Waldorf School at Moraine Farm | Blog

From Cape Ann to Beverly, Waldorf School at Moraine Farm Reflects on the Journey of the Last 30 Years

Waldorf School at Moraine Farm, which began as the Cape Ann Waldorf School (CAWS) in 1986, is celebrating 30 years.

The school has come a long way since it opened as a kindergarten in Gloucester, in a beautiful oceanfront home back in 1987. The school moved twice more before finally finding a permanent home at Moraine Farm. The first move to Beverly was to the church adjacent to Moraine Farm. Three years later, in 1991, the school moved to Hale Street in Beverly Farms, seven miles away. Although the Hale Street school had wonderful energy with high ceilings and abundant natural light, the indoor and outdoor spaces could not accommodate all the students and their activities at the school—which had grown to include early childhood programs through eighth grade.

After an intensive search for the right permanent location, the opportunity to move to Moraine Farm finally came. Our current neighbors, Project Adventure, approached the school about the possibility of purchasing a building and land at Moraine Farm. It didn’t take long to see all the potential a Waldorf school could have in that place. In the spring of 2011, the school moved to Moraine Farm.

Moraine Farm

The attraction to Moraine Farm was not only in the forest, fields and farm, but also the history behind the landscape by Frederick Law Olmsted.

Frederick Law Olmsted (1822-1903), the founder of landscape architecture in the United States, spent his lifetime creating means for translating humane, democratic ideals into environmental forms.

Olmsted’s designs reflect his understanding of the powerful relationship between the human organism and the natural world, much like the philosophy of Rudolf Steiner, founder of Waldorf education.

The school shares the stewardship of Moraine Farm property with several partners: Project Adventure, an outdoor experiential education program based on the farm since 1999; the Essex County Greenbelt Organization, which oversees the farm’s conservation restrictions; the Batchelder Trust, which owns more than 60 acres of the farm and is committed to preserving the beauty and historic fabric of the property; and the Trustees of Reservations, the oldest land trust in Massachusetts.

September 2010. The original school building and eight surrounding acres at Moraine Farm

September 2010. The original school building and eight surrounding acres at Moraine Farm

Transforming the school

Before moving, the school built a new wing for the existing building on its new property. It engaged architects who worked to bring the building into greater harmony with Olmsted’s vision. This year, the school is continuing this vision with a new entrance pathway and patio with gentle curves bordered with native plants and trees. This new space creates a fluid connection between outdoors and indoors.

November 2010. Digging the foundation of the new wing

November 2010. Digging the foundation of the new wing

Waldorf School at Moraine Farm now and for the next 30 years

The school uses the time-tested approach of Waldorf schools throughout the world, integrating a rich, age-appropriate, classical curriculum in math, science, foreign languages, and the humanities with music, visual and practical arts, and movement. Teachers work to make all lessons experiential, imaginative, and connected to practical life. The new campus is allowing the school to take its experiential approach to the next level, taking full, creative advantage of the natural world at Moraine Farm across all subjects, classes, and ages.

In 2014, the school embarked on a ground-breaking “Science in Nature” initiative to further develop the use of Moraine Farm and adjacent Phillips Preserve as an outdoor classroom. Teachers work collaboratively to create outdoor lessons and activities that support students’ academic, physical, and emotional development.  As part of the Science in Nature program, the school offers lectures, workshops, and other activities at Moraine Farm for the public.  A new greenhouse, garden, and beehives established in the spring of 2016 also give students more opportunities to connect with and learn about the natural world.

August 2016. Summer camp students tending to Mimi Batchelder’s “Bean shed” walled garden, recently incorporated into the school’s curriculum.

August 2016. Summer camp students tending to Mimi Batchelder’s “Bean shed” walled garden, recently incorporated into the school’s curriculum.

The school looks with excitement to continued collaboration with its partners, families, and the wider community in environmental education, recreation, festival life, conservation, historic preservation, community-supported agriculture, and beyond.

