Tina Schmidt, KWS German Teacher

Tell us a little about your background. How did you get to KWS?

I grew up in Munich, Germany, and studied Business and Education at the University of Nuremberg to become a teacher for high-school-age students who are already working part-time. I always enjoyed working with young adults, and the only reason to take a break from teaching has always been having my own children. Marie and Maximilian were born in Germany, and Louis was born in West Chester, Pennsylvania. We moved to the United States in 2023. The school was recommended to us by a family from Kimberton. Our daughter, Marie, started with a full summer at summer camp, and we all fell in love with the school.

What draws you to the Waldorf approach to education? And in particular, teaching German in a Waldorf School?

Through my own children, I have experienced how much the individual child is truly seen and supported in becoming who they are through Waldorf education, especially here at KWS. It is so important to create an environment for the children where they feel valued for who they are, where they are respected, where they are happy, and where they feel safe. This environment gives the children the opportunity to learn, explore, and solve new challenges.

With a foreign language, students always face new challenges that at first make them feel insecure. In the first years, you don’t know all the words and grammar. In this insecurity, we can be together. I can support them, motivate them, cheer for them. They discover how to have their own conversations, and they explore German music, history, food, and rhymes, and hopefully at some point they feel more and more confident in these insecure moments. They know they can handle the situation.

I think there is nothing more beautiful in the world than accompanying a young person through these moments. 

What are you most looking forward to this coming year?

Meeting the 6th graders and getting to know who they are. Teaching them German and having lots of fun. And hopefully accompanying them for a very long time.

You also have students enrolled at the school. In your opinion, what makes our school unique and special for our students?

For me, it’s the community that makes this school so special: the incredible teachers, staff, and other parents I have met here. The families are truly connected, especially in the grades where you can really feel that we’ll all be together for so many years to come. We help each other, show up for each other, and it genuinely feels like a second family. 

And the campus! It’s surrounded by the woods and the organic farm. It’s simply magical. 

But what matters most to me is that my children feel safe here, and they’re learning so much while having so much fun.

Nadiv Brog, KWS 4th Grade Class Teacher

Tell us a little about your background.

I was born and raised in Israel, and I spent my childhood in a kibbutz, where we lived a shared communal life. As a child, I was always part of a group of children my age, and we spent most of our time playing and wandering through the open spaces and fields surrounding our homes.

As a young adult, I found myself in various situations involving mentoring and guiding others, which gave me a deep sense of meaningful contribution. From there, it felt natural for me to deepen my studies in education. Through my studies in education and the journeys of the soul that shaped my life, I encountered Anthroposophy and, within it, Waldorf education. Since then, they have accompanied my life and my family’s journey wherever we have gone.

What draws you to the Waldorf approach to education? And, in particular, being a Class Teacher in a Waldorf School?

My attraction to Waldorf education comes from a deep feeling that it is a meaningful thing for humanity. The understanding of the human being as an entity composed of body, soul, and spirit, together with the fact that the methods of teaching and learning are designed to nourish all three of these aspects, gives a feeling that what I am doing is truly good and right. For me, the human being is an unsolved mystery, and working in education allows me to remain constantly engaged in the search for the answer to that mystery.

There are two things about being a class teacher that I find especially wonderful. The first is the gift of having the opportunity to form meaningful, long-lasting relationships with children and parents. The second is the need to continually change and learn new subjects in order to be able to meet the children where they are. The role requires observation and learning—a constant creative movement.

How did you get to KWS?

Finding our way to KWS felt like finding a needle in a haystack. The question of independent thinking in education is something that my wife and I care deeply about. In my view, it is an especially urgent issue in today’s world, which is filled with polarized opinions, technological distractions, and forms of mental manipulation through both traditional and social media.

I was fortunate to meet Brad at a conference dealing with questions related to ‘Individual thinking’ and education. I was deeply impressed by the direct and courageous way he chose to speak about these fundamental questions concerning education in the contemporary world in which we live.

From there, the desire to send our children to KWS was born. Then an opportunity opened for me to apply to work here as a class teacher.

What are you most looking forward to this coming year?

I am very excited about fourth grade and all the magic that children bring with them at this age. On the one hand, childhood is still very much alive, with all its enthusiasm, innocence, and joy. On the other hand, children are beginning to develop a stronger sense of their place on the earth and a genuine desire to learn about the world around them.

I am especially curious and excited to explore the geography block. I am not yet very familiar with the region in which we live, and the opportunity to teach local geography at this age will allow me to learn something completely new.

You also have two students in school. In your opinion, what makes our school unique and special for our students?

The accessibility of nature is something I value tremendously. The experience of having direct and immediate contact with nature is woven throughout the students’ daily lives at school. The spaces where the children play and explore allow them to gather many healthy and enriching childhood experiences.

The fact that the school has existed for many years, and that strong traditions have developed over that time, provides a wonderful sense of stability. Children love knowing what is coming and what they can expect, and the school’s traditions allow that sense of anticipation to emerge at the right time.

Dan de Angeli, Class of 1976

A Waldorfian Memory

I grew up, from Kindergarten  through 12^th grade, at Kimberton Waldorf School.  The experience of being in that school, having known no other, seemed completely natural to me.  It would be years before I really could appreciate just how special my school experience was.    When I was actually there, as a Waldorf kid,  it seemed perfectly ordinary that we would learn to knit and make bamboo flutes and paint with only three colors on paper soaked in water.  That we would begin each day by saying, “I look into the world, I see the shining sun, I see the sparkling stars…”   That we would learn French and German by singing songs.

Nor would the setting of the school itself, surrounded by fields and a creek with a covered bridge, seem particularly unusual.  Or that the main building of the middle school was once a very wealthy family’s home who so believed in the educational ideas of Rudolf Steiner that they would found a school based on his ideas.  That in that same building, which had the very unusual detail of an atrium space ceilinged by a great glass dome, the entire school would gather and sing during the advent celebration, and our voices would rise up, up, up and reverberate as one.  

In that same building were the middle grades of the school. Our classrooms had deep window wells, large enough to sit in and come the spring, the magnolia trees would bloom outside and we resume outdoor play again. For years we would have our class photos taken in front of those trees.

As a crafty kid, I thrived in the all the opportunities for making things with my hands.  In 4^th grade we were given the task to shape a darning egg from a piece of wood.  That was challenging.  You never look an egg again the same way after you have tried to shape one from wood. Later on in high school we started to use chisels and drills to make furniture and sculpture.  There is a special feeling from sitting on a chair you made yourself.

Art was my favorite class.  My teacher was Mary Harvey, who once brought in a record player and some of her classical collection.  She played Mussorsky’s Pictures At An Exhibition, and asked us to interpret it visually. I don’t know if  this interplay and overlapping of the arts is a uniquely Waldorfian approach, but I have my old school to thank for learning about this idea. 

Art permeated all aspects of our education.  We produced main lesson books based on three week concentrations of a certain subject matter, and I loved to illustrate my books with portraits, landscapes and symbols.  In science I was weak on the basic concepts and made up for it by making particularly colorful charts and diagrams.

Years later I became a history teacher myself in a regular public school in Massachusetts.  I had only my own experience at Kimberton to guide my approach.   I remembered the colorful classrooms of yore and tried to make my own classroom into a kind of museum of educational artifacts.  I tried to teach history as experientially as possible,  like learning how to dance, or sing historic songs or  read poems from the era.  

You can take the kid out of Waldorf but you can’t take the Waldorf out of the kid.   At least in my case.  In a world where everything seems to move too fast, and our attention is being broken up by hundreds of messages and disruptions at any moment,  I feel I can access that special quiet calm of my Waldorfian childhood.  And when the world seems to moving towards something dark and unknown, I calm myself in handiwork or making art, losing myself to time and circumstance while I make something beautiful. 

Thank you Kimberton Waldorf for this priceless gift.

Cynthia Oswald, Senior Self Portrait Teacher

Tell us a little about your background. How did you get to KWS?

My path to Kimberton Waldorf School has been a weaving together of design, creativity, and intuition. I earned my BFA in Communication Design and spent nearly a decade in advertising, printing, and eventually directing web design and e-business development. Even as I advanced, I felt a pull back toward more meaningful creative work (something that allowed me to use my head, heart, and hands!).

