‘Unlike traditional educationalists, Rudolf Steiner encouraged children to acquire alternative life skills. Activities like crochet, knitting, recorder, dancing around the maypole and planting veggie gardens definitely prepared us for the future. . . . Another distinguishing feature of we Waldorf kids was our extensive knowledge of Greek, Roman and Norse mythology, although we were not that strong in maths and science as we only covered these subjects every six months or so. But don’t get me wrong, we may not have been great with times tables, algebra or trigonometry, but we could calculate exactly how many guardian angels existed in a ball of mohair.’
In another — wholly naïve and uncritical — article in the same paper:
‘Rhonda Silberbauer, a “Waldorf parent” for 19 years whose four children have been through this system said: “It gives them an all-round education, meets their inner and outer needs and they come out such whole people.”‘
Unlike other schools which have children coming out as half people or quarters of people. Another individual who ‘taught art at Bryanston Waldorf school Michael Mount in the ’90s, and her son attends the preschool’, describes waldorf educaiton ‘as “a beautiful pedagogy” that “looks at the evolution of the human soul in relation to the evolution of the individual soul”.’
The head of a waldorf teacher training, Van der Velden, says:
‘The education methods differ according to children’s natural developmental stages’
… natural, according to anthroposophy, which curiously isn’t even mentioned in the article?