Celebrating the 30th Anniversary with Service

Throughout the 2016-2017 school year, the school will celebrate its 30th anniversary in several ways. Besides commemorating the anniversary at all the school’s annual events—from the Fall Festival and Open House (Saturday, September 24, 2016), the Holiday Fair (Friday, November 18 and Saturday, November 19, 2016), and the Winter Festival and Open House (Saturday, February 11, 2017), students will participate in several community giving activities. Starting off in September, a group of students will work towards improvements—painting, trash clean-up—to the neighboring J.C. Philips Nature Preserve. Other giving activities will be planned throughout the year. Updates will be shared on this blog.

The 30th anniversary celebrations will culminate during the Spring Soiree on the Saturday evening of May 20.  During this gala event, the school will recognize long-term supporting friends and families, along with alumni, for their time, talents, and contributions in helping the school to become the well-established, vibrant institution it is today.

About Waldorf School at Moraine Farm

Waldorf School at Moraine Farm is an independent, non-profit school founded in 1986 as the Cape Ann Waldorf School in Gloucester, Massachusetts. It serves approximately 120 students from pre-kindergarten to eighth grade.

The mission of Waldorf School at Moraine Farm is to help students discover and develop their individual capacities so that they can fully engage in the world and contribute meaningfully to society.

Waldorf School at Moraine Farm is one of 121 Waldorf schools in the United States and nearly 1,000 Waldorf schools worldwide. We welcome admissions inquiries throughout the year.

Waldorf School at Moraine Farm is located on 10 acres of the historic Moraine Farm property in Beverly (701 Cabot Street, Beverly, MA).

by Jenny Helmick and Miriam Silva Preas

Waldorf School at Moraine Farm celebrating 30 years

Article by Beverly Citizen

Source: Waldorf School at Moraine Farm celebrating 30 years – News – Beverly Citizen – Beverly, MA

One of only 121 Waldorf schools in the nation, Beverly’s Waldorf School at Moraine Farm, formerly the Cape Ann Waldorf School, will be celebrating its 30th year of operation when the doors open to students in just a matter of weeks. (read more)

Class of 2016 Eighth Grade Projects: Developing Talent and Finding Voice

The Eighth Grade Projects

One unique rite of passage in a student’s final year at the Waldorf School at Moraine Farm is the completion of a capstone project, which the students begin working on during the summer preceding eighth grade. The independent projects are very special, in that each student has the chance to study and experience something of his/her own choosing over an extended period of time. This stretches the students to plan ahead, follow individual due dates, and sharpen their executive functioning—all skills that are only just beginning to bloom in eighth graders. In fact, many aspects of the project are challenging and call upon the students’ developing faculties. The result of this work is growth and achievement in many areas.

Throughout the projects, students spend several hours working with a mentor who guides them through the process of learning something new, or perhaps building on a skill that the student would like to develop further. The mentor requirement provides a wonderful opportunity for students to begin reaching out to other adults in the world as they prepare for their transition to high school.

While much of the learning takes place throughout the year, after school, weekends and during school breaks, the culmination of the students’ accomplishments are shared with the wider community during a celebratory event, at which each student displays his or her work and does a short formal presentation for a large audience. Therefore, students learn about presentation skills and how to create a display board to showcase the highlights of their project experience. Students are asked to present the project as a learning experience for the audience; this is challenging, because students must see their projects objectively from the audience’s point of view.

While the eighth grade projects are challenging in many ways, the experience allows students to draw upon and further develop many skills and talents, such as aesthetic sense, creativity, organizational skills, interpersonal skills, and public speaking, to name only a few.

In their own unique way, each student fully engaged in his/her project throughout the year. The final presentations on the evening of April 28, 2016, were wonderfully unique, of the highest quality, and were lovely reflections of each student. They are proud of their accomplishments, as are we—the adults and members of the school community surrounding them. These projects are proof of the creativity, skills, enthusiasm, and care that our students bring to their work. Through the process of completing their projects, the students learned much about themselves, gained in confidence, and are now ready to move onto new challenges that await them in high school and beyond.

This year’s students tackled music, theater arts, stained glass, hip–hop dance, break dancing, oil painting, telephone technology, dressmaking, boat building, welding, and computer building and programming.

