It is of prime importance that we develop an art of education that will permit us to emerge from the social chaos into which we have fallen. The only way to emerge from this social chaos is to bring spirituality to the souls of people by means of education, so that within the spirit itself they can find the path to progress and a better evolution of civilization.
Rudolf SteinerThis is exactly what the Escuela El Trigal, a rural Waldorf school in the Province of C�rdoba, Argentina, is trying to do. Who says so? The people involved in the school would say so of course, but we would prefer to present a report by a completely objective observer: the "inspectora" from the provincial Ministry of Education.
Inspection Report � Escuela El Trigal
Government of the Province of C�rdoba
Ministry of Education
Direction of Private Educational Institutes
Office: Villa Carlos Paz � School Inspection Zone R1/2
Kindergarten and Primary Schools levelsAct Nr. 10/2003
In the town of Villa de las Rosas, on the third and fourth of September of the year 2003, in the premises of the Comunidad Educativa �El Trigal�, the supervisor of Kindergartens and primary schools of the Direction of Private Educational Institutes, Sra. Graciela Quinteros de Jakuto met with the Principal (Head Mistress) of the school, Sra. Mar�a Teresa Guti�rrez in order to obtain knowledge of the institutional reality.
This rural school receives pupils from an area of 25 kilometers, who are transported by their parents in private vehicles...
It should be emphasize that, in relation to the previous year, the number of children has increased 100%. In this respect, the Principal, the legal representative, secretary and representatives of the Board of the civil association and teachers, with whom I had the opportunity of speaking during the two-day visit, demonstrated a clear objective of growth based on the reality of the local population. These consist of two main groups, one being the original rural residents, of meager means, whose idea of progress is associated with the city and not the country. And the other, immigrants from the cities who seek a place with this kind of rural atmosphere and this type of education for their children. This social-economic-cultural situation determines the pace and means of recognition by the local population and possible users.
The school�s documentation is in order and perfectly prepared according to the recommendation of the previous inspector. Also, the means of communication with this Office of Inspection are well established. I reminded them of the importance of insurance policies covering all the pupils and teachers, as well as having their health certificates on file. [done - ed.]
During a general survey of the school, I observed physical spaces adequate for the needs of the pupils � ordered and decorated by the children themselves, and with adequate hygienic, lighting, heating, ventilation and functional conditions. The classrooms and lavatories are in accordance with the number of pupils. There is drinking water and electricity. Certain aspects suggested by the infrastructure section [of this ministry] are being handled by the Board and their rapid resolution is expected.
It is important to mention the parents� dedication in respect to construction, maintenance and improvements in all areas of the school: construction and maintenance of desks, bookcases, doors, windows, curtains, roofs, fences, etc. These tasks are undertaken systematically by themselves or together with teachers and pupils.
In the meetings ledger of parents� meetings one can observe that these are frequent and very significant. They are understood as spaces for interaction, dedication and solidarity. The parents know and support the educational strategies offered by the school to their children.
The hours of classes are from 8:30 a.m. to 1 p.m. in the winter, and from 8 a.m. to 12:30 p.m. from October on. I observed constant auto-disciplinary habits on the part of the pupils and rigorous compliance with the school times by the teachers.
I visited the Fourth, Second and first grades. In all three grades the teachers demonstrated a high degree of commitment and qualification for the specific task at hand and for the Waldorf methodology. The children demonstrate a high degree of participation. They respond with coherence, interest and they communicate with a very special spontaneity and harmony. I observed a personalized communication style, exquisitely tuned to the pace and personality needs of each pupil.
Certain activities are emphasized. Attention, comprehension and the possibility of forming associations, repetitions, memory and rhythm exercises are highly valued.
Nature, literature, music and visual plastic arts occupy a privileged place � all these carried out with clear objectives to promote creative personal expression.
Important work is done with respect to movement and the body, exploiting the perceptive and motor possibilities in all the disciplines and areas. The children demonstrate an excellent and enthusiastic use of the English language [as a foreign language]. All themes are proposed in order that the children achieve an important internalization by means of strategies which are carefully designed and carried out.
I evaluate the pedagogical proposal as very positive in respect to content, procedures and attitudes and suggest planning to integrate all the conceptual contents proposed by the Provincial Curriculum for each grade, with their corresponding objectives, achievement expectations and evaluation criteria.
[��.] I was informed of a course in the teaching of mathematics, [organized and carried out by the school] open to the public, in which teachers associated with the University of C�rdoba participated; as well as a congress in Buenos Aires for Waldorf teachers from Latin America, which the El Trigal teachers attended.
At midday I shared lunch with the Principal and teachers and then participated in one of the teachers� meeting which take place every Thursday. Part of this meeting is dedicated to organizational questions, another to a particular child, another to a strategy which a teacher proposes for her next class and a fourth part is dedicated to theoretical reflections about material previously distributed for reading and study.
I congratulated the principal and the team of teachers for the dedication this practice evidences, which all the teachers attend with pleasure, emphasizing the level of dialogue as well as reflection and analysis it entails, and also the cordial climate of learning which is evident.
[��] I explicitly affirm that the objectives proposed by �El Trigal� are centered in real learning processes and seek the development of the potentialities of the children, in a harmonious and complete manner, considering them as full human beings and worthy of the benefits that education can provide.
The Principal manifests a clear concept of the role she plays and one observes that she has a firm criterion of decisions, and with an excellent relationship with the other teachers. A reciprocal attitude on the part of the teachers shows an institution which works with responsibility, cordiality and a clear vision of its objectives.
I thank them for the cordiality, openness and respect with which they shared these days with me. I congratulate the Principal and the team of teachers for the work they are doing and their dedication to education, encouraging them to continue on their chosen path.
[�]
Ministry of Education Graciela Quinteros de Jakuto
C�rdoba Inspectora T�cnica D.I.P.E.
Pre-school and Primary levels
_________________________________________________________________
What this objective report, written by an astonished functionary of the Education Ministry, doesn�t mention is that the school she so admires is fighting for survival because of financial difficulties. It is located in a rural area 500 miles from Buenos Aires where most parents are able to pay only minimal fees. The whole country is very slowly recovering from a disastrous economic debacle. The current fees are the equivalent of US$30 per month � and some can�t even pay that. (Several families pay considerably more.) Teachers earn about US$150, but social security payments increase the cost to the school to about $220. Then there are administrative costs, building maintenance, construction, etc. What the schools needs now to survive is outside help. It will not always be so, but it is the reality now.
If you would like to help, albeit modestly (dollars and euros go a long way here), here's how:
USA/Canada:
Send a dollar check to the order of Southern Cross Review, with the notation "El Trigal", directly to:
Southern Cross Review
18530 Mack Ave. Nr. 329
Grosse Point Farms, MI 48236
USA
Europe:
Please contact the school at [email protected] for euro bank information. (It's not wise to put bank details on the web.)
Argentina:
Escuela El Trigal
(5885) Villa de las Rosas
Pcia. de C�rdoba
Please contact the school for bank information: [email protected]If you wish to receive a receipt for tax purposes, please advise by email. [email protected], or [email protected] The school is a duly registered non-profit organization.
Thank you for your interest and patience.
Frank Thomas Smith & Jo Ann Schwartz
