Why we must talk about Feminism inside the classrooms 

Statistics that make us cry and be angry

In a world were 35% of women in the whole world has experienced some physical and/or sexual violence by their partners or former partners and 50% of the women victims of homicides were killed by their partners or family members, talk about Feminism is urgent. And the first and most important place to start this conversation is inside the classroom.

More numbers to scare: in the USA, “1 in 15 children are exposed to intimate partner violence each year, and 90% of these children are eyewitnesses to this violence.”* This means that a considerable number of children will not be taught the importance of respect and limits in relationships and social life inside their houses. Even more, they see and experience these aggressions and probably will continue in the vicious cycle of violence by men and subordination by the women.

see violence against women - feminism
What the children see and hear can become a trauma or an imitation. Protect women against domestic violence is protecting the future of children and society. Let´s end the vicious cycle of violence.

“violence against women 1169348 960 720” by TCIJ is licensed under CC0 1.0.

But first of all, we must understand what is Feminism and what other social movements it embraces.

So, what is Feminism after all?

I am going to start answering this question by telling you what Feminism is not. 

-Feminism is not made of lesbians who hate men (most of us are married or have some relationship with one). 

-Feminism is not (only) women protesting in public places exposing their bodies or making some chocking performance to draw attention to the movement and the causes we fight for (most of us practise it in our daily routines). 

-Feminism is not composed only by women (yes, a lot of men already understood what the movement is and the importance to be feminists themselves).

-Feminism is not women desiring to be better than men or to have what they have (man and woman are different, we don’t want to become men, we want the respect men to have just for being men). 

That said, now we can start to understand what Feminism is.

let´s talk about feminism inside the classroom - feminist movement symbol
The Venus symbol with a fist in the middle represents the Feminist movement.

“feminism” is licensed under CC0 1.0.

According to bell hooks in her book Feminism is for Everybody, “Feminism is a movement to end sexism, sexist exploitation, and oppression.” And what that mean? Simply (or not), it means to change our cultural assumptions that define the tasks we must do, the accepted behaviours, and the choices we have since we are born according to what kind of body we have, male or female. 

Another excellent definition is made by Estelle Freedman in her book No Turning Back: The History of Feminism and the Future of Women: “Feminism is a belief that women and men are inherent of equal worth. Because most societies privilege men as a group, social movements are necessary to achieve equality between women and men, with the understanding that gender always intersects with other social hierarchies.” But what other social movements the feminist one embraces?

Intersectionality is the word of the mo(ve)ment

When talking about social movements is critical to understand that there is a massive overlap between their causes. It is impossible, for instance, to say that all races must have equal treatment while men mistreat women. So, we are living in an era when people involved in different social movements are realizing that to fight alone will not solve the problem because the issue is so much more complicated than just their injustice. It is called Intersectionality.

As a white woman, I have the consciousness that I am underprivileged in comparison to white men, in some cases, privileged comparing to back men, but certainly with much more privilege than a black woman. Consider that, in this example, I’m putting on the scale only concepts related to race and gender. Imagine now trying to add so many other layers like class, ethnicity, sexuality, religiosity, culture, disability, and other discriminations. How your privilege weight would be?

four children in a seesaw
What is the weight of your privilege?

We all have to learn that while one person suffers discrimination for any reason, there is no justice for all. (Just a thought: wouldn’t be beautiful if all those groups gathered together to form an Intersectional Social Justice movement to fight the White Supremacist Capitalist Patriarchy? Oh, dreams…)

And to develop a real transformation to the next generations (let’s be honest, it’s hard to believe that we will fix it so soon) it has to start with us, and we have to pass to the newest people in the world: children and teenagers. 

How to talk about Feminism and Intersectionality inside the classroom?

Teaching a child since the earliest years about essential feminist ideas is not hard at all.

-Teaching respect is like showing that nobody is more or less important than the other for any reason.

-Giving them similar chores illustrates that we are all responsible for cleaning what we dirty, independently of our gender. The same with options to play, as girls like to play with cars as much as boys like to play with dolls.