The History of Rock and Roll
One student sang out most literally, making old songs sound new while sharing what she learned during her presentation of “The History of Rock and Roll, Singing, and Guitar.” She sang and played “Under Pressure,” by David Bowie and Queen—one of her favorite songs from the 1980s—as well as “Rhiannon” by Fleetwood Mac. 2016-04-28 20.42.35She spoke on the changing sound of rock and roll over time, and illustrated these changes with some of her favorite examples of the genre. Her history was thorough and engaging, ranging from the 1950s to present day. In the 1960s, for example, “rock and roll became edgier; it became more political,” she said. “This generation was not afraid to speak its mind, and someone who I think really showcased that was Bob Dylan.”

When singing, it was apparent that she has developed more than just a new ability to play the guitar, sing, and understand rock music. Her performances demonstrated a uniquely strong voice. “All your life you never seen a woman take you by the wind,” she sang in her performance of “Rhiannon,” and she sounded powerful, with a mature tone and a confident style of her own.
Her mentor was Charlee Bianchini of the The Music Asylum in Essex, who, the student said is “an amazing mentor and friend, and an inspiration.”

Building a “Hackintoshed” Computer

EighthGradeProjectHachCompFor his eighth grade project, this student decided to build his own high-powered computer from scratch. After he compiled the parts and put it all together, he then “hackintoshed” the hardware, meaning he installed Apple software on his PC hardware. Putting the hardware together was the easy part, even though installing the central processing unit was “very nerve-wracking” because it made a “loud crunching noise” and the stakes were high since the part cost $200.

It was the next step—installing the Apple system on his hardware—which “is where I really ran into problems,” he said. “I got so many error messages, just so many screens…which I could not figure out.” But he did figure it out, first installing different software on his computer, then doing a practice install on his mentor’s computer, and finally completing the installation of Apple software after six hours straight of troubleshooting. The “hackintosh” was a success.

Asked if the machine was fast, he said that it had a quad core CPU Intel i5 processor, 1,600 megahertz dvr3 RAM and a one terabyte hard drive. “Yeah, it’s pretty fast,” he added.

“I learned so much this year,” he said. In addition to learning how to build a computer and “hackintosh” it, he also “learned how to uninstall mal-functioning kernel extensions through the command line, which was very helpful” when challenges arose.

His mentor was Samuel Collachia, a computer science major at Gordon College.

Check out this brief interview on his project.

Another student expressed herself in the more tactile art of dressmaking. She wore the results of her project proudly and beautifully on stage.

2016-04-28 21.25.10She said she had been wanting to make a dress since she was in fifth grade, when she remembers being outside with classmates pondering future project ideas. In September, she sat down at a sewing machine for the first time under the guidance of mentor Laura Freysinger, the assistant handwork teacher (and professional clothing designer) here at school, and began learning the ins and outs of operating the machine. She started by fabricating a black-and-white tote (see photo), and later, an A-line skirt in gold zig-zag fabric, an important step to learning how to properly sew in a zipper, which would also be used to make the dress, she said.

Next, to ensure the dress would fit properly, she made a practice bodice in muslin, which served as a mock-up of the top half of the dress. And then it was on to the dress itself—first the bodice, then the skirt, then the lining, then sewing it all together…and finishing off with a proper hem.

The hardest part? Sewing the garment’s gathered skirt, “because there’s a ton of fabric and you have to space it out properly,” she said.

She turned around slowly on stage to show us all the blue, retro-style dress with a tiny floral pattern (photo).
In addition to working with Mrs. Freysinger, she took classes at Gather Here in Cambridge. “I really love sewing,” she said, adding that she is already at work on a second dress.

Technology of the Telephone

Another student wanted to learn all that he could about how phones work and how they have evolved over time. This student was fortunate to work with Charlie Dunne, president of The Telephone Museum in Ellsworth, Maine. He studied the technology and history of the telephone, rigged and programmed a wallet-sized computer (photo) to intercept and reroute calls from his family’s Vermont home to the student’s cell phone via the internet.

