DOCSLIB.ORG

Template Journals Hipatia Press

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Template Journals Hipatia Press Instructions for authors, subscriptions and further details: http://hse.hipatiapress.com The McMillan Sisters, The Roots of the Open-Nursery, and Breaking the Cycle of Poverty Betty Liebovich1 1) Goldsmith. University of London (United Kingdom) Date of publication: February 23rd, 2018 Edition period: February 2018 – June 2018 To cite this article: Liebovich, B. (2018). The MacMillan sisters, the roots of the open-nursery, and breaking the cycle of poverty. Social and Education History, 7(1), 78-96. doi:10.17583/hse.2018.2925 To link this article: http://dx.doi.org/10.17583/hse.2018.2925 PLEASE SCROLL DOWN FOR ARTICLE The terms and conditions of use are related to the Open Journal System and to Creative Commons Attribution License (CC-BY). HSE – Social and Education History Vol.7 No. 1 February 2018 pp. 78-96 The McMillan Sisters, the Roots of the Open-Nursery, and Breaking the Cycle of Poverty Betty Liebovich Goldsmith. University of London (United Kingdom) Abstract _________________________________________________________________ This article explores the impetus and motivation for the McMillan sisters, Christian Socialists committed to creating change for the working class in England, to create an innovative and enduring ideal of nursery education through the open-air nursery. Influenced by their membership in the Fabian Society and the Independent Labour Party, they created health and dental clinics for people living in deprivation in Yorkshire and East and South East London, England, campaigned for the 1906 Provision of School Meals Act, and created night camps for deprived children in Deptford in 1908.The night camps were the inspiration for educating young children and in March 1914, the open-air nursery opened for the youngest children living in the tenements of Deptford. Using archival methods, the conclusion is reached that the McMillan sisters, and Margaret specifically, worked tirelessly to create social change through the open-air nursery serving the deprived surrounding community. By modelling good practice, both educationally and hygienically, they hoped to make a difference in the lives of families stuck in a cycle of poverty. The enduring work and ideas formulated in this nursery have informed many initiatives focused upon reducing social disadvantage, to include the UK framework ‘Every Child Matters’. ___________________________________________________________________ Key words: open-air nursery, young children, deprivation, social reform 2018 Hipatia Press ISSN: 2014-3567 DOI: 10.17583/hse.2018.2925 HSE – Social and Education History Vol.7 No. 1 February 2018 pp. 78-96 Las hermanas McMillan, los Orígenes de la Guardería al Aire Libre y la Ruptura del Ciclo de Pobreza Betty Liebovich Goldsmith. University of London (United Kingdom) Abstract _________________________________________________________________ Este artículo explora el ímpetu y la motivación de las hermanas McMillan, socialistas cristianas comprometidas con el cambio para la clase trabajadora en Inglaterra, para crear un ideal innovador y perdurable de educación infantil a través de la guardería al aire libre. Influenciadas por su vinculación a la Sociedad Fabiana y al Partido Laborista Independiente, crearon clínicas de salud y odontológicas para personas en situaciones de pobreza en Yorkshire y en Londres; hicieron campaña para la Ley de Comidas Escolares de 1906 y crearon campamentos para menores desfavorecidos. Los campamentos fueron la inspiración para educar a niños pequeños y en 1914 se abrió la guardería al aire libre para menores que vivían en apartamentos de alquiler en Deptford. Utilizando métodos de archivo, se concluye que las hermanas McMillan, y específicamente Margaret, trabajaron incansablemente para generar un cambio social a través de la guardería al aire libre, la cual prestaba servicios a la comunidad desfavorecida de su entorno. Al modelar buenas prácticas, tanto desde el punto de vista educativo como higiénico, esperaban marcar una diferencia en las vidas de las familias atrapadas en ciclos de pobreza. El trabajo duradero y las ideas formuladas en esta guardería han inspirado a muchas iniciativas centradas en la reducción de las desigualdades sociales, como por ejemplo la iniciativa 'Every Child Matters' de Reino Unido. ___________________________________________________________________ Key words: guardería al aire libre, infancia, desigualdad, reforma social 2018 Hipatia Press ISSN: 2014-3567 DOI: 10.17583/hse.2018.2925 80 Liebovich – The McMillan sisters argaret and Rachel were born in Westchester County, New York, USA and lived there until they were 5 and 6 years old. Margaret M describes their childhood: It is a very happy life. Our parents are modern and American in their ideas of how we shall be brought up. They impose no needless restrictions on us, and do not overwhelm us with the Atlas of unreasoning and almighty authority—and yet we are not left to the mercy of impulse and riot of selfish instinct. (McMillan, 1927, p.10) However, their lives were