-Not tolerating any violence, because they must know that hurt other living beings is not acceptable in our society, and this is an essential one if we wish to diminish the statistics mentioned in the first and second paragraphs.

These simple tasks will help them to develop a sense of equal worth among all their peers.  The feeling of equivalency (not equity) that will become later among all the society.

To the older students, when they have sexual education in Biology classes, the word Feminism must be present in discussions connected to the notion of mutual consensus. It’s essential to give a name to concepts that affect all of us individually and as a community.

the famous five canada feminism
Part of the Famous Five statue in Ottawa, Canada. These five Albertan women fought for women´s right to vote in Canada at the beginning of the 20th Century.

“suffragettes Statue of Two Suffragettes” by andrewbecks is licensed under CC01.0.

Also, they should reflect on the history of the social justice movements in History classes. The Feminist Waves, the Civil Rights movement, Indigenous Movements, LGBTQ movements. All revolutionary people around the globe who fought and gave their freedom and lives for better conditions for the less privileged. They should always be remembered in our schools to inspire the possibility of transformation in the student’s hearts.

What about you?

There are numerous ways to talk to children and teenagers about Intersectionality and all the social movements involved inside the classroom. Share in our comments, Forum or Instagram what you do with your class or your children at home that inspires them the willingness to make the world a better place for everybody.

Let’s share good ideas and support each other on this journey.

children in a tunnel - talk about feminism in the classroom
Helping children to understand feminism and intersectionality encourages them to choose a better path for themselves and for everybody around them.

References to talk more about Feminism

*All the data on the first part of the post was retrieved from National Coalition Against Domestic Violence (NCADV) https://ncadv.org/statistics

I highly recommend the reading of Gender and Women’s Studies Critical Terrain – Second Edition edition by Margaret Hobbs and Carla Rice. The book brings a myriad of articles retrieved from different books of experts on every topic related to Feminism.

You also can find a lot of fantastic videos on Youtube of bell hooks, Chimamanda Ngozi Adichie, Malala, Roxane Gay, Ligia Moreiras to cite some. These amazing women are spreading knowledge and light about Feminism on the internet and around the world. It’s worth a check!

Love and Gratitude!

Juliana Troll Trujillo

IWalComm creator

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Sistine Madonna’s look: Raphael’s painting and me

“…if we are to accomplish our task and rediscover, among other things, the religious source of art and the art of healing, we must be ready to meet it.”

Rudolf Steiner, True and False Paths of Spiritual Investigation

Sistine Madonna beyond the frame

If you entered more than one Waldorf kindergarten classroom, you probably noticed certain similarities, even if these classes are in different countries. The pink walls, the wooden toys and furniture, the nurturing environment and a picture of a famous painting of Saint Mary with his son, Jesus. Madonna di San Sisto or Sistine Madonna was painted by the Italian artist Raphael Sanzio in 1513. This image, according to Steiner, of the human being spiritual birth and has healing proprieties for those who meditate on and contemplate it. 

Sistine Madonna by Raphael Sanzio
Sistine Madonna, by Raphael Sanzio (1513)

This representation of divinities comes from ancient Egypt, where Isis portrayed with her son Horus was a usual religious art piece. Rudolf Steiner and Dr. Felix Peipers developed a sequence of Madonna’s images used in therapeutic sections by helping the elevation of the etheric body.

The archetype of motherhood seen in that inspiring piece of art that goes beyond religious spheres is the essence of it. Jesus’ mother holding him as if she was at the same time protecting him in her arms and allowing the boy to see the world that surrounds him. Isn’t it what we all as mothers and caregivers intend to?

An older man, Saint Sixtus, showing the future on the left, and a young lady, Saint Barbara, showing the past on the right, representing the Ahrimanic and Luciferic forces are also on the artwork. Furthermore, the Christ to be on the centre as if the recently-born being is the balance between these forces. Moreover, the infant on his mother’s arm is a clear illustration of the mother’s importance on the choices of the son. Clouds as their ground and faces surrounding the background tell that our birth is encircled by the angelical presence and spiritual support. Two cherubs on the bottom, watching the scene relaxed and calm, almost childish bored. To me, they seem to say: “our actions are not necessary, so we will just sit and observe.”