2016-04-28 20.09.10During his presentation, he took the audience through the history of telephones—from a liquid transmitter to a candlestick telephone with switch operators who would plug in the cables connecting calls (and could “hear the whole conversation if they left their ‘talk’ key turned on”) to rotary and pushbutton phones and beyond. These latter phones used a big switching machine without an operator, “and I got to see one when I went to a museum with my mentor,” he said.EighthGradeProjectPhone

He explained how it works: A home phone (in this case his family’s phone in Vermont) is answered by the telephone exchange and forwarded to a Raspberry Pi computer. It then “goes into the internet router, then through the Cloud and out another internet router, which the soft phone is connected to.” (The soft phone is a smart phone with an app installed on it). Configuring all of the software files so that all this would work was the most difficult aspect of his project, he said. But his diligence paid off, and he demonstrated his successful completion of a technically difficult project.


Oil Painting

One student who loves art, knew that the study of oil painting (a medium that was new to her), would help her to appreciate all art more fully. She studied oil painting with Charlotte Guldemond of the Monserrat College of Art in Beverly.

2016-04-28 21.15.24It was clear from her presentation and two finished paintings that she embraced the struggles that come from taking up a new art form and that she was rewarded for her perseverance. A first draft of one painting (a girl in the foreground and a house in the background) was discarded after she realized that it just was not meeting her expectations. “I knew I could do much better.” Standing beside the new final work, she said that she was “very glad that I restarted it.”

Both paintings on display began with a process of thumbnail sketches (photo). She then wrote notes on the sketches, and as she got closer to painting, assembled useful photographs for reference. The actual paintings began with a base layer of thin paint on the canvas, then followed by a lightly painted outline of the composition using several more layers of paint. “Then I continued layering the paint, adding more detail and texture as I went,” she said. Later she would finish the edges of each picture, adding to or adjusting shadows and highlights, “and adding more texture in places that needed it.”

Hands and feet were the most difficult aspect of each composition and could be very frustrating to achieve, she said. But both paintings showed realistic features, and the second one in particular showcased delicate, detailed hands and feet. As a second grader said the next day when seeing the pictures for the first time, “They’re really, really good.”

Building a Grand Lake Stream Canoe

It took this student about 150 hours of work to complete his sleek and sturdy nineteen-foot Grand Lake Stream Canoe, not including the long, snow storm–plagued drives with his mom to Grand Lake Stream, in northern Maine.


He worked for days at a time in the workshop of his mentor, canoe maker and certified fishing and hunting guide Dale Tobey. They laid ribs over a canoe mold by cutting and planing cedar planks, running them through a steamer machine, and bending them into place.2016-04-28 21.24.03

After a mahogany stern was added, planks were fastened over the ribs with brass tacks—3,520 tacks, “give or take a few,” he said. Each tack required three careful whacks. “You do the math,” he added. “It was a lot of pounding!”
In between layers of varnish and epoxy, he sanded the boat a total of eight times, and finished it off by painting it “Grand Lake Stream Green,” he said. His mentor has built twenty canoes over the last fifteen years. The student’s boat was number nineteen to come out of the workshop, he said, and when he puts the boat in the water, he said he looks forward to trying it out in some of the good fishing spots pointed out by his mentor.


Before demonstrating a solid breakdancing routine, this student explained some history of the dance, starting with an acknowledgement of James Brown’s influence. Some people think of James Brown as the inventor of break dancing, “because he liked to do this kind of high energy dance during his performances,” he said. “When he danced to his big [1969] hit, ‘Get on the Good Foot,’ he made break dancing very popular among inner city kids in New York.”

EighthGradeProjectDanceOriginally, breakdancing moves were all groundwork, he said, and were much different from the “new style” that developed later, when more acrobatic moves such as “head spins” and “windmills” were incorporated. You’ll often see performers put down cardboard to dance, because they need a slippery surface, he explained. That’s also one of the reasons that sweatshirts and sweatpants are the preferred clothing.