That led me to the marketing department at Kimberton Whole Foods, where Terry Brett gave me room to grow creatively while I built my own design and art business on the side. It was through Terry that I first heard about Waldorf education.

A few years later, Tim Walsh (husband of Esther Walsh, the beloved music teacher) found me at the Phoenixville Farmers Market and invited me to design artwork for a school benefit. That project opened the door to future collaborations, and soon after, the marketing team invited me to support their SEO efforts. At the time, my oldest daughter was only a few months old, and I was simultaneously finishing my MFA in Communication Design.

Teaching had always been a dream, and after graduating in 2020 and weathering the realities of the pandemic, I eventually returned to teaching at Kutztown University last year. It was life-giving. When the opportunity to teach the senior self-portrait block arose, it felt like the exact right fit—aligned with my values, my creative work, and the way I encourage both students and clients to reflect inward and honor their authentic selves.

What draws you to the Waldorf approach to education and, in particular, teaching art at a Waldorf school?

What immediately drew me to Waldorf education was its deep respect for the arts as a way of knowing. When I first began working with the school years ago, I found myself doing some of my graduate research on the Waldorf approach—and I was honestly blown away by how intentional and integrative it is.

Art isn’t an extra here; it’s a vital part of how students understand themselves and the world. That resonates with me deeply. Art has always been the bridge between disciplines in my own life—whether I’m designing, illustrating, or helping a business communicate its story. It’s problem-solving, it’s memory-making, it’s meaning-making.

Teaching seniors who have experienced this integration since early childhood feels like an incredible honor. They come to the self-portrait block with a cultivated sense of creativity and curiosity. Guiding them through a process of inward reflection—inviting them to see themselves clearly and expressively—is something that feels beautifully aligned with where I am in my own life and creative work.

More recently, I was reading Limitless by Jim Kwik, and there’s an exercise where he teaches you how much better you remember something when it’s connected to story, visual imagination, and experience. You can memorize a long list of words effortlessly—not by repeating them, but by picturing them and connecting them to one another in a narrative. When I did that exercise, it immediately made sense to me why Waldorf education works so well. The arts-integrative, story-rich approach isn’t just creative—it’s an incredibly effective way of helping students build true understanding and long-term memory. They’re not just hearing about something; they’re experiencing it, engaging with it through senses and imagination. That reinforces learning in a way rote memorization never could.

What are you most looking forward to this coming year?

This year, I’m excited to be closer to my girls by being a part of the school—getting to do something I truly love while also being just a few steps away from them during the day. That feels really special, and I don’t take it for granted.

I’m also looking forward to deepening my teaching practice—both through the university and through Waldorf education. Teaching has been such a life-giving part of my year, and I love the balance it brings to my creative work. It really feels like where I’m supposed to be in this season of my life.

Another thing I’m thrilled about is an illustrated book project I’m collaborating on with a member of the KWS community. It’s already something I can feel myself pouring a lot of heart into. And in the studio, December marks one of my favorite annual traditions: the 25 Days of Minis. This will be my fifth year releasing a new miniature painting each day from December 1–25. It’s a joyful, grounding rhythm for me, and I’m excited to share that work again.

You have two students in the school. In your opinion, what makes our school unique and special for our students?

For our family, the heart of Kimberton Waldorf School is the teachers. Every teacher my children have had has been deeply nurturing, intentional, and wholly committed to seeing each child as an individual. Their grace, presence, and genuine care have shaped my daughters in ways that are hard to put into words.

I also love where the school is. There’s something about Kimberton—the land, the fields, the farm community—that carries its own kind of magic. I grew up in a valley surrounded by farmers, and I can see now how much that shaped my perspective and my appreciation for simple beauty and hard work. Having my children learn in an environment that mirrors that feels like a gift. The setting itself becomes part of their education.

The rhythms and festivals here are another thing I cherish. The way the school honors the seasons, the light, the turning of the year—it’s grounding, imaginative, and deeply human. And the cultural warmth and genuine acceptance within the community is something we feel every single day. Families from all different backgrounds show up with such openness and respect for one another. It’s rare, and it’s something I hold close.

Being part of this community as both a parent and a teacher has shown me just how special it is. The education here doesn’t just prepare students academically—it supports their whole being. And as a mother, I couldn’t be more grateful.

Before Kimberton Waldorf School became a thriving center for Waldorf education, the land itself was already home to a groundbreaking experiment in farming, learning, and community.

In her recent article, “Ehrenfried Pfeiffer’s Legacy at Kimberton Farms,” agricultural historian Anneliese Abbott explores the fascinating origins of Kimberton Farms, “one of the most important farms in the early history of biodynamic farming in the United States” and the foundation upon which Kimberton Waldorf School was built.

Founded in 1940 by Alarik Myrin, a Swedish philanthropist inspired by Rudolf Steiner’s ideas, Kimberton Farms was envisioned as both a Waldorf school and a biodynamic teaching farm. Myrin invited Ehrenfried Pfeiffer, one of the world’s leading biodynamic pioneers, to teach and manage the agricultural side. Students came from near and far to learn how to care for soil, plants, and animals as an interconnected whole. It was a vision that would influence the early organic farming movement in America.

Although the Kimberton Farms School operated only for a few years, its spirit endured. Myrin’s continued commitment to Steiner’s educational philosophy gave rise to Kimberton Waldorf School, which still inhabits the original stone buildings used by the farm school. Today, the wider Kimberton community, including Seven Stars Farm and Camphill Village Kimberton Hills, continues to farm biodynamically, carrying forward Pfeiffer’s legacy of healing the land through mindful stewardship.

Kimberton Waldorf School remains deeply connected to these roots—where education, ecology, and community have always been woven together.

You can read Anneliese Abbott’s full article, “Ehrenfried Pfeiffer’s Legacy at Kimberton Farms,” to explore this remarkable chapter of our school’s history and its lasting influence on sustainable agriculture. You can also read more about Alarik Myrin and his wife, Mabel Myrin on our website.

Emily Cammerota, Class of 1980

Emily Cammerota and her sister Nancy.

Tell us about your journey since KWS.

My journey since I left KFS (Kimberton Farms School as we called it) led me into the retail world after college. I found that I loved the fashion. I became a district manager for an Apparel Buying company out of Braintree, Massachusetts. I ran their 200 stores in Florida. I got married and had my son during this time. I missed PA so much after that I moved back to Chester County to be near my very large family. I then opened new stores for a new company called Gymboree. Then I had my daughter. Finally I moved on to another new company called Areopastel as merchandise manager.

I’m retired now helping raise my three beautiful grandchildren. Married 40 years now!

Describe a memory at KFS that particularly stands out.

I have so many wonderful memories of Kimberton. My favorite were our relationships with the teachers. I also can’t forget our adventures down to the covered bridge, and of course Charlie the big tree.

In your opinion, what makes Kimberton unique?

Kimberton was so special to me in the way that I felt understood by teachers. The curriculum was so unique; we were always learning something new – whether it was difficult or not I got help through it. Being able to say that I’m a graduate of KWS is one of my proudest moments. I took all of Kimberton’s core values with me throughout this journey called life. 

Anwar Abernathy, KWS Athletics Director

Tell us a little about your background.

I have over 20 years of experience in athletic coordination, coaching, and mentoring. In my current role at KWS, I serve as the Athletic Director, Games Teacher, and Varsity Girls’ Basketball Coach. Additionally, I am also the President and Program Director of the “PhoenixVillian Villains” which is a local AAU basketball organization. Our team competes across multiple states in the highly competitive Mid-Atlantic region’s top AAU tournaments.

Helping our youth discover and unlock their full athletic potential through movement and exercise is more than just a profession—it’s a true passion of mine. Witnessing the growth and transformation of children and teenagers ages 7 to 18 has been incredibly rewarding. I am dedicated to not only developing their physical skills but also nurturing their mental resilience, confidence, and character. Guiding young athletes to embrace teamwork, discipline, and perseverance is truly inspiring and continually fuels my commitment to making a positive impact in their lives.

