gorgeous and beautifulHelena, but as he did not win her he marriedPenelope and they became very close.Together they led a very happy life. But thenfate strikes, when beautiful Helena is taken offby the Trojans. Odysseus must, however muchhe does not want to, fulfil the oath he mademany years before and goes to war againstTroy, leaving behind his young wife and theirbaby Telemachus. His cunning and braveryare major characteristics, shown throughoutthe long ten years of war, especially whenOdysseus devises the cunning plan of thewooden horse. All this is told in Homer’s firstbook, the Iliad. The Odyssey, Homer’s secondbook, tells the tale of how it took Odysseus tenyears to return to his beloved home. Heundergoes a long and perilous journey, as doall epic heroes. He descends into the dark underworld and faces death. That is just oneof his many adventures. He is a real warrior andhe battles throughout his journey. However,when returns home he is a broken man with allhis shipmates dead, which is a painful loss forhim. Feeling this pain it is no wonder he is abroken man when at last he reaches his dearhome. This quote gives a glimpse into hishardship:

“Sing to me of the man, muse, the man oftwists and turns, driven time and again offcourse, once he had plundered thehallowed heights Troy. Many cities of menhe saw and learned their minds, manypains he suffered, heart sick on the opensea, fighting to save his life and bring hiscomrades home. But hard as he strove ~the recklessness of their own waysdestroyed them all, the blind fools, theydevoured the cattle of the sun and the sungod blotted out the day of their return.Launch out on his story Muse, daughter ofZeus, start from where you will sing for ourtime too.”

My Own Epithets and Similes by Katie MacLeod

Odysseus, cunning mind and strong heartTelemachus, submissisive and faithful.Loyal to the heart Penelope.

The misty, eerie morning was filled withnumbing silence so loud and tenselike a cat stalking it’s prey; no sound.The sun split the sky, bled the light like a winedark rose that bursts from the earth to growand then spreads its beauty for the world towitness.

The thunder rolled through the thick, midnightblack clouds, as the deadly lightning cut thesky with the force of nature and the sky criedrain in torrents. Like on a battle filed where thearrows rain down from the heavens and thesound of thundering cries from the bravewarriors, fighting for their lives. But it could notlast forever, and the storm died down leavinga deadly chilling silence and an atmosphereso dense.

Extended Simile by Sophie BakerAs white horses came the waves; racingtowards the shore, angrily snorting, with theirears back. Onto the rocks as the seabreathes…… As it echoes across the beach,the horses return to the sea; they disappearinto the dark whirlpools, leaving small whitebubbles like hoof-prints.

Similes by Anna EperjessyThe embers glowed in the fireplace like theeyes of a dragon glint when he opens themand sees an intruder in his lair; ready topounce and burn him to ashes to save hisgold and life.

The sea was a dark blue and the windwhipped the top of the waves white withfoam. The sea roared with rage like a greatmonster raging at the seashore and the rocksfor keeping it closed away from the land. Fullof anger it clashes against the rocks, trying tobreak free. Devouring any ship on its back,sending them to its deep, dark, depths.

Simile by Sam HirschmannThe stallion was as white as the snow on acold winter’s day on the peaks of themountains which tower above us like giantsstretching upwards towards the sky. It looks asif they want to go further up above the cloudsand sky through the atmosphere and out tospace where the moon dwells. When themoon shines down onto the lake the stallionsees its reflection in the water.

!"#$%&%'()"*+,-"%',."((/,)"#$0&%&,)"#1&$2(,3

metron measure, is a branch of mathematicsthat deals with triangles, particularly rightangled triangles. Whereas Pythagoras’Theorem describes the relationships betweenthe sides of right angled triangles, trigonometrydeals with relationships between the sides andthe angles of triangles and the ratios orfunctions that describe them.