The look I found on my version

I love this image and, a few years ago, I made a rereading of this piece, only with mother and child. As soon I started to pay deep attention to the facial expressions of the mother, I could see much more than I realized before about this motherhood imagery.

Juliana Trol Trujillo version of Sistine Madonna, by Raphael Sanzio
My version of Raphael´s Madonna.

I saw sad eyes. Maybe not knowing which way to go or what she should know was expressed in her distant view of the world. At the same time, her stand up posture, holding her son with care and firmness, shows what most every mother passes through. We must stay strong and keep going even when we don’t know what to do concerning our children. But also about ourselves.

So, because I am a mother, the first thing that I now see in the painting is her eyes. And in her eyes, I see the reflex of my feelings as a mother, as responsible for giving my children spiritual protection and direction until they can do it by themselves. And every time I look at her, it is like the burden of motherhood is lightened of my shoulders. As if we shared the sadness and the difficulties of being responsible for another life besides my own.

Indeed, there is a lot to be inspired by this masterpiece. However, I discovered that finding our meanings on it can have a more intense healing power than just meditating on its universal archetypical significance. Try to find yourself on that image and share your experience with us in the comments below or take your questions to our Forum.

Some references

I found some interesting articles about Raphael´s painting in the anthroposophical perspective that worths the visit:

Thoughts and Experiences: a Waldorf kindergarten teacher explains the piece and tells the reasons he does not have it in his classroom anymore. It´s a great article to rethink our choices in light of our culture and representativity. Another text which brings more questions on the presence of the painting in the classroom, but also some Steiner thoughts about incarnation is the Reflection of Sistine Madonna.

Two of Steiner´s lectures about the theme: Iris and Madonna and The Mission of Raphael in the Light of Spiritual Science.

The book Healing Madonnas by Christopher Bamford can be a great reading if you are looking to know more about the healing therapy with Madonnas´ images.

Love and Gratitude,

Juliana Troll Trujillo

IWalComm creator

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Children get hurt, and it is good.

Tears and scratches can be more than that

Courage is the commitment to begin without any guarantee of success. In the realm of ideas everything depends on enthusiasm… in the real world all rests on perseverance. As soon as you trust yourself, you will know how to live.´´

Johann Wolfgan Von Goethe

It was a Friday after lunch, and my friend, a teacher at the school, just had put the children to sleep. We were talking sitting on a bench close to the classroom. My older daughter, at the time with five-years-old, was playing with a bucket stilt. She was the only child at her age that couldn’t speak the letter ‘R’ properly. Almost all the time, it sounded like an ‘L.’ And she got sad about it mostly when other children corrected her.

But something changed that afternoon. When she tried to go down a ramp with the stilt, one of her feet turned improperly, and she fell, hurting her knees and hands. As we were sitting close to the ramp, we saw it happening. Promptly I went to her rescue and calmed down her crying singing the healing song:

Sara, sara dodói da criança (em vez de criança, use o nome da sua criança)

Se não sarar agora | sarará amanhã | bem de manhã

Ou à tarde, | ou à noite, | com beijinho da mamãe. 

(em vez de mamãe, você usa seu nome, se você não for uma mãe)

Canção do Sara, Sara (originally in Portuguese)
Canção do Sara, Sara
Father singing healing song to daughter who got hurt
Heal, heal child´s foot … with daddy´s sweet kiss!

Heal, heal child’s hurt (Instead of child, you use your child’s name)

If it doesn’t heal today | will heal tomorrow| right in the morning

Or at afternoon, | or at night, | with Mama’s sweet kiss.

(instead of Mama, you can put your name, if you are not a mother)

Heal, heal song (my translation)
Heal, heal song

I have to confess that this song is magic. There were rare moments where it didn’t calm down a crying child after some injury. Give it a try and tell me if it worked with you.