How did you get to KWS?

My journey to KWS has been truly a wonderful and fulfilling experience. It all started with my dear friend and incredible colleague, Akie Miller, who has been by my side for nearly 25 years. Knowing my passion for coaching and community work, Akie kindly shared an opening at KWS that he thought would be a perfect fit for me. I’m forever grateful to him for this heartfelt recommendation. Since joining KWS, I’ve discovered one of the greatest and most meaningful chapters of my life. The opportunity to contribute here has enriched my soul and allowed me to grow both personally and professionally, making my journey here truly one of life’s most rewarding adventures.

What draws you to leading athletics at a Waldorf school?

What draws me as the Athletic Director to leading athletics in a Waldorf school is the opportunity to nurture not only physical development but also the holistic growth of students. Waldorf education emphasizes nurturing the whole child—mind, body, and spirit—and I am passionate about creating an athletic environment that aligns with these principles. I believe that sports can teach valuable life skills such as teamwork, perseverance, and integrity, all within a caring and inspiring community. Additionally, I am inspired by the challenge of fostering a love for physical activity in a way that respects each student’s individual journey, encouraging them to develop both their athletic abilities and their character.

Is there a particular highlight that stands out from your time at KWS?

One of the most inspiring highlights for me has been witnessing our girls’ varsity basketball team’s incredible journey to winning the League Championship. They defied all expectations, overcoming public and charter school opponents—schools much larger than ours—when many doubted that a small school like ours could compete, let alone triumph. Their story is a true testament to rising above all odds through dedication and resilience.

And their excellence didn’t stop there. After such hard-fought victories, they continued to shine by delivering spectacular performances on stage in the High School musical “Once Upon a Mattress” and in the 8th-grade production of “The Silver Shoes”. The students at KWS consistently demonstrate that they are beyond amazing—talented, hardworking, and truly inspiring. I couldn’t be more proud of everything they accomplish!

In your opinion, what makes our school unique and special?

In my opinion, what makes our Waldorf school truly unique and special is the way we integrate holistic education into every aspect of student life, including athletics. Unlike traditional programs focused solely on competition and performance, our approach emphasizes character, teamwork, and personal growth alongside physical skill development. The Waldorf philosophy encourages students to honor their bodies, nurture their creativity, and develop resilience—values that are deeply woven into our sports programs.

As the Athletic Director, I’ve seen firsthand how this nurturing environment helps student athletes thrive not only as competitors but as well-rounded, compassionate individuals. It’s this commitment to fostering the whole person that sets our school apart and makes our athletic program truly exceptional.

Tell us a little about your background. How did you get to KWS?

Essentially, I was divinely guided/destined to work at KWS.  Sometime in 2017 I was asked by KWS String Teacher Hsiao-Ming Chen to help her son Ethan Chen with his 8th grade project.  Then she asked if I’d be interested in teaching drums/percussion.  At the very same time, unbeknownst to me, a friend of mine had met KWS Music Director Esther Walsh’s husband at a function and they began chatting.  Esther’s husband told my friend about KWS looking for some help in the music department to which my friend spoke highly of me which was relayed back to Esther.  An interview was conducted, and I’ve been here ever since.  The universe has a beautiful and effortless way of bringing people together.  

What draws you to the Waldorf approach to education? And in particular, to teaching music in a Waldorf School?

I have been interested in the Waldorf approach to education since I first discovered Anthroposophy and Rudolf Steiner back in 2008.  Teaching music in a Waldorf School affords me the opportunity to guide individuals in becoming more adept at enjoying the many gifts a life in music offers through the lens of Anthroposophical (Waldorf) ideologies.  

Is there a particular highlight that stands out from your time at KWS?

There are many highlights that stand out from my time at KWS, however the one that stands out the most is Candlelight Sing (2017).  The music and performances that year were outstanding.  I was also moved by the sacred energy that was being emitted and reciprocated.  

In your opinion, what makes our school unique and special?

What makes our school special and unique is that WE (staff, faculty, students, parents, volunteers) all have to work together and give the best of ourselves to make the KWS ship sail.  

Tasi Raciti, Class of 2022

Tell us about your journey since KWS.

I’ve been an entrepreneur since before I graduated, selling my art and making commission. I created the mascot outfit for our school! Since graduating, I’ve been dabbling in other forms of entrepreneurial routes including reselling. Reduce, reuse, recycle.

Describe a memory at KWS that particularly stands out.

When I was in first grade I watched Michaelmas, where they had someone ride in on a horse as Saint Michael. They came down the hill and slayed the dragon. I told my mom, I want to do that. When I was in eighth grade, I got to be the one riding in on a white steed as Saint Michael to slay the dragon!

In your opinion, what makes our school unique and special?

The amount of art we are exposed to. I don’t believe many other schools have the type of art classes we have, especially not built into the program. I find it special the way we are able to stay connected to a teacher in the younger grades instead of having a new teacher every year. 

What would you like to tell current KWS Students?

Don’t do it just because everyone else does or because someone says they don’t believe in you. Make your own decisions and think for yourself; don’t let others tell you what to do with your life.

What draws you to the Waldorf approach to education? And in particular, to teaching in the High School (which is somewhat unique for Waldorf education)?

As a child, I attended the Detroit Waldorf School and graduated from Hawthorne Valley Waldorf School. Even as a teenager, and especially as a college student at Haverford College, I recognized that something in my education had helped me develop in a unique way. As an educator, I know that the developmental and integrated approach, which recognizes the profoundly human connection to the arts and to nature in all elements of learning, are essential to the healthy and balanced development of young people today. The Waldorf High School represents the completion of a Waldorf education, with the intention of educating for a person’s whole life. I love teaching young people who are so open to the world, and the depth and integrity of what my colleagues and I bring through our work together continues to inspire.

You have children who are Waldorf graduates and have been teaching in Waldorf High Schools for nearly 30 years. In your opinion, what differentiates these Waldorf graduates from their peers?

My three children all attended Kimberton from preschool through high school. They, like other Waldorf graduates,  are uniquely prepared for college in ways that reflect their individuality and their own strengths and interests. They know how to learn and are not afraid to find their own opinions and approaches to the material. They are creative in their thinking and have a capacity to tackle new projects fearlessly, whether it be advanced analysis of cancer research using A.I., building an architectural model of a building, or learning a new language, and they know how to work with other people. The world needs Waldorf graduates now more than ever.

You are also a Waldorf graduate. In what ways did this education benefit you, post-graduation?

I experience the fruits of my own education every day in my love of learning, my joy in creativity and art, and my understanding of the different stages of human development. My experience as a student in a tight knit class helped me understand both the value of each individual and the importance of living in community, as well as the inevitable tensions that these can bring. I also attribute to my Waldorf education my  enduring curiosity about the world and how people live, which, for example, inspired me to travel to Central Asia with a small group of educators last summer to learn about the Silk Roads and post-Soviet culture and history. Here is a link to my recent talk, if you are interested. Back in the USSR: Travels in Post Soviet Central Asia

In your opinion, what makes our school unique and special?

Kimberton offers the wisdom of Waldorf pedagogy as well as academic rigor and an amazing arts program. Our place-based environmental studies program and the integration of outdoor education and immersive educational experiences are also unique features of our curriculum offerings. In the high school, we have an accepting and supportive student and teacher community. We are blessed to have a preK-12 Waldorf school here at Kimberton.

I have always loved learning.  Out of graduate school I was looking for a teaching position.  When I found Waldorf I found my destiny.  It combined my love of learning with my spiritual practices.  The only field I have expertise in is Buddhist Dharma, but I’ve always been a generalist and not a specialist.  Teaching 1-8 has now become my expertise—I get to be an expert generalist.  

I get to use a wide variety of talents: storytelling, lecturing, drawing, painting, musicing [sic], plus many more.  I was attracted to teaching the grades for several reasons—I relate with 1st graders as easily as with 8th graders; I get to watch the children grow and develop over an eight year period; and I have to continually grow, change, study, and learn, so as to meet my students needs.