He was drawn to breakdancing after seeing street performers in Boston while there on school trips to the Big Apple Circus. “I thought this was really cool, and it inspired me” to take it up as an eighth grade project, he said. His mentor is Courtney Corey, from the Cape Ann Center for Dance in Gloucester, the same dance studio where two of his classmates take classes.
His own performance was excellent. While his feet were walking around his body, his arms seemed to be moving in the opposite direction, and just when his whole body was up off the stage and bouncing to the music, in the next moment he was on the ground spinning. Then the pace changed, with him pausing just long enough to look out at the audience coolly while his feet glided back and forth underneath him.

The student thanked his mentor for being a great teacher as well as “just really cool and nice in general.”


This student learned to weld this year and he did not have to travel far to meet with his mentor, Joe McDonald. “He was my neighbor, and that was really convenient,” he said. But this was not the only way in which his project was close to home. “Half way through the year, I learned that I have a family history with welding,” he told us. “My great grandfather was a welder in the navy, and my great-great grandfather and great-great uncle were also welders and black smiths.”

EighthGradeProjectWeldingHe said he has long been interested in welding, and he later mentioned that it was his father who suggested it as a project.EighthGradeProjectWelding2
As with most eighth grade projects, he started at the most basic, drawing beads on a piece of metal. “It’s supposed to look like dominoes that have fallen over in a neat row,” but his first attempts did not measure up, he said. He persevered, however, “and I got better.” He moved on to welding his initials—and also made two stick-figure bookends by welding pieces of rebar together (photo).

His larger project was a table that was made by welding together the links in a chain. The welding came with a lot of hot sparks, and he got burned just about everywhere—head, back, arms, and some “even managed to go down … into my boot, which really burned!” he said. But the table with the curved, chain link legs reached completion, and he stood next to his piece on stage as he spoke.

Stained Glass

This studen2016-04-28 20.52.01t made many drawings and water color paintings as part of her independent study, but the final project was not on paper but in glass—two curved, stained glass windows to filter the light in her bedroom. The drawings and paintings first helped her to find the perfect design—a sailboat on a moonlit night—and later helped her to decide on the perfect colors for her glass. The glass itself had to be refit and reshaped over and over again, but it was “really cool over time to see my window come from glass and lead, built up to a beautiful window,” she said.

After settling on the design, a full-sized watercolor painting was executed and then cut out with special three-bladed scissors (the third blade cuts out a strip of paper that is used to help place the lead). Once the design pieces are cut out, each is glued to the correct color of glass, and the glass is then cut using the paintings as guide. EighthGradeProjectStainGlassShe learned that precision and care are very important here, because the pieces will soon have to fit carefully within the overall design. After sanding each cut piece of glass, lead was molded to the glass and then cut at the proper angle. Proceeding this way, the window was built like a puzzle, but with the added element of pieces having to be shaved and re-fitted repeatedly.

The glasswork sounded surprisingly hazardous. “I don’t remember a day working with glass that I wasn’t cut,” with blood having to be cleaned off the glass, she said. One cut sent her to the emergency room for six stitches, but it was clearly worth it. Not just for the rewarding work, but also for the inspiring work of others she got to experience while completing her own project. As she worked, her mentor Pablo Eduardo was producing beautiful stained glass windows for a chapel at Boston College, and boxes of clay were being “transformed into huge, beautiful statues” right before her eyes, she said.


Theater Arts
Another student studied theater, developing and demonstrating a confident, wide-ranging “voice.” She adeptly delivered a monologue from “A Bad Friend,” the 2003 play about a girl growing up in the 1950s with fervently political parents. Through her acting, the audience could see a girl standing by a bench on a bridge in 1953, working to come to terms with life. “I wish I were an American girl of great potential,” her character says to a friend. 2016-04-28 20.02.29“Even sometimes in the middle of my arguing with my parents, I think everything they say sounds more convincing than anything I say!”