From the movement to the word

Coming back to the story, she recovered pretty fast despite her new bruises and blood on the knees. I did some bandages, and we went home moments later. On our way back home, she started to talk about the accident and said, “Mamãe, meu acidente foi muito grave, né?” (“Mommy, my accident was pretty serious, huh?”). That was the first time the ‘R’ sound on the word ‘grave’ came out of her mouth. I asked her to repeat. She did it emphasizing the trembling vibration, and we celebrated the accident that made this evolutionary leap possible.

Girl with colourful clothes climbing a tree,
Developing balance, strength and confidence. Getting hurt is part of the process, but can be avoided if a careful adult is around, trusting on the child´s instincts and ready to support.

It is well-known that the development of the speech depends on the development of body movement. Furthermore, I cannot say for sure if it was the fall, the scare, or the bruise, which caused the learning of this new movement in her throat muscles or if it was just coincidence. However, from my experience with evolutionary leaps, I could say that the first option makes more sense.

Consider it like a fever: after the child recovers, he or she starts to do something that couldn’t do right before the stir. For instance, the child becomes capable of making a new movement, or speak a new phoneme as my daughter did, or even to understand a new concept or rule. It is not always clear and easy to see, but it ever happens.


A safe environment to whom?

“For even the wisest can learn incalculably much from children.”

Rudolf Steiner

This situation made me think about the adult’s concerns nowadays. It seems that our world is getting each day more dangerous and children should not take unnecessary risks, which sometimes means to get hurt. It is not easy to meet a child who lives most of her/his time at home in front of a screen. Sometimes the adults don´t want to deal with injuries and crying, or, more sadly, they don´t want to connect with the infant at all. And when s/he becomes a teenager, the absence of movement in her/his childhood will result in numerous issues, from lack of coordination to learning disabilities. The fantasy that a safe environment is one that children cannot get hurt can have severe consequences in adult life.

Two children hanging on a bar, fearless
Children can overcome our expectations when we support and allow them to do.

Unfortunately, most children experience this illusion of security inside their schools too. They cannot run; they cannot climb trees; they cannot play with mud. Everything is dangerous, and the fear of a lawsuit is more significant than the commitment to the children’s health and development. On Waldorf schools, it should be different. Adults should prepare a safe environment that promotes the freedom children need to play and evolve. And it includes big trees, sandboxes, challenging toys, and confident teachers and parents.

We need adults that trust in the children’s instincts. That inner voice that tells them to do something they need to develop something they don’t know. Hard to understand? So let’s come back to my daughter’s story.

What if it was different?

She was talented on stilt. She had balance and coordination to master that toy on a flat surface. But on that day, she felt that she should go to the ramp. She never tried that before, and at that point, I didn’t see any risks in that (and I still don’t). So she got hurt and started to say something new.

Obviously, nobody knows if a wound will cause learning (besides be more attentive or careful) or what the teaching will be. And just to clarify, I am not saying that we should promote risky activities or force children to do anything that can purposely cause an accident. What I am stating here is that we should let children explore the environment and their own limits to grow and develop. Which means sometimes they can get hurt.

So, imagine what could have happened if somebody had said “no” to her that day. Would she learn that sound later? Would her body ask for some other movement to develop that? Would she be disappointed that she couldn´t walk on the ramp and test her abilities? I don’t know and I never will.


Trust comes from inside and is contagious

“Encourage & support your kids because children are apt to live up to what you believe of them.´´

Lady Bird Johnson

Yet, I know that a child who learns to climb the tree by herself can go down without getting extreme injuries. Some scratches are ok; after all, they help to boost our immune system. If the adults transmit calmness to the child and stay around supporting her/him emotionally, hardly something severe will happen.

confident Young child climbing a tree
A 2-year-old climbing a 7-feet-tall tree with ease and confidence. She got up and down by herself. Every time a child asks for help to climb somewhere high, it works to say: “You will be able to do it when you will be ready to.” So, they create an expectation and try harder to reach their goals. An, of course, when their body is ready, they will do it and it is going to be special.