Becoming a class teacher allows me to know my students very intimately, becoming a central part of their lives as I take on the shared burden of their karma and their destinies.  As a Buddhist I have taken a vow to be of benefit to all sentient beings, and I can think of no other profession that does this more than teaching.  The word “doctor” comes from the Latin for teaching.  I am not just a doctor to my students minds, but try, to the best of my abilities, to reach and minister to their hearts, souls, physicality and ultimately t o their spiritual nature.

In my current school year, teaching sixth graders, I look forward to shepherding them through the vicissitudes and painful experiences, as well as the joys and revelations of becoming a teenager. Personally I had very challenging middle school years, and I am able to relate viscerally to their struggles.

I feel very comfortable and at-home here at Kimberton.  I have felt supported and encouraged by my fellow colleagues.  I feel that Kimberton Waldorf School is doing an amazing job of balancing the teachings of Rudolf Steiner with the challenges of the post-modern world and new ways of thinking.  I feel like the recognition of our ever-changing development and evolution of consciousness, in a broad way, lives very deeply at Kimberton.

Elizabeth Scott, born February 4, 1926, died peacefully at home June 30, 2024, at the age of 98.

Full of vitality and life, Elizabeth taught kindergarten at the Kimberton Waldorf School, then the Kimberton Farms School, from 1960 to 1983. She was involved in many aspects of the school, training and hiring new teachers,  serving on the child guidance committee, actively engaged in all faculty meetings, and for a time was a member the board of the school. She was known for her wisdom and steady presence, her practical approach and her strength of character.

She is survived by her daughter Molly, her son Jake, daughters-in-law Ellen and Karen, and her 8 grandchildren and 9 great grand children.

The family welcomes donations to Kimberton Waldorf School in her honor. (Donate here)

Emily Zegel (’14), KWS 1st Grade Class Teacher

What draws you to the Waldorf approach to education? And in particular being a class teacher?

I am an alumnus from KWS and had the opportunity to attend this school from K-12th. I got to experience, firsthand, the benefits of the Waldorf approach to education. From a young age I was instilled with the tools to look outside the box and learn from all different angles. Through this education, I found my love of the arts at a very early age and was able to explore many mediums before entering college to study fine arts and education. 

I made the decision to become a class teacher because I was inspired by the endless ways we can help a student find their individuality and succeed in the world with an outlook of curiosity and wonder. 

What are you the most looking forward to in this new year?

I am looking forward to continuing my work with the 1st grade and guiding them through their first year in academia. While finding new and exciting ways to engage their curiosity.

You’re a KWS alum. Tell us about your journey since your KWS graduation.

After graduating in 2014, I attended Guilford College where I studied fine arts and Elementary Education. In 2018 I moved to Colorado to work at an outdoor adventure camp, teaching children how to kayak, canoe, mountain bike, and Leave No Trace principles while hiking. While I was there I substituted in a Waldorf Kindergarten in Fort Collins, Co. It was there that the idea of becoming a Waldorf class teacher reignited in me. However, the pandemic hit and I moved back to Phoenixville, PA working for a local cabinet refurbishing company and painted the occasional murals. A couple summers ago I ran into a KWS high school teacher that mentioned the school was looking for subs. I immediately reached out and began substituting in the kindergarten and grades. About 1 month into subbing I took on a full time kindergarten assistant position. The past few years I have been learning everything I could from our great teachers and mentors at this school while I worked as a kindergarten assistant, camp director, and 1-8 grade sub soaking in all the knowledge to become a class teacher. 

In your opinion, what makes our school unique and special?

Our campus is such an important part of our school. The students that attend KWS not only get the wonderful education from the faculty and staff but they get to explore the forest and learn what its like to take care of the space they are apart of every day. 

Safaya Smallwood, Class of 2020

December 2024 Update:

Safaya was just accepted into Cambridge University! She will be pursuing an MPhil in African Studies. She’s also been named a finalist for the prestigious Gates Cambridge scholarship.

Tell us about your journey since KWS.

I am currently in my senior year at the University of Pennsylvania studying Political Science with minors in Native American and Indigenous Studies and Anthropology. In college, I have worked with local and national nonprofit organizations on civil rights and economic justice, and conducted research on the political practices of the traditional Lenape inhabitants of Pennsylvania. I also work with the community organization the MOVE Activist Archive on sharing the history of the MOVE Organization, a Black communalist group based in Philadelphia. I am currently applying to graduate school fellowships to pursue my interest in Postcolonial Studies with a masters degree abroad, and I recently accepted an offer from Boston Consulting Group to become an Associate in their Philadelphia office post graduation.

Describe a memory at KWS that particularly stands out.

I can still vividly remember the feeling of nervous excitement walking into the classroom on my first day of first grade at Kimberton. The warm rainbow-washed walls, the felt gnomes displayed in a magical diorama, everything around made me feel like I was beginning a great adventure. But the first thing I saw that day was a head of wild curly hair just like mine, and a smile that lit up the room like sunlight. I’ve told the story of meeting my lifelong best friend hundreds of times over the 14 years since that day. The thing I carry most with me from my time at Kimberton are the relationships I built in this community. My classmates became a second family that remains to this day through annual Friendsgiving celebrations and reunions with each other in distant corners of countries around the world.

In your opinion, what makes our school unique and special?

When I was a kid, my favorite part of every day was walking into school in the morning. I spent 16 years of my life at Kimberton walking into classrooms with a smile on my face. If there is one thing that I can say for certain about my Waldorf education, it’s that it made me fall in love with learning. Learning is something that takes many forms at a Waldorf school—I didn’t just learn math, science, and English, I learnt art, music, knitting, sewing, gardening—and with each subject I gained not only new knowledge, but new tools with which to relate to the world around me. What I find incredibly unique about Waldorf education is the ways in which it fosters multifaceted forms of intelligence through multiple intersecting pedagogical approaches. No matter the kind of student, at Kimberton they can find something they are good at, a community to belong in, and something that makes them love learning. As I have navigated traditional institutional pedagogy at college, I have grown to appreciate all the more the creativity and interdisciplinarity of my Waldorf education.

What would you like to tell current KWS Students?

Don’t underestimate the value of your Waldorf education. Because Kimberton doesn’t teach to the test or reduce education to a pre-professional program, the transition after graduation can feel particularly daunting. When I was applying to college, I was nervous about how the tools and creativity my Waldorf education gave me would translate to the traditional rigid institutionalized bureaucracy of a university, and worried that the transition from such an intimate localized community to the environment of a large scale school would pose special challenges. But I have found that all the unique aspects of my education at Kimberton have been the most valuable assets in achieving my goals after high school.

Liz Barrett, KWS High School English Teacher

What draws you to the Waldorf approach to education?

While I did not have the opportunity to spend my own formative years in a Waldorf school, when introduced to this unique educational setting as a parent I was immediately hooked. Now, as an English teacher in the high school, I continue to find the Waldorf approach particularly exciting. Our school’s emphasis on storytelling, creative writing, and oral language development aligns exactly with my understanding of how children best acquire literacy skills, which coincidentally corresponds with much of my graduate research into medieval and early modern didactic texts.

I appreciate how our curriculum integrates literature and writing across all subjects, fostering a love for language in the students that reaches well beyond academic exercises. Moreover, as both parent and educator I value the holistic approach that nurtures our children’s intellect while also encouraging creativity, social and emotional intelligence, and practical skills, all of which will prepare them for life outside the classroom. As a parent I value this for my own children, and as a teacher I strive to practice this in all of my interactions with yours.

In your opinion, what makes our school unique and special?

Whenever I come here to work, it is very reassuring to know the amount of care, attention, and specialization that happens here on campus. As a mom of two KWS students since 2018, I have had the opportunity to assist at Rosebud, help in the kitchen, volunteer at multiple events, work with my husband to print t-shirts for the Reading Olympics teams, craft ornaments for the Winter Fair, provide hatching chicken eggs for the Farm block, and most importantly, create close and caring friendships with other members of our community. The quality of our school cannot simply be measured in the range of subjects and diversity of experience the campus affords its students; its real value is in the reciprocity of dedication and gratitude between the faculty, staff, and parents.

What are you looking forward to most in your first year of teaching at KWS?