suddenly changed by the death of their father and youngest sister, Elizabeth. Their mother, distraught and grief-stricken, made the decision to return to her family in Scotland with Margaret who was five years old and Rachel who was six years old in order to have support in raising her two daughters and giving them a better life than she could on her own. Margaret writes: “So, in September [1865], we three went on board the good ship City of Boston, for Liverpool, en route for Inverness” (McMillan, 1927, p.12). During this time, Margaret lost her hearing and did not regain it until she was about 14 years old. Rachel and Margaret were well educated while living in Scotland, but Margaret found her grandparents to be far too authoritarian, imposing what she considered needless restrictions on her and Rachel, and left her home in Scotland at the age of 18 to study Psychology and Physiology, followed by Languages and Music in Germany. She then became a governess for various wealthy families in Germany. Eventually, Margaret relocated to London. In 1887, Rachel, while still in Scotland, was introduced to Christian socialism and read articles by William Morris and William Thomas Stead and after July 1888 joined her sister in London. Here she converted Margaret to socialism and they together attended political meetings, where they met William Morris, H. M. Hyndman, Peter Kropotkin, William Stead and Ben Tillett. In 1889, Rachel and Margaret supported the workers during the London Dock Strike, to include marching and demonstrating at Parliament. Margaret’s activities included membership of the Fabian Society, teaching young women in the East End, public speaking and investigative journalism (Steedman, 1990). In 1892 they moved to Bradford, West Yorkshire where they joined the Fabian HSE – Social and Education History, 7(1) 81 Society, the Labour Church, the Social Democratic Federation and the Independent Labour Party (ILP). Margaret was elected to the Bradford School Board as a representative of the ILP in November 1894, swiftly becoming a remarkably active social reformer with a keen interest in child welfare (McMillan, 1927). She was re-elected to the school board in 1900, but in 1902 a new Education Bill became law, resulting in the abolition of the School Boards, giving control and management of primary schools to the District and County Councils- to which women could not be elected (Steedman, 1990, p.49). Disappointed, but determined, Margaret joined her sister, a travelling teacher of health and hygiene, in Bromley, London. In 1906, Margaret and Rachel campaigned for the compulsory medical inspection of school children (McMillan, 1927, p. 118) which was subsequently realised in the Education (Administrative Procedures) Bill of 1907. They opened a medical and dental clinic in Deptford, London, considered a suitably ‘needy’ area of London in which Margaret had managed a group of primary schools and was familiar with the community and their needs. Once the sisters secured housing on Evelyn Street in Deptford, they opened night camps for girls in 1908, where local girls from ages 6-14 had a hot meal in the evening, washing facilities for themselves and their clothes and a cot on which to sleep outdoors, maximising on the fresh air and nutritious food. Deptford was one of the most built-up areas of London and one of the poorest. In 1911 the population for the Borough of Deptford numbered 109,000. There was a density of 72 persons per acre in Deptford, compared to Lewisham with 25 and Greenwich with 26 per acre. In the East Ward where the McMillans would do much of their work, the density was 131 people per acre. (McMillan Legacy Group, 1999, p. 12) The McMillan sisters took an unorthodox perspective upon the issue of breaking the cycle of poverty, and, rather than enforcing ideals perpetuated by the government to leave those living in deprivation to be supported by the state, proposed that all young children, given that they were developmentally unready to be economically active, were automatically ‘deserving poor’, that is, entitled to support to provide opportunities they would not otherwise have 82 Liebovich – The McMillan sisters access. With this in mind, young children soon became a focus for the McMillan sisters in order to break the cycle of deprivation and poor hygiene in which they were being raised. The plight of the youngest children became even more imbedded in her [Margaret McMillan’s] developing philosophy when, in 1905, Article 53 of the Education Code stated that under-fives should be removed from the infants departments of elementary schools. This caused a dramatic drop in the number of three to five year olds in schools. The dozens of toddlers the McMillans encountered playing in the gutters of Deptford after 1905 were a direct result of this Education Code directive. The sudden lack of educational provision for under-fives is likely to have influenced Margaret McMillan to move towards the development of the ‘Baby Camp’ and later the ‘Nursery School’. (McMillan Legacy Group, 1999, p.13) In keeping with the Fabian Society’s ideals for educating young children (Pease, 1916, p.