We all know someone that doesn’t like to take risks. Maybe a parent, a relative, or a neighbour that look at a child discovering the world and testing its limits and say “Stop it before you get hurt!”, “Are you sure you can do it?”, or simply “Don’t do it!” Clearly, nobody does it wishing the worst, but certainly, they are not looking for the child’s emotional and physical needs. 

Once the adult allows the child to play and stay around to support, confidence develops in both. On the other hand, in case the grown-up feels insecure in that situation, the child will mirror it and the chances of getting hurt increase. Because she is not sure about her own skills, the infant needs someone that tells her she can, or simply be there to help.

Child watering a tree
What feelings have you been watering your children with: fear or trust?

Therefore, if we as educators desire that our children be free and healthy, maybe it is time to rethink our attitudes and rules toward them.

Please, share with us how you and your school deal with this kind of situation and let’s discuss in our Forum ways to promote the best environment for our kids.

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5 Online Waldorf Resources to Study Steiner’s Education

Sometimes we need to read some useful resources to answer our internal questions about Rudolf Steiner’s education. What damages the excess of technology causes into children’s brains? Or what kind of artistic project is the most indicated for a seven-year-old? How math is taught in grade two?

It doesn’t matter what type of topic related to Waldorf pedagogy you are seeking, the internet can give you numerous answers. And some specific pages can give you the information you need. Or at least lead you to others that can.

So, this post brings five websites that may be useful for this kind of research.


Waldorf library

the online Waldorf Library logo
The Online Waldorf Library logo

A website for those who search for books about Waldorf education. It is a project from the Research Institute for Waldorf Education, where there are plenty of eBooks available to download. Some of them in Spanish and Chinese. There is a massive list of books sorted by level or subject with the indication of where to buy. Moreover, they have a list of audiobooks on the page in case you prefer to listen instead of reading.

And if you are looking for articles in English or Spanish, this is also the place to look. The only problem is that you have scroll down to find what you want because they don’t have a searching engine for that.

Other resources of Waldorf Library are a list of Waldorf related journals, Helpful links of Waldorf institutions and websites, and Rudolf Steiner resource. The last one is a list of articles written by Steiner and available for free.

The best thing about this online Waldorf resource is that all the downloads are free of charge. So, no excuse to read and understand more about Waldorf Education.


Rudolf Steiner.org

Ruldolf Steiner logo
rudolfsteiner.org logo

It is a page made by the Anthroposophical Society in America purely about Rudolf Steiner’s life and work. For those who wish to understand more about his history and developments, this is a great website to visit. Topics on Culture, Society, Art and other Steiner´s arguments are available to any interested reader.


Rudolf Steiner Web

Rudolf Steiner
Rudolf Steiner picture, retrieved from Rudolf Steiner Web.

If you want to know more about Steiner’s work, this is also a handy tool. It brings quotes, books and links to every one of Steiner’s contributions in the most diverse areas. The page presents thoughts on Education, Architecture, Agriculture, Religion, Art, Drama, and more.

It also includes a link to a page called Defending Steiner, that intends to debate the controversies and criticism over his work. Daniel Hindes, a former Waldorf Student and a History teacher at Austin Waldorf School in Texas – USA, is the author of both websites. He states in the opening page that “many of his ideas are `out there.´ They might seem quite strange; however, with a little effort, an open mind and basic logic it is possible to understand them.”

According to Daniel, the main purpose of the site is “to defend Steiner and his ideas from the many misrepresentations that are currently circulating.” So, if you were already inquired about any Anthroposophical controversy and did not know what to say, this is a good page to start your search for an answer.


Rudolf Steiner Archive

Rudolf Steiner sketch
“Artist’s Sketch of Rudolf Steiner lecturing at the East-West Conference at Vienna, Austria in June of 1922.” Picture and description retrieved from rsarchive.