Teaching at the high school is a new role for me, but I have been in and around the school for years as a parent volunteer for the Reading Olympics. Now, as an instructor, I am able to delve more deeply into the literary canon with students. Drawing from my research experience as well as the Introduction to Waldorf training, I can infuse Rudolf Steiner’s philosophies and learning strategies in ways that complement my students’ developmental stages. I’m also looking forward to collaborating with other faculty members to explore how I can connect our English workshopping with their lessons in history, science, environmental studies, and creative arts. Lastly, there is something incredibly rewarding about reading student papers, providing individualized feedback, and then seeing it integrated into their future work—a process I get to experience each and every week as a teacher.

You have 2 children at KWS. In what ways has Kimberton and Waldorf education impacted them as students and/or as individuals?

To start, I should point out that each morning my kids are happy to come to school. As many parents know, this is a huge deal. I also know that every afternoon when I pick them up, they have spent their day growing and exploring in a nurturing and supportive environment. Here at KWS, my kids have connected with learning, nature, and lifelong friends. While this might be one of the best ways they have been positively impacted by the school, it is certainly only one of many.

A Heartfelt Gathering
Reflections on the KFS/KWS All-Class Alumni Reunion

On Saturday, October 5, 2024, Kimberton Waldorf School had the immense joy of welcoming over 40 alums and special guests back to campus for our annual KFS/KWS All-Class Alumni Reunion. From the Class of 1951 to the Class of 2019, it was a gathering of generations, each person bringing their unique experiences and stories. Some traveled from near and far—one alum even journeyed all the way from Alaska! The evening was filled with laughter, reconnections, and an outpouring of shared memories.

As part of the reunion festivities, alums had the chance to join a special campus tour that reconnected them with the sights, smells, and memories of their time at KFS/KWS. Walking through familiar hallways and classrooms, they reminisced about favorite teachers and shared experiences. The tour included hands-on Waldorf-inspired art activities like creating vibrant paper stars, decorating main lesson books, and working together on a group painting accompanied by collaborative poetry. These creative moments were a beautiful reminder of the joyful, immersive learning that makes a Waldorf education so unique.

Following the tour, alums met back at the glowing Garden Building for more festivities, decorated with seasonal décor from the KWS Garden and Hougar Farms (formerly Pughtown Agway). Alums enjoyed local, organic pizzas, salads, desserts and more, alongside local beverages from our KWS community, including Hidden River Brewing Company, Frecon Farms and Setter Ridge Vinyards.

Some fun trivia about the history of Kimberton Waldorf School and raffle prizes were added to the mix. The crowd was asked questions like, “What year did the school change names from Kimberton FARMS School to Kimberton WALDORF School?” (answer: 1985) and “Who was the head of school before Dr. Kershner?” (answer: Kevin Hughes). The raffle winner took home a lovely basket with a Kimberton hoodie sweatshirt and goodies from the Seven Stars Shop. Everyone took home a gift–made by the current 3rd Grade class–honoring the past and present of Kimberton.

The atmosphere was warm and inviting, with many attendees who initially planned to leave early choosing to stay until the very end. The conversations, the nostalgia, and the sense of belonging were simply too precious to leave behind. Seeing so many familiar faces together reminded us of what makes this community so special—the unspoken bond that continues long after graduation.

We want to express our deepest gratitude to the dedicated volunteers who poured their hearts into making this event possible. Your hard work and attention to detail created a beautiful, cozy environment that made everyone feel right at home. This reunion wouldn’t have been the same without you.

As we cherish the memories made, we’re already looking forward to next year’s gathering. Mark your calendars for the first Saturday in October 2025. We will be celebrating the classes from the ‘5s, including 1965, ’75, ’85, ’95, ’05 and ’15.

We can’t wait to see even more alums and friends back on campus, continuing this beloved tradition and adding new memories to our shared story. See you next year!

Save the Date
Saturday, October 4, 2025

A Seed is Planted

After many years in the making, the Samuel W. Morris Building for Gardening and Earth Studies was dedicated on Saturday, May 3^rd. It was a beautiful spring day at Kimberton Waldorf School.  Under a large tent nearly 300 people gathered to hear many distinguished speakers pay tribute to a remarkable man who played an important role in the history of the School. Along with Sam’s wife Eleanor, the list of esteemed guest speakers included, Pennsylvania House Minority Leader, H. William Deweese; Christian Herr, Deputy Secretary of the Pennsylvania Department of Agriculture; Andrew McElwaine, President and Chief Executive Officer of The Pennsylvania Environmental Council; Chester County Commissioners, Colin Hanna, Karen Martynick and Andrew Dinniman; and May Pritchard, Officer of The Pew Charitable Trusts. Many of these individuals recalled with humor and fondness the man with whom they had worked during his days as a Pennsylvania legislator and conservationist.

Sam and Eleanor’s children were also in attendance. All seven of the Morris children attended Kimberton.  Eleanor Morris Illoway, 8^th grade class ’61 spoke about her recollections of the teachers that had a life-long impression on her. The Morris children surprised their mother and those in attendance with a song that their father had taught them and them sing every morning, Ode to the Farmer. It was truly a memorable performance!

The Morris children were not the only alumni in attendance.  We were honored by the presence of several alumni who are members of the very first classes of Kimberton Farms School: Nancy Stoudt Miller, 8^th grade class of ‘46, Mary Jane Brillhart Umble, 8th grade class of ‘49, and Lenore Beener Richards, 8^th grade class of ’51.  A wonderful guest who came with Nancy Stoudt Miller was her mother, Mrs. Albert Stoudt one of the very first parents of Kimberton Farms School. Mrs. Stoudt worked for Mr. Morris as a legislative aide in his Coventryville office.  She still lives in Kimberton with the assistance of her daughter, Nancy Stoudt.  She will celebrate her 90^th birthday this year.

 Many of you will remember that Sam Morris was not only a long-time parent but also a Trustee of the School from its incorporation until his death in 1995. He and his wife, Eleanor, founded the French and Pickering Creeks Trust in 1967. Sam was also a member of the Pennsylvania General Assembly for the 155^th legislative district for eighteen years. How fitting that our new classroom building honors Sam who gave so much energy, love and thought to caring for, preserving and improving the land on which we live and grow.

The School gratefully acknowledges the enormous gifts of energy and time, which Mrs. Eleanor Morris volunteered to create this very special event. We are also deeply grateful to The Pew Charitable Trusts for their leadership gift and to the Morris family and nearly 500 donors, including you, our alumni, for generously contributing to this wonderful new classroom building.

The next time you visit the campus, take a walk up to this beautiful new building then step inside and gaze out across the fields.

The view is worth a thousand words.

The unofficial off-campus 40th Reunion for the classes of the 1980’s was a tremendous success! We were delighted to welcome nearly 100 attendees, including students from each of the ten different classes, a few from the late 70’s, as well as quite a few teachers.

We were blessed with beautiful weather and a stunning venue, provided by our fellow alumni, Annemarie Lukacs Cochrane (’86) and Bill Cochrane (’82).

The event featured an abundance of delicious, healthy food prepared by Jenny Young, mother to Kimberton alumni Rohan and Morgan. Everyone brought their favorite beverages, and the band The Mighty Manatees entertained us with 80s music well into the evening. The atmosphere was lively, filled with joyous reunions and reminiscing. Smiles, laughter, and stories were abundant and infectious.

The success of the reunion was so overwhelming that we ended up with a small surplus in donations of about $500.

We unanimously decided to donate these funds in loving memory of our fellow classmates who have recently passed away: Michelle Meyers (’84), Lisa Schwenk (’84), Urs Schwabe (’83), Trish McLaughlin (’82), Karl Jansson (’86), and Bobbi Jo Ciabattoni, (’86). We also honor those who have passed and may not be known to us. We deeply miss all of them and wish they could have been with us to celebrate.

We hope this contribution will support the continued legacy of Kimberton, a very special school that taught us to learn with joy and grow into strong, curious and compassionate human beings.

Respectfully submitted by Richard Allin (’84), on behalf of myself, Nicole Keegan (’86) and Annemarie Cochrane (’86).