Although the study of trigonometry requiresincisive, analytical thinking it has a practicalgeometric base and very practicalapplications. The roots of what we now calltrigonometry go back to antiquity. Followingthe ancient Egyptians and Babylonians wecarried out several practical investigations ofthe proportions and properties of similartriangles and similar right angled triangles,discovering certain characteristics of the ratiosof sides that allowed us to define thetrigonometric functions Sine, Cosine andTangent. These ratios were then calculated fora number of acute angles using theproportions of carefully drawn triangles.Examination of graphs generated from circlesshowed how the trigonometric ratios changeto accommodate angles greater than 90°. Theapplication of the trig ratios as they stand is re-stricted to right angled triangles, but we wereable to derive the Sine and Cosine Rules,mathematical theorems that extendtrigonometry into the realm of non right angledtriangles.Surveying, measuring the land, uses theprinciples of geometry (earth measure: geoearth + metron measure) and its close relationtrigonometry. Carrying out basic plane table

Trigonometry and BasicSurveying in Class 10

By Roy Allen:

Upper School Teacher

surveying involved the geometric principles oftriangulation and provided ground plansdrawn to scale. Applying the principles oftrigonometry to angles measured using aclinometer, which is a basic form of theodolite,and measuring horizontal distances, allows theheights of buildings and other features to becalculated.

Working with this essential blend of theacademic and the practical is a very excitingprocess. We can develop abstracttrigonometric functions and theorems formconcrete situations by working spatially withpractical geometry and surveying activities.Similarly, theme related geometry and copperwork uses the geometric forms constructed inthe Main Lesson as patterns for candle snuffers,bowls, boxes and spouts in copper work les-sons. From working with our hands we get afeeling for what we are doing, an intuitivegrasp that supports intellectual understanding.Leah and Mhairi Gayer copper working

Roy demonstrating surveying techniques

Maddy's title page

Gareth, Sam, Angus and Benjamin making their shave horse benches

Diagrams by Harley

Continued from page 19

A rhapsode by Ralph Parks The Daily Rhapsode by Mhairi Gayer

! Andrew & Lynette Baskett with Jessica in Oak Tree Kindergarten and baby Jack! Oren Lieberman & Tanya Mergler with Mattis in Oak Tree Kindergarten! Heloise Saunders & Jonathan Kitson with Arwen, Lyra in Oak Tree Kgtn & Ruben in Class 3! Caspar Campbell & Sabine Goodwin with Lily in Class 1! Tibor Eperjessy & Katalin Abrudan with Rozalia in Class 1 & Anna in Class 9! Owen Jones & Ruth Davis with Arthur in Class 2 & Saul in Class 5! Pam & Graham Turner with Rowan in Class 2 & Bryn in Class 4! Oliver & Kate Room with William in Class 4! Tess Morrish & Gordon Dunn with Cameron in Class 5! Fiona & Tim Kane with Alistair in Class 5! Sian Taylor & Jon Holdaway with James in Class 5! Dr Jozefine Hajdu-Moharos with Aron in Class 6! Natasha Kelly and Preston Heyman (c/o Polyblanks) with Tehya in Class 8

And welcome to our German student Hamid Keumpers in Class 9, staying with us untilChristmas.

...and a very special welcome to new babies..............

! Alfred James Timothy born to Annabel Newsome and Tim Smith, a brother for Aimee,Jasmine and Tijan, on 8th July 2009

! Anastasia Rose born to Teresa Bilowus and Patrick Knight, a sister for Bethany, on 9thSeptember 2009

! Aidan Oliver born to Anna Pyne and Kevin Smith, a brother for Reuben, Zachary and Clover,on 28th September 2009

! Maya, born to Wouter Verborg and Ingrid de Bruyn, a sister for Emily and Johanna

We are very pleased to welcome all our new families

(Times will go in the weekly Newsletters, otherwise please phone the Office.

Coming EventsWednesday 16th December Christmas Pageant - times from the Office A warm welcome to all!

Thursday 17th December Kindergarten ends the term

The Oberufer Shepherds Play - 7: 30pm

Friday 18th December Main School ends at 12 noon

Carol Service at 6pm in Ringwood Parish Church

Looking forward to 2010.............