More from Steiner with “28 books, hundreds of articles and essays, and over 6,700 lectures,” according to the authors. Moreover, you can find a daily and monthly meditation to deepen into yourself through Steiner’s exercises. Also, they select a Book of the Week and several audiobooks for free.

The page also provides book sources, blogs and links to relates websites and anthroposophical societies.


Goetheanum Pedagogical Section 

Talking about Online Waldorf Resources would not be complete if we do not mention the Mecca of Anthroposophy. If you don’t know, Goetheanum is the building conceptualized and built by Rudolf Steiner. It is the home of the Anthroposophical Society. Inside this Architectonic treasure, there is a department responsible for the Waldorf Education: the Pedagogical Section. 

Goetheanum by Wladyslaw [CC BY-SA 3.0 (http://creativecommons.org/licenses/by-sa/3.0/)]

On the Publications tab inside the Pedagogical Section page, you can find all the Journals they published since 2009. Also, a conference in 2015 with “550 people from 46 countries” resulted in the publication “Transitions in the life of the child from birth to age 14.” The seven articles written in English and German by acknowledged names in the International Waldorf Community are available for free on the website.

On the Education tab, you can also find some short articles. From the basis of Rudolf Steiner’s pedagogy to the key Characteristics of Waldorf Education. On the initial page, you can find a list with all the Waldorf Schools, Kindergartens, and Daycares around the world. It is a large file with “1182 Waldorf and Rudolf Steiner schools in 66 countries and 1911 Waldorf Kindergartens in more than 69 countries.” You can find this wonderful online Waldorf Resource list here.


So, now there is no excuse to study Steiner’s readings or other Waldorf texts, except for the hard level of understanding of some of them. Jokes apart, the best way to overcome this difficulty, is to join or create a study group. Get forces and ideas together on the discovering of education for freedom. This is a tool that strengthens people and makes communities grow. 

And if you still have any questions, remember to use IWalComm Forum to get the answers you need.

Love and Gratitude,

Juliana Troll Trujillo

IWalComm creator

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To lighten our inner selves: The Lantern Festivities

“I go with my bright little lantern

My lantern is going with me

In heaven stars are shinning

On earth shines my lantern for me.´´

Song from “The girl of the lantern´´ play

On November 11th, several communities celebrate Saint Martin. His history lightens the good all of us have inside.

Born at the beginning of the fourth century, in which is now Hungary, grew up in northern Italy. Martin was the son of a Roman army officer and a pagan woman. After serving the emperor cavalry, he established a monastic foundation and was acclaimed bishop of Tours. [1]

Besides the vast number of miracles attributed to Saint Martin of Tours and his life of humbleness, there is a legend that sparkles the light of this festivity.


Legend of Saint Martin´s cloak (The whole story was taken from reference [2])

The Charity of St. Martin, by Jean Fouquet . Retrieved from: http://expositions.bnf.fr/fouquet/grand/f121.htm

“Accordingly, at a certain period, when he had nothing except his arms and his simple military dress, in the middle of winter, a winter which had shown itself more severe than ordinary, so that the extreme cold was proving fatal to many, he happened to meet at the gate of the city of Amiens a poor man destitute of clothing. He was entreating those that passed by to have compassion upon him, but all passed the wretched man without notice, when Martin, that man full of God, recognized that a being to whom others showed no pity was, in that respect, left to him.

Yet, what should he do? He had nothing except the cloak in which he was clad, for he had already parted with the rest of his garments for similar purposes. Taking, therefore, his sword with which he was girt, he divided his cloak into two equal parts, and gave one part to the poor man, while he again clothed himself with the remainder. Upon this, some of the by-standers laughed, because he was now an unsightly object, and stood out as but partly dressed. Many, however, who were of sounder understanding, groaned deeply because they themselves had done nothing similar. They especially felt this, because, being possessed of more than Martin, they could have clothed the poor man without reducing themselves to nakedness.