By Hudson Sangree, Class of 1986

Karl Jansson, class of 1986, passed away March 9, 2024 while being treated in the hospital for pneumonia. He was 57.

Karl was a kind and special soul. He cared deeply for the welfare of animals, including the cats and other creatures that lived on his farm. He was also extremely funny. Karl could make his friends laugh with a few words or a wry look. He delighted in old movies and 1970s television shows, riding his snowmobiles, and driving through the countryside in his Honda del Sol or Miata with the top down.

The school was a special place for him. He would occasionally meet with former classmates and teachers there to walk the campus or play tennis. He attended the class of ’86 reunions in 2006 and 2016, enlivening the events with his banter and homemade films from the 1980s, which featured students and teachers.

Karl will be greatly missed. Please make donations in his memory to the SPCA or Kimberton Waldorf School. 

Nicole Marie, MFA (Drumheller), Class of 1994

Tell us about your journey since KWS.

After I graduated from KWS in 1994, I attended Harcum College and completed their Plus Program, which was in place to prepare students with learning differences for university. I went on to achieve my Bachelor of Arts in History at Eastern University (Class of 1999), and my Master of Arts in Creative Writing at Rosemont College (Class of 2007). I have applied myself to create a life rich with my passion for art, literature, history, writing, and international friendships. In 2003 I moved to Savannah, GA where I taught English as Second Language. Later, I also lived in Bryn Mawr, PA and Boston, MA where I wrote for local newspapers. In 2014 I returned to my Chester County roots in PA. For a few years I lived in Kimberton, PA, where I worked assisting Memory Care patients. Later, I moved back to East Coventry, PA where I’m happy to be living with my husband Brian.

In 2019 I became an administrator for various Episcopal Churches for the diocese of Pennsylvania. I’m passionate about my work and sincerely believe working for the Episcopal Church is a calling. I’m dedicated to each parish I have served, and I continue to find purpose especially in communicating with the parish and assisting with the food pantry outreach ministries.

My education at KWS inspired me to become an avid world traveler. So far, I have especially loved visiting Orkney Scotland, Ireland, Italy, Greece, Jerusalem, Spain, Alaska, and Hawaii. I believe my Waldorf education cultivated my inclination and ability to soak up the beauty, historical details and wisdom of the cultures and the world surrounding me.

As much as I enjoy travel, however, I also love returning home. I care deeply about supporting local farms, National Parks, veterans, and indigenous peoples of the United States. I also keep writing. I discovered at an early age that animals are one of my favorite subjects to write about. I also enjoy writing about travel, veterans, and the dichotomy of the challenges and inspirations of everyday life. I have written creative non-fiction, children’s literature, and articles. You can visit my little personal blog listing some of my writings and travel experiences at: https://mergirll.wordpress.com

You experienced a learning disability while at KWS. How did the faculty and staff at the school support you? What impact did that have on you and your journey after you left KWS?

I have come to appreciate the unique journey and opportunities my parents blessed me with by sending me to KWS. I am not a critic of the public school system per se, but it is fact that at the time I was in school I would have been labeled a “special student” and not given the same individualized care I received at KWS. My teachers went above and beyond to work with me, tutor me, and encourage me to learn. My imagination was valued and the belief in educating the whole child certainly played a significant role in nurturing my ways of learning differently. Not being judged by standardized tests alone allowed me time and space to learn without judgment and at my own pace. My creative mind was valued and nurtured. I’m grateful my parents chose KWS.

Describe a memory at KWS that particularly stands out.

Having a student with a learning difference was no easy task for the faculty of KWS, and I remember well there was a question if I should be able to continue into the high school after eighth grade. Both reading and math were enormous struggles for me. I remember my Dad went before the faculty for what turned out to be an emotional meeting, where he pleaded with the faculty to not give up on me and to make it possible for me to continue on with my classmates. He explained that pulling me from the unique Waldorf education I was growing in would hurt my spirit. It is a powerful memory when he came home and told my mother and me that the teachers would indeed allow me to continue with my class to the next chapter of education.

Was there a particular teacher from your time at KWS that stands out? If so, why?

There are three. Mr. Kevin Hughes, Mrs. Sandra Williams, and Mrs. Susan Neumann. Each one of these teachers saw something in me and believed in me. They inspired me to work hard, they recognized my efforts, and had the insight not to give up on me.  They found ways to keep my interest and nurture my joy in learning. 

What would you like to tell current KWS Students?

Having a KWS education is a blessing that will give you unique insights throughout your life. Enjoy every moment you can, soak up those main lessons and eurythmy classes, and appreciate your singular teachers. Never ever lose your sense of wonder for the world. Find work in the world that you enjoy and that brings fulfillment to your soul. 

On my journey since Kimberton I graduated from Wheaton College, in Wheaton, Illinois in 1989 with a degree in Education.  I am currently teaching English Language Development at McCaskey East High School in Lancaster, Pennsylvania. In the course of time while attending Kimberton I studied four languages: French, German, Greek and Latin. Learning these languages at a young age has really helped me understand how different languages are structured and how people learn languages. Since language is an avenue for communication and culture, this has also been an advantage for me in understanding different cultures, and working with people from all over the world.

Several people stand out in my memory as I think back on my years at Kimberton. Mrs. Mabel Myrin stands out as an example. Mrs. Myrin emphasized values of integrity, the pursuit of excellence, the development of the whole person and learning with joy. “Learning with Joy” was embroidered on the patch sewn on the blazer of our school uniform. I can honestly say I truly did learn with joy at Kimberton and this early foundation taught me a love for learning that I have carried with me throughout my life. I will be forever grateful to Mrs. Myrin and her influence on my early life.

Another person, who I can picture in my mind’s eye is Mrs. Mary Jane Umble. She was my kindergarten teacher and my late mother, Mildred Welde worked with her teaching kindergarten in my later elementary years.  Mary Jane had the kindest and gentlest demeanor; I have indevoured to emulate her.  All of my early memories of kindergarten were happy ones, learning French and German, making beeswax candles and developing early literacy skills, set a strong foundation for the rigorous years of learning ahead.

 Mrs. Joan Moora was my teacher from first through fourth grade. She brought out the best in all of her students and I am so grateful for her early influence.  I can still recite Robert Frost, and Henry Wadsworth Longfellow poems I learned during those years.

I think the greatest benefit I received from Kimberton was a foundation of self-confidence and self-efficacy and a sense of being a part of a community of people who were going to make an impact on this world for good. This became part of my early identity and I have carried it with me throughout my life.

If I had any advice for current Kimberton students it is to remember who you are. You are a part of a community that impacts the world for good, who stands for strong values and who are lifelong learners.

Jessica (Caplan) Bird with Class Teacher Peter Lehman, early 1990s

Tell us about your journey since KWS.

As a longtime Waldorf child, family and now parent of Waldorf children, I have nothing but the fondest memories at KWS. I was lucky enough to attend KWS from Kindergarten thru 4th grade, most of those years spent with the one and only Peter Lehman. After graduation I made my way to Kutztown University as an undergrad, then transferring to Art school in Philadelphia where I received my Bachelors Degree in Graphic Design. I was lucky enough to get a job right out of college albeit not the most creative design position, I secured a position at Blank Rome LLC, a Law Firm in Philadelphia.

After getting married, buying a house and deciding to start our family, I decided that commuting to Philadelphia daily was taking its toll on me and I was thankfully able to stay home for the first few years our daughter was born. I ended up continuing to use my Graphic Design background to help kickstart a new business. I branched off from my family business (my father Rob Caplan manufactures custom window treatments) and I decided to start a retail solution for clients to find the beauty of custom design right from the comfort of their homes. That’s when my husband and I started our current business 3rdGenBlinds. Adding in our youngest daughter in 2018, at this point we had quite the busy household…  a new business and two toddlers under 4. That might sound like the end of our story, but we truly feel like that’s where it all began. 

Is there a particular memory from your time at KWS that stands out?

I have the most incredible memories at KWS. From dancing around the Maypole, to our 3rd Grade field trip to Seven stars where we got to spend the night with our classmates, rise and shine with the early morning sun, milk the cows, those are just some experiences that you get at KWS that you cannot find anywhere else. 