Load more

Recommended publications
  • ''Little Soldiers'' for Socialism: Childhood and Socialist Politics In
    IRSH 58 (2013), pp. 71–96 doi:10.1017/S0020859012000806 r 2013 Internationaal Instituut voor Sociale Geschiedenis ‘‘Little Soldiers’’ for Socialism: Childhood and Socialist Politics in the British Socialist Sunday School Movement* J ESSICA G ERRARD Melbourne Graduate School of Education, University of Melbourne, 234 Queensberry Street, Parkville, 3010 VIC, Australia E-mail: [email protected] ABSTRACT: This paper examines the ways in which turn-of-the-century British socialists enacted socialism for children through the British Socialist Sunday School movement. It focuses in particular on the movement’s emergence in the 1890s and the first three decades of operation. Situated amidst a growing international field of comparable socialist children’s initiatives, socialist Sunday schools attempted to connect their local activity of children’s education to the broader politics of international socialism. In this discussion I explore the attempt to make this con- nection, including the endeavour to transcend party differences in the creation of a non-partisan international children’s socialist movement, the cooption of traditional Sunday school rituals, and the resolve to make socialist childhood cultures was the responsibility of both men and women. Defending their existence against criticism from conservative campaigners, the state, and sections of the left, socialist Sunday schools mobilized a complex and contested culture of socialist childhood. INTRODUCTION The British Socialist Sunday School movement (SSS) first appeared within the sanguine temper of turn-of-the-century socialist politics. Offering a particularly British interpretation of a growing international interest in children’s socialism, the SSS movement attempted a non-partisan approach, bringing together socialists and radicals of various political * This paper draws on research that would not have been possible without the support of the Overseas Research Scholarship and Cambridge Commonwealth Trusts, Poynton Cambridge Australia Scholarship.
    [Show full text]
  • Morris, Carpenter, Wilde, and the Political Aesthetics of Labor
    Victorian Literature and Culture (2004), 601–616. Printed in the United States of America. Copyright C 2004 Cambridge University Press. 1060-1503/04 $9.50 MORRIS, CARPENTER, WILDE, AND THE POLITICAL AESTHETICS OF LABOR By Ruth Livesey IN JUNE 1885 a group of radical intellectual Londoners gathered for the evening at that hub of nineteenth-century free thought, the South Place Institute. The event was organized by the Socialist League, a revolutionary socialist organization which counted William Morris, Eleanor Marx, and Edward Aveling as its most prominent members at that point in time. But this was no ordinary meeting. There were no lectures and no debates, just popular songs and dramatic recitations that had been carefully rehearsed by the membership in order to entertain for the cause. William Morris drafted a poem for the occasion, urging these “Socialists at Play” to cast their “care aside while song and verse/Touches our hearts.” Play, however, was not to lull the audience into a “luxurious mood”: War, labour, freedom; noble words are these; But must we hymn them in our hours of ease? We must be men (Morris 1885) Morris’s address reminded his audience that their political beliefs permeated both work and play. The members of the Socialist League should structure their leisure like warriors awaiting the call to arms: “Amidst their ballad sings the trumpet voice;/About the sheep-cotes girt for war they go.” The revolution was so self-evidently imminent for these socialists in the fraught mid-1880s that like Morris’s imagined medieval warriors they needed to display a readiness for struggle in all aspects of their lives and let “the cause cling”: About the book we read, the song we sing, Cleave to our cup and hover o’er our plate, And by our bed at morn and even wait.