She studied both acting and musical theater with our own second grade teacher and former professional actress and acting teacher, Ana Reiselman. She also thanked Julia Elliott for her musical help with the song “Heaven Help My Heart” from the show Chess, the 1980s musical also set in the Cold War era.
Her acting was engaging, and followed months of study based on the method acting technique, which “involves a lot of visualization for strong emotions,” she explained. To play embarrassment, for example, “I would think back to a time when I was truly embarrassed and bring a sensory experience from that incident—the smell of the grass, the sound of the rain—to mind.”
In response to questions asked by the audience, she shared that the current Broadway hit, Hamilton, is her favorite show, and its lead actor and show creator, Lin-Manuel Miranda, is her favorite actor.

Hip–Hop Dancing

Another student was drawn to the West Coast style hip–hop dancing. He explained that in the 1970s, as breakdancing was developing in the Bronx, hip–hop was emerging in urban neighborhoods in California. For his project, he found this West Coast style particularly appealing. And like his breakdancing classmate, he demonstrated it with confidence and style.


He took his first class in the fall, joining a group of young boys at Phunk Phenomenon in Peabody. Much to his surprise, his first grade buddy was in this first class, he said. In a month or two, he advanced out of the class and into the Junior Allstars, in time to learn the moves and choreography for their December show. He has continued to study throughout the year, and with his eighth grade project complete, he continues to take hip–hop classes at Phunk Phenomenon.

Early hip–hop included styles such as popping and locking, hitting, “and something called electric boogaloo” he said. The dance style was popularized in TV shows and movies, and by popular stars such as Michael Jackson. For him, the hardest part was trying to learn to freestyle, or dance, in front of other people without choreography, he said. “This is how you truly express yourself and develop your own style,” but it is also a place where a novice dancer second guesses himself and maybe even gets red-faced on the dance floor, he said. But you have to overcome it, he added, because dancing with confidence is essential to the art form.

In his performance, he demonstrated great confidence. It showed not just in the dance moves, but also in his facial expressions and the fun he seemed to be having on stage.

By James Kennedy and Dianne McGaunn
Edited by Miriam Silva Preas and Megan Hogan

Waldorf School at Moraine Farm: Farm and Garden Land Use Proposal

Written by Caroline Horner on behalf of the Science in Nature program

Introduction and overall goals:

Waldorf School at Moraine Farm is pleased to submit this land use proposal for Mimi Batchelder’s “Bean shed” walled garden. Our goal is to give students, faculty, and community members the space to participate in meaningful learning while exploring our relationship to nature in the active farm and garden environment that surrounds our school.  Healthy, hands-on outdoor experiences on this land would help us balance and fully integrate the curriculum from early childhood through grade eight.  These broad experiences and our ongoing observations would nurture an understanding and appreciation of the delicate and complex relationships of the natural world and the students’ roles within it.  The farm landscape provides a unique opportunity to participate in real work that brings a sense of responsibility and compassion to all involved.  Our deep and well-guided relationship to agriculture will allow us to become caring stewards of the campus environment and our planet.

planted garden 2

The ritual of farming provides a sense of security for all participants, as they will know what to expect in their day’s work.  Hope and gratitude in the seasonal rhythm of new spring life, summer abundance, the shedding of fall, and the peaceful stillness of winter allow for feelings of awe, reverence and surrender.  Mother Earth brings forth the cycles of life and death that allow us to experience loss, success and failure, and the subsequent feelings of patience and perseverance.  The sacred practice of tending to the Earth will have us tending to our lives with deeper understanding and trust.

compost spreading

We want memories to be made and the community to be fed with ideas, food, physical work, joy, wonder, and connections.  Practical lessons learned on the land prepare children for many diverse tasks in life and contribute to the development of a well-balanced individual through hands, heart and mind.  Being in the garden, or on the farm, allows children to feel grounded and needed, while validating their contribution to the greater good.  Our preparations and best practices allow children to cultivate their own education and feel the interconnectedness of all things, i.e., where food comes from and how to grow it.

The farm is part of our school name, a big reason why we moved here, and an essential theme in Waldorf education.  We believe our program will help protect the unique characteristics of this historic property for all to enjoy.  Our program will continue to celebrate the history of farming in New England, while inspiring a new generation of land stewards.