Monday 11th January 2010 Main School starts

Tuesday 12th January Kindergarten starts

Saturday 30th January Variety Show

Sunday 13th February Valentine’s Dance

Monday 15th February - Friday 19th February Half-term Break

24

Julie Newnham Silver Birch Kgtn

Basia Smith Oak Tree Kgtn

Carole Broughton Willow Kgtn

Fran Crichton Little Kgtn

Jonathan Kitson Class 1

Julian Coxon-Aristizabal Class 2

Geli Patrick Class 3

Marika Bjerstrom Class 4

Elaine Holt Class 5

Marcus Johnson Class 6

Patrick Morrow Class 7

Guus Antonie Class 8

Gitta Cooper Handwork

Annabel Newsome Handwork

Stephanie Nerva French

Ulrike Bright German

Elizabeth Ruggles German

Jessie De Sutter-Busbridge Eurythmy

Juliet Hurner Eurythmy

Colin Room Learning Support

Louise Tiley Art/Cover/ Learning Suppt

Sandi Daniels Music, Choir & Cover

Slobodan Bobo Ijacic Games & Gymnastics

Axel Keim Green Woodworking

Xenia Goyal Kindergarten Assistant

Leanne Manners Kindergarten Assistant

Chloe Finn Kindergarten Assistant

Stephanie Chisholm Kindergarten Assistant

Tania Strauss Kindergarten Assistant

Adminstration

Office Notes� Sturts Farm informal Study Group - based on Rudolf Steiner’s Agricultural Lectures for those interested in Biodynamic

growing - next dates: Monday 15th February 2010 & Monday 19th April. Please phone Markus Konig on 01202868772 confirm dates and to book a place.

� Art for Adults 7.30 – 9.00/9.30pm at Aquila Building, Sturts Farm There is a new art class starting on Monday evening, 23rd November, led by Sandy Kennedy. This will be a series of skill building classes in drawing and painting. There is also an existing art class still running on Friday mornings, 9 – 11am, at the same location. Cost: £6 per session to be paid termly. Telephone No. 01725 552865

� Gitta, our Handwork Teacher, runs a variety of handwork courses including felting and seasonal crafts. No experi-ence is necessary and everyone is warmly welcome. Please contact the school office for further details, or read ourweekly Newsletters

� Stephanie Herman (ex-parent) is also available to help parents learn to sew, knit or crochet, - individual or group� tuition. All ages, all abilities. Please call Stephanie on 01202 772293

� The Gardening Group meets on Thursday mornings after drop-off, and usually about once a month, on a Saturday.This is a wonderful community event, with a shared lunch, - and everyone is most welcome, including children. It isan excellent opportunity to meet other families in the school.

� Guus Antonie (Class 8 teacher) is leading a Study Group every Monday at 11am, for parents and friends. They arenow studying ‘The Battle for the Soul’ by Bernard Lievegoed and you are most welcome.

� Eurythmy for Parents with Juliet Hurner meets every Monday morning at 8.30am in the Eurythmy Room. Please feelfree to drop in on any session.

Activities for Parents and FriendsPlease contact the Office for other activities

Teachers

Sandy Kennedy Art, Art History, Tony Andrews History, Metalwork, OCN Administrator Nancy Urry English, Drama Andy Smith Geography, Biology Axel Keim Woodwork & Crafts Roy Allen Maths, Physics, Chemistry, Metalwork Mireille Jackson French Wendy Morrow Music Sibylle Egle-Gleed German Moray Dubree-Carey IT

Upper School Teachers

Maggie Coello AdministratorCarrol Muckersie BursarChristine Polyblank PR, Mentor and FundraisingGerianke Wilmar Community GroupElizabeth Tomkins AdmissionsLinda Hilton Office HelperKirsty Clayton Office HelperCaroline Doherty Office HelperSandra Elderfield Office HelperVanessa Innes Office HelperNina Bergius Office HelperNigel Roberts Office/ComputersAlan Bright Daily Maintenance

This magazine has been printed in the RWS Office

Magazine Group: Christine Polyblank, Chris DobsonKeith Hewland, Elizabeth Webb and Nancy Urry

COPY DEADLINE FOR THE NEXT ISSUE: -Monday 22nd Feb 2010

Thanks to everyone who contributed to this magazine.