    [Show full text]
  • Gateways a Newsletter of the Waldorf Early Childhood Association of North America Fall/Winter 2005, Issue 49
    Gateways A Newsletter of the Waldorf Early Childhood Association of North America Fall/Winter 2005, Issue 49 Table of Contents Letter from the Editor by Stephen Spitalny 2 Early Childhood Teaching and the Etheric by Cynthia Aldinger 3 Research On Learning Difficulties in the Early Years by Ewout Van-Manen 5 Therapeutic Puppetry by Suzanne Down 13 Conferences Overview of the International Kindergarten Conference, 2005 by Jan Coles 14 Review of the Logos Conference by Heather Porter 19 Transitions The Beginnings of our Waldorf Early Childhood Movement by Susan Howard 21 An Interview with Margret Meyerkort by Janni Nicol 25 Birthday Homage for Margret Meyerkort 27 Remembering Joyce Schild by Kim Hunter, Susanne Schonthaler and Marjorie Thatcher 29 Practical Aspects Building Community through the Advent Garden by Joyce Gallardo 29 The Day Dusty Gnome Took a Nap 31 Storms, Floods and Devastation The Flood at Sophia’s Hearth by Joyce Gallardo 32 Lessons from a Hurricane by Heidi Anne Porter 33 A Report from the Hill School 35 Book Reviews In a Nutshell by Nancy Foster 36 Eurythmy for the Young Child by Estelle Bryer 37 Calendar of Events 38 1 From the Editor Stephen Spitalny Dear Readers, wonder, “How did they think of that?” I am In recent months there have been various refreshed and renewed in my work through my powerful expressions of nature’s strength. Many connection to WECAN. And out of that people’s lives and livelihoods have been affected. enthusiasm and gratitude, I ask you, the reader, What a poignant reminder that we live on the to consider your connection to WECAN.
    [Show full text]
  • Key Topics in Education
    ROUTLEDGE . TAYLOR & FRANCIS Key Topics in Education A Chapter Sampler www.routledge.com/education Contents 1.What is feedback? From: Visible Learning Feedback, by John Hattie, Shirley Clark 2. Think right From: Great Minds and How to Grow Them, by Wendy Berliner, Deborah Eyre 3. Awareness and knowledge about the mind From: Growing Minds, by Andreas Demetriou, George Spanoudis 4. Pervasive Misunderstandings About Learning: How They Arise, and What We Can Do From: Understanding How We Learn, by Yana Weinstein, Megan Sumeracki, Oliver Caviglioli 5. Theories and theorists From: Early Childhood Studies, by Jane Johnston, Lindy Nahmad-Williams, Ruby Oates, Val Wood 6. The Idea of Evolution From: Evolution of the Learning Brain, by Paul Howard-Jones 20% Discount Available You can enjoy a 20% discount across our entire range of Routledge books. Simply add the discount code F010 at the checkout. Please note: This discount code cannot be combined with any other discount or offer and is only valid on print titles purchased directly from www.routledge.com. Valid until 31st December 2019. www.routledge.com/education CHAPTER Copyright Material - Taylor & Francis 1 What is feedback? This chapter summarizes the key points about the nature and development of feed- back thinking by educators and academics, laying the foundation for the related issues to be explored throughout the rest of this book. The subsequent chapters are closely tied to the life of a teacher and a student in the day to day structure of lessons, as outlined in the introduction: culture, learning strategies, in lesson feedback and post- lesson feedback.
    [Show full text]
  • The Gertrude Tuckwell Papers
    TUC LIBRARY COLLECTIONS AT THE LONDON METROPOLITAN UNIVERSITY THE GERTRUDE TUCKWELL PAPERS IDENTITY STATEMENT Reference: TUC Library Collections - Gertrude Tuckwell Papers Dates of creation: 1890-1951 Extent: 10 metres approx. as currently shelved Level of description: Fonds CONTEXT Biographical History: Gertrude Tuckwell (1861-1951) was a trade union organiser and campaigner for Women’s rights. In 1891 she became involved with the Women’s Trade Union League (WTUL), working as its secretary and editor of its journal, the Women’s Trade Union Review before becoming president of the League in 1905. In 1908 she also became president of the National Federation of Women Workers (NFWW) which had been founded in 1906 through the WTUL. She remained active in both organisations until 1918 when she announced her retirement and withdrew effectively from January 1921 when the League merged its work with that of the Trades Union Congress (TUC). Tuckwell also became involved in the struggle for protective legislation in the international arena as she joined the executive committee of the International Association for Labour Legislation in 1906. She also maintained the Christian Socialist tradition of her family (her father was widely known as “the radical parson”) and from 1898 became secretary of the Christian Social Union Research Committee. Custodial history The file folders, which form the greater part of this Collection, are thought to have been deposited with the Trades Union Congress in 1921, along with other records from the Women’s Trade Union League. The blue despatch box, containing the personal papers and other material, was deposited in the late 1950s after her death.