You’re helping plan this year’s Spring Benefit, the Starlight Soiree. What drew you back to the school and to help with this event, in particular?

I was honored to be asked to donate my time to help create the magic of this year’s Spring Benefit, The Starlight Soiree. I knew I wanted to be more involved this year than my schedule has allowed in the past, so when I was asked to join one of the many committees putting together this outstanding event, I had to say yes! My mother (Susan Caplan – for those of you who may remember her) who has since passed, was once a highly dedicated member of our dear Waldorf community, so I feel like this helps center me and guide me to give in ways she used to give to our school. I still remember a beautiful wooden rocking horse that my parents brought home from one of the annual spring benefits when I was about 7. It was a staple in our home and one of the most memorable pieces we owned. 

What would you like to tell current KWS Students?

To this day, I have such pleasant memories from KWS. From the beautiful friendships that were formed to the connections with teachers and faculty that still remain today, I think my most memorable take-away was the people I met along the way. You may not realize it now, however, you are sharing a bond, a connection and a lifestyle that will always guide you home. This is Waldorf Education. This is Kimberton Waldorf School. Thank you for allowing us to be a part of the next generation of Waldorf families. 

Pictured: Jess, Stephen, Zoey and Calista (and baby #3 due in late July ’24)

Sebastian Roemer, Class of 2012

Tell us about your journey since KWS.

After KWS I studied Economics at Cornell, where I graduated in 2015 and moved to NYC to work in finance. I had become interested in investing at KWS while reading a biography on Warren Buffett as part of a 20^th century history class. I liked that he seemed to be a contrarian thinker, and his ability to question the status quo seemed to make him successful as an investor. I had thought of myself as a contrarian thinker and wondered if that meant I might find a calling as an investor. After spending two years in NYC, in 2018 I moved to San Francisco to work at a firm that invests in technology businesses. I’ve been here ever since working as an investor in technology businesses. 

What drew you back to your alma mater to serve on the board?

I felt gratitude for my formative years at KWS and wanted to reengage with the community and hopefully find ways I can give back.

Describe a memory at KWS that particularly stands out.

The teachers at KWS were some of the kindest, most generous people I’ve encountered in my life. My science teacher and high school lacrosse coach, Andy Dill, would sometimes give me rides home after practice. I was a science nerd and remember having fascinating conversations with him about a wide variety of esoteric science topics.

What would you like to tell current KWS Students (about your studies, about your post-school experience, or general advice)?

When looking back at various periods of my life, the thing that defines my experiences most is the people involved. If I could give myself advice at any point in my life, the advice would be to think carefully about the people I choose to bring into my life, and then to prioritize building meaningful, lasting relationships with those people. 

Sprites Night is an emerging tradition here at Kimberton Waldorf School, though it is not brand new. It was celebrated previously, albeit in a different form, ending roughly one generation ago. The inspiration to revive this beautiful night walk experience came from a handful of grades teachers, led by Ann Pasquinelly, to find a way around the limitations COVID presented in celebrating our usual festivals that year. We knew that the children needed these nourishing festivals during that time, and that a magical outdoor walk would be, not only possible, but just right. This honoring of the thinning of the veil has become a beloved part of the All Hallows Eve tradition here at KWS ever since.

You might wonder, however, what the phrase “the veil is thin” means? What is the veil?  Why is it thinning?  Why is that significant?  The origins of Sprites Night, or All Hallows Eve, go back to the rhythms of the natural world. After the earth has breathed out all summer long, it now begins to transition to a deep inhale, preparing for winter.  This transition from life and growth in nature to death and harvest creates a quiet moment in which life and death are very close to one another.  One could say that the veil that separates the world of the physical and the world of the spirit are very close at this time.  One could go further to say that any separation we feel is an illusion and that feeling of separation is lifted during this time.

All around the world, across every continent, different cultures celebrate this time of the year as a point to connect with loved ones who have crossed the threshold or to honor and be in relationship with the spirits of the elemental world.  You can see this on November 2nd in Spanish speaking countries in the celebration, El Día de los Muertos in which people honor their loved ones who have passed with music, altars full of favorite foods and objects of the deceased.  A similar gesture takes place during Samhain, on October 31st, an ancient Celtic tradition in which there are bonfires, games, fortune telling, traditional foods, and in some cases a symbolic meal put out for púca, fairies.  On the 15th day of the seventh lunar month, which is around mid-August to mid-September, the people of Hong Kong celebrate the Hungry Ghost Festival. In several parts of East Asia, people believe that spirits get restless around this time of year and begin to roam the world. The festival is a way to “feed” these spirits both the food and money they need for the afterlife. In India, for 16 days during the second Paksha of the Hindu lunar month of Bhadrapada, many people celebrate Pitru Paksha. During Pitru Paksha, the souls are briefly allowed to return to Earth and be with their families.  These celebrations are just to name a few and there are many more!  At the heart of this time of the year, these celebrations share a common thread in which people embrace connection with those they love in the spiritual realm.

In essence, Sprites Night strives to offer young children and families a meaningful way to experience this poignant gesture of connection with the spiritual realm.  This is why we begin each journey around a fire, waiting for our “spirit guide” to lead us through a door, or portal, taking us to the other side of the veil-to where our eyes are opened to loving realities that are “always there.”  Fostering connection with loving beings, such as the nature spirits of the land and the mysterious truths of fairy tales is a meaningful way for this to be experienced in the heart of the young child…and the young child in all of us.

Every summer, Molly and I think about how Sprites Night can spark the young child’s imagination and bring them into special relationship with nature and the beautiful supportive world just on the other side of the veil.  We find ourselves asking, “Who should we honor this year?”  Last year, we wanted to honor the Lenni Lenape and the land our school is on through the nature mandala and the Elk Herd Song (to honor the Elk that once roamed Pennsylvania).  While these things are not always explicit, it is still held with intention in the hearts of those who create Sprites Night.

When I asked that same question this summer, who came back to me were the trees.  We are blessed with so many grand old trees that are amid where the children play everyday.  They have a profound presence and yet, it can be easy to take their presence for granted.  Story after story began coming to Molly and I over the last several months about the nature of trees as loving, patient, wise beings that deeply care for their “little brothers and sisters”—us.  It felt important to foster this loving relationship already present for the young children. As we continued to plan Sprites Night, the inspiration came to create a simple ceremony at the end of the night in which the children, filled with the magic and themes of love story, could then offer a very old tree a gift: water, soil or beautiful stones as a gesture of gratitude. 

So, Molly and I were on a mission to find songs and stories that might honor the trees.  We struggled to find a fairy tale, but lo and behold, the Seniors brought Spindlewood by Charlotte Comeras, based on the poem by Rose Fyleman, to our 1st Graders at their Rose Ceremony.  Spindlewood is a story of the journey of a little girl missing her fairy and gnome friends as they go back to warm Mother Earth below at the change of season and how the generous trees help her find her way to them.  After finding and spending a little time in the loving arms of Mother Earth, the little girl is told she must return home to her dear mother who will be missing her.  Mother Earth gives her a gift so that her fairy and gnome friends will always be close and return every spring.  The little girl awakens in a field and there is the question, was it all a dream?  However, she finds the gift from Mother Earth in her hand, a golden satchel of flower seeds.  The gift transcended the veil.  To me, this fairytale reminds us that where there is love, whether it be our relationship with the natural world or our connection with one another, there is no separation.  If you would like to read this enchanting story for yourself: Spindlewood Fairytale

As the nights continue to get colder and the daylight becomes diminished, I believe that the gift that this festival of Sprites Night offers us is the insight that where there is love, there is no separation, even in death.  May we all move towards the heart of winter with our light strengthened by this insight.

Blessings to you all.

Love,

Emily Jones

A special Thank You to our many Sprites that made this possible!  We could not have manifested this vision without you and we hold you with deepest gratitude in our hearts.

Taming the Dragons

By Miss Huber

Donning sturdy armor, summoning courage and strength, taming the fierce and fiery dragons—sounds like a fairytale, doesn’t it? Michaelmas is such a magical time of year. Not only are the leaves beginning to change and the air is crisp, but it is during this time that we all need a little reminder of our inner light and strength.