The views expressed are not necessarily those heldby the school.

For more information contact the school office:Ringwood Waldorf School

Folly Farm Lane,Ashley, Ringwood, Hampshire BH24 2NN

tel: 01425 472664

www.ringwoodwaldorfschool.org.uk

An activity of the Sheiling Trust. Registeredcharity No. 292390

Southampton

Poole

25

We felt so inspired by this book that wedecided to write a review to let others knowabout it. ”Anastasia” is the first book of the

“Ringing Cedars Series”, which consists of ninebooks in total.

This book tells the true life story of a Russianentrepreneur, Vladimir Megré, who on a trademission to the Siberia in 1995 meets a womannamed Anastasia, living alone deep in the wildforests of Siberian Taiga. He spent three dayswith her during which she displayed the mostextraordinary physical, mental and psychicpowers. She also shared with him her uniqueoutlook on a vast range of subjects as diverseas happiness, co-creation, spirituality, sexuality,child-rearing, healing, gardening, nature andenvironmental issues, planetary change andmuch more.

This experience affected Vladimir so deeplythat he abandoned his business and set aboutto fulfil Anastasia's request to write a bookabout his experiences and the insights she hadshared with him. True to her promise andagainst all odds this book took Russia andEastern Europe by storm, selling 10 millioncopies by word of mouth alone, and inspiredthe creation of over 200 eco-villages. In 2005the books have been translated into Englishand are now starting to attract attention in theWestern world. Anastasia inspired eco-villagesare now being created in USA, Canada,Australia, South Africa and other countries allover the world.m

As most of you, we have read many good andinspiring books in our life. But we can honestlysay that we have never been affected so deep-ly before. The wisdom contained within the pag-es of these books is so profound that our wholeoutlook on life has changed. These books havemade us think deeply about our relationshipwith nature, our values andpriorities in life and how we raise our children.Anastasia’s vision of a future society is not onlyheart warming and inspiring but realistic at thesame time, as demonstrated by thousands ofpeople all around the world who startedimplementing her ideas.

For more information see: www.ringingcedars.co.uk

Book Review:“Anastasia” by Vladimir MegréReveiwed by Leona & Stef Kling

SELF - CATERING HOLIDAY

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ClassifiedsThe Sheiling School

Ringwood

Horton Road, Ashley, RingwoodBH24 2EB Tel: 01425 477488

Email: enquiries@sheilingschool.co.ukWebsite: www.sheilingschool.co.uk

Registered Charity No. 292320

• 59 YEARS OF CAMPHILL EDUCATION in DORSET for children who have special needs.

• An independent school funded mainly by local authorities.

• An adapted Waldorf curriculum encompassing appropriate National Curriculum elements

• Individual therapies eg. Speech, Music, Art, Colour Light & Eurythmy

• Traditional Craft workshops.• Lower school age range is from 6 – 16 years

• Three Year Further Education and Life Skills 16—19 years

• Residential placements (38 weeks) plus weeklyand

day places.• We aim to provide a total environment to assist

pupils to reach their full potential.

Patrons: Baroness Cox, Lord Pearson of Rannoch,

26

27

One of the exercises was to make a copy of one ofthe Great Masters in order to learn more accuracy inobservation, colour mixing, its application and allimportantly, brush work. Through this the pupil learnsabout scale,composition and how the painting’sshape lends itself to the subject.

Above Tom Verrept chose to work from aphotograph of the class conoeing in Scotland on

their last school trip, and to paint it in the style of an

Impressionist. Katie Mills-Taylor has copied Vincent vanGogh’s famous chair below left and below right Rosie

Frost has copied a work by Casper D. Frederich .

Sandy Kennedy, Upper School Art

These works are from the Class 10 Art History main lesson.