    [Show full text]
  • Waldorf Schools and the History of Steiner Education an International View of 100 Years
    PALGRAVE STUDIES IN ALTERNATIVE EDUCATION Waldorf Schools and the History of Steiner Education An International View of 100 Years Thomas Stehlik Palgrave Studies in Alternative Education Series Editors Helen Lees Independent researcher London, UK Michael Reiss UCL Institute of Education London, UK This series emerges out of a recent global rise of interest in and actual educational practices done with voice, choice, freedoms and interper- sonal thoughtfulness. From subversion to introversion, including alterna- tive settings of the state to alternative pathways of the private, the series embraces a diverse range of voices. Common to books in the series is a vision of education already in exis- tence and knowledge of education possible here and now. Theoretical ideas with potential to be enacted or influential in lived practice are also a part of what we offer with the books. This series repositions what we deem as valuable educationally by accepting the power of many different forces such as silence, love, joy, despair, confusion, curiosity, failure, attachments as all potentially viable, interesting, useful elements in educational stories. Nothing is rejected if it has history or record as being of worth to people educationally, nor does this series doubt or distrust compelling ideas of difference as relevant. We wish to allow mainstream and marginal practices to meet here without prejudice as Other but also with a view to ensuring platforms for the Other to find community and understanding with others. The following are the primary aims of the series: • To publish new work on education with a distinctive voice. • To enable alternative education to find a mainstream profile.
    [Show full text]
  • ''Little Soldiers'' for Socialism: Childhood and Socialist Politics In
    IRSH 58 (2013), pp. 71–96 doi:10.1017/S0020859012000806 r 2013 Internationaal Instituut voor Sociale Geschiedenis ‘‘Little Soldiers’’ for Socialism: Childhood and Socialist Politics in the British Socialist Sunday School Movement* J ESSICA G ERRARD Melbourne Graduate School of Education, University of Melbourne, 234 Queensberry Street, Parkville, 3010 VIC, Australia E-mail: [email protected] ABSTRACT: This paper examines the ways in which turn-of-the-century British socialists enacted socialism for children through the British Socialist Sunday School movement. It focuses in particular on the movement’s emergence in the 1890s and the first three decades of operation. Situated amidst a growing international field of comparable socialist children’s initiatives, socialist Sunday schools attempted to connect their local activity of children’s education to the broader politics of international socialism. In this discussion I explore the attempt to make this con- nection, including the endeavour to transcend party differences in the creation of a non-partisan international children’s socialist movement, the cooption of traditional Sunday school rituals, and the resolve to make socialist childhood cultures was the responsibility of both men and women. Defending their existence against criticism from conservative campaigners, the state, and sections of the left, socialist Sunday schools mobilized a complex and contested culture of socialist childhood. INTRODUCTION The British Socialist Sunday School movement (SSS) first appeared within the sanguine temper of turn-of-the-century socialist politics. Offering a particularly British interpretation of a growing international interest in children’s socialism, the SSS movement attempted a non-partisan approach, bringing together socialists and radicals of various political * This paper draws on research that would not have been possible without the support of the Overseas Research Scholarship and Cambridge Commonwealth Trusts, Poynton Cambridge Australia Scholarship.