In the following night, when Martin had resigned himself to sleep, he had a vision of Christ arrayed in that part of his cloak with which he had clothed the poor man. He contemplated the Lord with the greatest attention and was told to own as his the robe which he had given. Ere long, he heard Jesus saying with a clear voice to the multitude of angels standing round — “Martin, who is still but a catechumen, clothed me with this robe.” The Lord, truly mindful of his own words (who had said when on earth — “Inasmuch] as ye have done these things to one of the least of these, ye have done them unto me”), declared that he himself had been clothed in that poor man; and to confirm the testimony he bore to so good a deed, he condescended to show him himself in that very dress which the poor man had received.

After this vision the sainted man was not puffed up with human glory, but, acknowledging the goodness of God in what had been done, and being now of the age of twenty years, he hastened to receive baptism. He did not, however, all at once, retire from military service, yielding to the entreaties of his tribune, whom he admitted being his familiar tent-companion. For the tribune promised that after the period of his office had expired, he too would retire from the world.

Martin kept back by the expectation of this event, continued, although but in name, to act the part of a soldier, for nearly two years after he had received baptism.´´


But why there is this celebration in Waldorf Schools?

Multiplying the light. Lakeside School 2019 Lantern walk.

“My light shines bright all through the night Ba bim ba la bim ba la bim.

My light grows deep as we go in ba bim ba la bim ba la bim.´´

Song from “The girl of the lantern´´ play

There are a handful of traditions since middle ages on St. Martin’s Day. In Flanders, parts of the Netherlands, and the Catholic areas of Germany and Austria still participate in paper lantern processions. A man in a horse representing the Saint, songs about him and lanterns chanted when the sun is already set on November 11th.

And Waldorf schools bring to this celebration a deeper meaning. 

In the Northern hemisphere, the Autumn is intensely undressing the trees and welcoming the cold. You may find schools that represent the legend told above in verse and music. The goodness and this kind of act reverberate in the children´s and the adults´ hearts. After the presentation, lanterns are lit, and a procession with the community in the schoolyard or in neighbourhood streets is made. Candles´ flickering fire and melodies about the inner light in all of us enlighten the paths and the present souls.

As well in the Southern hemisphere, this celebration happens in the Autumn, which means May or June. As Saint Martin´s festivity occurs in the South in Springtime, an adaptation was made. In some schools celebrated with Saint John´s festivities, in others as a singular festival. Still, in both cases, the light in the lanterns warms up hearts while “The girl of the lantern´´ story is performed by parents or older students. 


The girl of the Lantern

The story of “The girl of the lantern´´ drawn in a lantern.

As Saint Martin´s, this story encourages us to do what is right. This girl, whose lantern was extinguished by the wind, tries to find help to gain her light back, but no animals or humans were willing to support her. Then the stars show her the way, and the Sun relumes her candle. Even after her long journey, she shares her fire with the ones who denied help to her. The light of compassion and love is reinflamed after this staging.


Shining our lights

Lanterns shining waiting for the walk. Lakeside School 2019 Lantern walk.

The cold air softly strolling among coats and hats, the candles inside handmade lanterns waiting for their big moment, hearts avid for inspiration among a busy routine: the atmosphere is magical. One by one, the lanterns gain hot orange colours with the help of teachers who go with their long candles multiplying the fire. Families walk and sing some well-known melodies in a respectful and hearty ritual that leads all to look inside and increase the flame of hope and love that gleams in our hearts.

The expectations, the music, and the silence after the walk echos for days after the celebration. 

And our lanterns still shine brightly into days and nights.

Love and Gratitude,

Juliana Troll Trujillo

IWalComm creator

Lanterns made of paper glimmering in the dark night.

“The sunlight fast is dwindling,

my little lamp need kindling,

the beam shines far in darkest night,

dear lantern guard me with your light.´´

Song “The sunlight fast is dwindling

REFERENCES

[1]Saint Martin history: https://en.wikipedia.org/wiki/Martin_of_Tours#Legacy 

[2] Legend of Saint Martin´s cloak http://www.users.csbsju.edu/~eknuth/npnf2-11/sulpitiu/lifemart.html

Lakeside School – Kelowna, BC – Canada
www.lakesideschoolkelowna.ca

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