First Grade


For our students

We plan to start programming with the Early Childhood and lower grades, as a manageable beginning focus.  We envision a curriculum and set of activities that involves all of the older grades as we move forward.

Early Childhood classes and Grades 1-3 average 10-12 students.  The 3rd Grade would visit twice a week, and the rest of the classes may visit once a week or less.  Each visit would be less than an hour, although the 3rd grade may stay longer to accomplish larger tasks.  Some classes would overlap their visits, taking on different work appropriate for their age.  We will create a schedule of activity that allows for all classes to feel a deep sense of connection to the land and work, as well as allowing the peace and spaciousness of the property to be upheld.

The “Bean Shed” Walled Garden – A great place to start, this garden is starting to be revived, uncovered and loved.  Bringing it to life again with the students has been rewarding and exciting so far.  With three long garden beds, there is plenty of space for the younger children at school to share in the planting and chores together.  The 1st and 2nd grades spread biodynamic compost from the Mansur’s yard.  The 2nd and 3rd grades have planted pumpkins and sunflowers.  The Goldenstar program has planted zinnia seeds.  Other grades have helped in the weeding and will continue to help with planting more sunflowers and with watering.  Coleen Ryan has been working with classes over the past few weeks and will continue to fine tune a schedule of what can be done.

We have recently added a greenhouse to the school property and are excited for the classes to explore the many uses a tool like this can provide, i.e., a warm shelter in winter and inclement weather for the Kindergartens, a place to start seeds and grow plants for the 2nd and 3rd grades, as well as a place of observation and learning for all who enter the space.

Sample curriculum activities from other Waldorf schools (some things are beyond our scope for now, but we like to dream):

Early Childhood – Carrot digging, snacking, and seasonal walks.

Kindergartens – Seasonal observations, cider pressing, potato digging, pumpkin harvesting, seeding radishes and peas, snacking and walks.

Grade 1 – Class garden, corn husking, cider pressing, apple drying, snacking on spinach and greens, and planting peas.

Grade 2 – Planting seeds, weeding, sawing wood, harvesting beets, group work social skills, and a “Three Sisters” planting of corn, beans and squash.

Grade 3 – Harvesting onions, potatoes, popcorn and field corn, winter squash and pumpkins, planting a cover crop, shelling beans, birdhouse building, planting corn, onions, winter squash and pumpkins, and grains.

Grade 4 – Pruning and mulching ornamental plantings and grain harvest.

Grade 5 – Broom making and sketching plants for Botany study.

Grade 6 – Corn harvest, tool identification and maintenance, tending class garden, caning raspberries, seed planting, and potting.

Grade 7 – Potato sorting, seed saving, and building toolboxes for carpentry project.

Grade 8 – Harvesting, nutrition study, basket weaving with natural materials gathered on site, and experiments with different growing methods.

For the land

To the extent possible, we intend to use biodynamic principles, which use natural forces to promote the health and fertility of the land.  Michael and Mary Mansur are creating a plan for a field compost pile as well as some pollinator plants for the garden.  Michael has collected goat manure, and along with kindergarten compost and biodynamic preps he will create a layered pile just outside the walls of the garden.  Mary and Jocelyn Schaeffer will be starting seeds in the greenhouse and weeding a section of the garden to prep it for planting for the bees, which occupy a hive on the grounds of TTOR Moraine Farm.

For families and the wider community

The walled garden will provide a rich venue for educational and recreational offerings for our families and the wider community.  Use of the garden will allow us to enhance and expand our community offerings, with a focus on farming, gardening, and people’s relationship to the land. For families, we envision seasonal festivals as well as educational activities (e.g., supporting our native pollinators, gardening with children, biodynamic agriculture, history of Moraine Farm, etc.).

Oversight and risk management:

With the help of an active parent volunteer committee, and the guidance of a faculty/staff member, we will ensure the upkeep and maintenance of the plot, as well as the safety of community members who use it during school hours and events.  We will work closely with the school facilities manager about any needs that may arise.

Waldorf School at Moraine Farm

701 Cabot Street
Beverly, MA 01915

Find us on Facebook