    [Show full text]
  • Part 2 Women and the Socialist Organisations the Early Years
    Part 2 Women and the Socialist Organisations The Early Years 2.1 The Social Democratic Party (SDF) 2.1.1 The SDF attitude to Women The SDF have sometimes been represented as anti-feminist. Certainly some of the original leaders, notably Belfort Bax and Harry Quelch were quite openly anti-feminist and Bax believed women to be both physiCally and intelleCtually inferior to men. Quelch was less openly anti-feminist, but as the editor of both Justice and Social Democrat and overseer of Twentieth Century Press, he allowed Bax and other non-Party anti-feminists suCh as H.B. Samuels full aCCess to SDF publiCations. Hyndman, the SDF leader, was also from a Tory, patriarchal baCkground, whiCh Compounded the attitudes of Bax and Quelch. However, when taken in the round it is not so Clear that the SDF was any more anti-feminist than any other politiCal organisations, left or right, in the later part of the nineteenth or early part of the twentieth Centuries. The SDF was a Marxist organisation and so regarded women’s oppression as largely residing in the exploitative nature of Capitalism. The SDF tended to view Marxism from a meChanistiC and dogmatiC standpoint and failed to appreCiate that Marxists should oppose all forms of oppression and seek reforms and change whilst, at the same time, explaining that only the overthrow of Capitalism would ultimately seCure the freedom of all. This error led to a failure of the SDF on many fronts, including engaging energetically on such issues as women’s franChise, trade unionism and the demand for reforms.
    [Show full text]
  • The Candidate Contrrms That the Work Submitted Is Her Own and That Appropriate Credit Has Been Given Where Reference Has Been Made to the Work of Others ABSTRACT
    THE DEVELOPMENT OF NURSERY SCHOOLS AND CHILD WELFARE POLICIES AND PRACTICES IN BRADFORD FROM THE 1890s TO THE 1950s WITH PARTICULAR REFERENCE TO THE WORK OF MIRIAM LORD RUTH MURRAY S SUBMITTED IN FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY THE UNIVERSITY OF LEEDS SCHOOL OF EDUCATION JUNE 1993 The candidate contrrms that the work submitted is her own and that appropriate credit has been given where reference has been made to the work of others ABSTRACT This thesis analyses the life and work of Miriam Lord in Bradford, West Yorkshire between 1885 and the 1950s. The main investigative research for the thesis was carried out at the Bradford Archives where the voluminous collection of private papers, documents and other records which she bequeathed to the Margaret McMillan Memorial College on her death in 1968 are now domiciled and which have been ordered and collated by the archivist there. Throughout her working life Miriam Lord campaigned for nursery education: from her position as a nursery school Superintendent, through her involvement with the N ursery School Association and the Bradford branch of the Froebel Society, and not least, via the publication of written articles and the delivery of numerous public lectures. She also gained an international reputation by both working and travelling abroad, and by receiving many visiting foreign education experts at her Bradford nursery school. Principally due to parental influence Miriam Lord was a disciple of Margaret McMillan from an early age. She utilised much of Margaret McMillan's methodology in her nursery school work and imitated many of her innovations in child care.
    [Show full text]
  • Margaret Mcmillan's Contributions to Cultures of Childhood
    genealogy Article Margaret McMillan’s Contributions to Cultures of Childhood Betty Liebovich Educational Studies Department, Goldsmiths University of London, London SE14 6NW, UK; [email protected] Received: 30 April 2019; Accepted: 19 July 2019; Published: 25 July 2019 Abstract: Margaret McMillan is widely known for her open-air nursery, making it her life mission to live by the McMillan family motto, Miseris Succurrere Disco, which translates to ‘I endeavour to care for the less fortunate’. Margaret and her sister, Rachel, dedicated their lives to improving living conditions for the poor and working class in England and created health and dental clinics for them in Bradford, Bow and Deptford. During the 1889 Dock Strike, Margaret and Rachel supported workers by marching and demonstrating at Parliament. At the turn of the last century, they were instrumental in inspiring legislation for children’s welfare and education on both local and national levels in England. Their efforts led to campaigning for the 1906 Provision of School Meals Act and medical inspections for primary school children. In an effort to improve health conditions for the children living in the Deptford community, they created night camps for deprived children in 1908. With war impending in 1914, they created the first open air nursery in England in order to serve the disadvantaged community surrounding it, providing a safe and nurturing learning environment for the young children of the women going to work in place of the men who were called up to war. Margaret McMillan’s ideals for young children’s nurture and education continue to influence how we educate children in contemporary England and are woven into the fabric of our goals for young children’s futures.