Michaelmas, which occurs on September 29th, reminds us that we are entering a time of year when the days are growing colder, shorter, and darker. As we turn inward, we are faced with our own personal dragons now more than ever—worry, fear, jealousy, guilt, anger, grief, pain, (the list goes on!)—but if we summon the courage and strength, we can tame these dragons and keep our lights burning bright all through the cold, dark nights ahead. 

And who says we must conquer these dragons alone? Taming the dragons within is not unique to anyone. We are all faced with an inner battle at some point in our lives, perhaps daily. The sooner we realize this, the sooner we can develop more compassion toward our fellow brothers and sisters. It is crucial that we strive toward having more patience, understanding, and compassion for those around us. You never know who might need the extra armor most, and in doing so, we sharpen our own blades and are able to confidently march into the darkness. 

Obstacles and dragons will always be present but we can be strong for one another. How do we do this? Well, in the famous words of iconic jazz legend, Louis Armstrong…

When you’re smiling, keep on smiling,
The whole world smiles with you.
And when you’re laughing, keep on laughing,
The sun comes shining through.”

Be bold, radiate positivity, smile, laugh, give a hand, have courage for the truth. 

Don’t be afraid to share your joy with the world. Alone you might be one spark in the night, but together we can set the world ablaze!

Love and light to you all,
Miss Huber

How beautiful it has been to return to KWS as a parent after almost twenty years away!  I attended KWS from first through eighth grade and prior to that spent three years at Larkspur, a Waldorf preschool/kindergarten located in Kimberton Hills.  The nurturing environment and thoughtful attention to the development of the whole child that Waldorf education offers coupled with my many positive memories of this special community led me and my husband to send our oldest daughter, Lily, to Rosebud Garden.

As Lily enters her second year at Rosebud, something that has become increasingly apparent about Waldorf education is how timeless it is from one generation to the next. The classroom alone is such a comfort as it calls to mind my own early childhood classroom with its warmth, beauty and intentional use of natural materials. KWS has been celebrating the festival of Michaelmas, a celebration of the Archangel Michael and his courage against a dragon. Lily was eager to share how the festival was celebrated in Rosebud – the baking of dragon bread and the dying of golden silks. Again, I was met with memories of my own celebrations of Michaelmas beginning in early childhood. It was so special to relay these memories to Lily and to see her awe in this connection we share.  I look forward to making more of these connections with Lily and soon Clara, our younger daughter.

It has been such a pleasure to share the beauty of KWS with Lily, Clara and my husband, Joe. We greatly appreciate the school’s commitment to preserving the reverence and joy of childhood and its warm, welcoming environment. What a blessing to be a part of this community once again!

Reflections by Maggie Kincheloe, 4th Grade Class Teacher

When I “found” Waldorf education, I did not have intentions of teaching in a classroom. At the time, I was teaching outdoor education in the mountains of southern California…the forest was my classroom! However, I felt a strong pull towards the Waldorf curriculum and how the arts, movement and connection to the Earth were woven into daily lessons. The developmental intentions brought throughout the span of the curriculum was a new idea for me and these resonated deeply. My curiosity was piqued! 

I decided to begin the Waldorf Teacher Training program in San Diego and was inspired by the work I saw the teachers doing there. The connections between the class teachers, their students and the parent body felt so genuine, (truly, any good teacher can cultivate this!),  and yet I sensed something extra special about these relationships. I recognized, too, the growth that takes place in class teachers who dive into a different curriculum each year. From introducing letters with fairy tales in first grade to finding one’s story and geographic place in fourth, allllll the way up to revolutions and civil rights in eighth, the grades curriculum makes me excited to be a teacher. Humans are creative, intelligent  beings and children should be given every opportunity to draw from their own wellspring while in school. Our curriculum does just that. These are just a few things that prompted me to pursue Waldorf class teaching. 

As I prepare to bring local geography and histories to the fourth graders, I’ve learned a lot about the history and founding of our very special school. I grew up in Northeastern PA and have lived in Montgomery County for just five years now, so learning about local people and places helped me feel ever more at home here…this is what I hope my students feel this year. KWS is the second oldest Waldorf school in the United States, which I’ve always thought was notable. Many, many individuals and families contributed to the various phases and chapters of our school’s biography. Learning about our glass-domed middle school building and all the stories that took place within those walls was especially interesting! I feel part of something bigger whenever I walk through that building now.

In fourth grade, we transitioned from learning to read to…reading to learn! With this in mind, I’ve set up our classroom library to help my students choose topics of interest and books they can read independently. Inclusivity and cultural representation in our library is important to me, too. I hope each child can find their reflection in our classroom books and learn something of one other’s differences and similarities. I’m always on the lookout for new titles and I welcome suggestions!  Another aim is to develop form and flow with our cursive handwriting. I’m hopeful that our new alphabet display and continued practice will help the fourth graders here. I’ve always enjoyed seeing the care that early-grades teachers put into their classroom’s ABCs, as well! 

I’m looking forward to spending the school year in our beautiful, new classroom with the fourth graders! 

‘Imagination is more important than knowledge. Knowledge is limited. Imagination encircles the world.” -Albert Einstein

When I left Kimberton Waldorf, I came away with a strong foundation in creativity. Creativity proved most useful for teaching English in Japan. My first job after college was teaching English to kindergarteners, high-school and hotel-school students, housewives, police, and medical residents at the Sendai YMCA, a community center with six schools. Once we covered the required textbook material, we played language games and held freestyle conversations and discussions. We gathered for Japanese food at friends’ homes and sipped tea in traditional tea houses with darling tiny gardens on Ichibancho. We hiked Izumigatake, a gentle mountain (easily accessed by bus!) with fantastic views. YMCA friends and I attended Japanese festivals and traveled by train to see historic places and museums. We performed skits for the YMCA Christmas party. We enjoyed oysters in Matsushima, one of the loveliest places in the northeast. I saw Romeo & Juliet performed in Sendai dialect, as well as a traditional Noh play.  In Tokyo I saw the most amazing Hamlet:  Hamlet, a woman samurai, sang her soliloquies to a jazz quartet. My friend’s father was a calligrapher at such a high level of mastery, he was known as “a national treasure.” Japanese genuinely appreciate the arts! I spent pleasant afternoons in a Zen temple garden, writing letters.

While I taught full-time at the YMCA English School, I also taught English conversation part-time at Tohoku Gakuin University, the sister school of Ursinus College.  In 1991 I fulfilled my two-year YMCA contract and could now teach full-time at Gakuin. Here I did not need to use a textbook! Here I could create my own method of teaching, and I remember the exact moment when I came up with the idea of a learning environment. I was riding in a bus, and I thought—like Dr. Montessori’s method—I could create a whole-language learning environment within which students were free to choose what to learn. I set up my classroom in the university audio-visual center, where each student had a tape player. I provided each student an English-English dictionary. My learning environment included fifty books-on-tape of a variety of levels. There were newspapers and news magazines, as well as Simon & Garfunkel and The Beatles. Students listened to the song and filled in the blanks on my worksheet for the lyrics. In the same class I had students who were so shy they could barely introduce themselves to students who had lived abroad and were fluent English speakers. During the class, I was available for conversations with students who were ready to practice speaking. I remember one favorite topic was ghost stories. We also talked about current events and students’ hopes and dreams for the future. The students who were not speaking with me were listening to and following along in a book, writing their questions. I answered the questions in writing and returned papers the following week. Grades were based on attendance and effort, and I deducted points for sleeping during my class. Japanese college students are famous for sleeping during class and learning material just for the final exam. My class was workshop style with no final exam. Everyone worked independently and focused on reading, writing, listening to, and speaking English without textbooks and without Japanese dictionaries.

That was thirty-four years ago. Teaching English in Japan was the hardest thing I have ever done in my life. I stayed for six years. The memories sustain me and every now and then I’ll look through a photo album. Each time I came home on holiday, I brought some handsome object with me:  lacquer ware, ceramics, textiles, iron work. I still exchange letters, birthday cards, and email with Japanese friends. Someday I’ll return to Japan to visit friends and see how Sendai has changed.