    [Show full text]
  • Math in the Kindergarten
    A Newsletter of the Waldorf Early Childhood Association of North America Fall/Winter 2004, Issue 47 Table of Contents INTRODUCTION Letter from the Editor 2 The Shortest Day by Susan Cooper 3 RESEARCH Meeting the Child by Barbara Klocek 4 Mixed Ages in the Kindergarten by Nancy Blanning 6 The Older Child in the Kindergarten by Ruth Ker 9 Celebrating Festivals with Young Children by Nancy Foster 10 PRACTICAL ASPECTS Living Under the Sky by Sally Schweizer 14 Math in the Kindergarten by Leah Palumbo 20 Outdoor Puppetry and Big Movement by Suzanne Down 25 The Joys and Struggles of Growing a Home Kindergarten by Glenda Moore 27 Re-Inventing Spindlewood by Susan Silverio 29 REPORTS The Christiana Foundation by Robert Hickman 32 Somerset School by Todd Hilton 33 News from Child by Li Zhang 34 BOOK REVIEWS Nurturing Children and Families: One Model of a Parent-Child Program in a Waldorf School by Sarah Baldwin 35 The Well Balanced Childby Sally Goddard Blythe 36 CALENDAR OF EVENTS 37 1 Stephen Spitalny Dear Readers, the demands of later life. It is posted as a pdf file on The activity of gathering articles for this issue was their website at http://ww.allianceforchildhood.org/ very different from most of the other issues I have projects/computers/pdf_files/tech_tonic.pdf. Hard edited. Many people sent in their articles, and copies can also be ordered. Tech Tonic and Sally’s articles from their colleagues, as well. In fact, I article are wonderful complements for each other received more than could be included. So, thank you and gifts for our work.
    [Show full text]
  • Fall/Winter 2020, Volume 25 #2
    Research Bulletin Research Research Bulletin Fall/Winter 2020 Volume XXV · Number 2 Volume XXV Volume • Number 2 Research Institute for Waldorf Education Waldorf for Institute Research RESEARCH INSTITUTE FOR EDUCATIONWaldorf Table of Contents • 1 Editor’s Introduction Ilan Safit . 3 The Limitations of Lifeboats Douglas Gerwin . .. 5 When the River Ran Dry: Personal Reflections on a Professional Moment Caroline Martin . 8 Changing Course: A Report from the Seventh Grade Steve Simonak . 11 The Experience of Distance Learning: Meeting the Challenge and Preparing for the Future Karen Atkinson . 13 Teaching Stripped Down to Its Essence Selim Tlili . 16 A Year of Online Teaching Jamie York . 18 Assessing Distance Learning: The Perspective of a Veteran High School Teacher David Sloan . 21 Parzival in the Time of Pandemic Carol Bärtges . 25 Teaching in a High School: Adaptations, Effects, and Opportunities Stephen Keith Sagarin . 29 Grades and External Motivation in Waldorf High Schools: Examining the Assumptions and Imagining Alternatives Alison Davis . .33 Redefining Education’s “Normal,” New and Old Patrice Maynard . 39 The Corona Virus from a Medical Point of View: Questions and Considerations Michaela Glöckler . 47 Research Bulletin • Fall/Winter 2020 • Volume 25 • #2 2 • Report from the Online Waldorf Library Marianne Alsop . 67 Report from the Research Institute for Waldorf Education and Waldorf Publications Patrice Maynard . 68 Donors to the Research Institute for Waldorf Education and Waldorf Publications . 69 Index of Research Bulletin Articles . .70 About the Research Institute for Waldorf Education . 79 Research Bulletin • Fall/Winter 2020 • Volume 25 • #2 Editor’s IntroductionIlan Safit • 3 Ilan Safit The editor’s introduction to the previous issue afforded by technological platforms, but he is wary of of the Research Bulletin ended with a wish—originally the temptation in making some of these temporary hopeful, in hindsight naïve—that the Spring 2020 issue measures permanent.
    [Show full text]