The Elements of Support

Autumn forces enter as color, wind, and falling leaves the sound of whirl. Some seen some silent swirl. While all around remains silent support.


Seeds planted by thought and hand now become fruit for the harvest. As we say in Waldorf education, Michael arrives with loving action to conquer dragons that linger and languor and act to lay waste to our deepest desires and creations.

As such, we clip away what has sustained the fruits of the harvest, which now sustain us and make way for the winter garden of life, here on the east coast.

Even in loss, there is support in places we might not know. The sculptor works in loss, taking away material to reveal it’s greatest strength. A solid work.

The night sky here in the Northern Hemisphere is a prime example of silent support. “Fomalhaut – the Autumn Star – is making its way across the heavens each night. It appears in a part of the sky that is largely empty of bright stars. For this reason, in skylore, Fomalhaut is also often referred to as the Lonely One or Solitary One or the Loneliest Star.

White Fomalhaut is more or less opposite the sun in early September, and so it shines in the sky all night long during the autumn months.”

All night long.

If you are curious you can find the Autumn star, just look up.

“Just face south on an autumn evening and look. Fomalhaut is the brightest star in front of us on autumn evenings, as we face south.

"Water from the Water Jar of Aquarius going into the Mouth of the Fish. In the real sky, you can see a zig-zag line of stars representing this flow of water."
“Water from the Water Jar of Aquarius going into the Mouth of the Fish. In the real sky, you can see a zig-zag line of stars representing this flow of water.”     –


According to Richard Hinckley Allen, Fomalhaut was one of the four guardians of the heavens to the ancient Persians, and given the name of Hastorang. (The other guardians were Aldebaran in Taurus, Antares in Scorpius, and Regulus in Leo.) Allen also says that Fomalhaut was a source of worship at the temple of Demeter at Eleusis in ancient Greece. In about 2500 BC, Fomalhaut helped mark the location of the winter solstice, meaning that it helped to define the location in the sky where the sun crossed the meridian at noon on the first day of winter.”

I give thanks to silent support.

I give thanks to each and every individual and school I have had the pleasure to consult with and learn from.

This is my harvest and it is bountiful.

Thank you to all of you who have such great giving power. I am deeply grateful for all of you.

Silence is a bright and giving teacher.  Maria Shriver calls it “the pause”.

The wind carries silent seeds.

May your year be bountiful!




In addition, to all who are interested in my work, please know that I strive to adhere to the Charter set in 2016 by the Curative Education and Social Therapy Council of the Anthroposophical Society – which sets a paradigm for initiatives in the field of special education in Waldorf environments.



Photo and Support Credit to Larry Sessions and Deborah Byrd from


Getting to Groundbreak

Ground break seed

What is important to me, especially as a single mother, is that my child does not continue to struggle to learn at any stage. Growth, of course, includes the initial ground-break – forces needed to propel a seed upward and out of it’s casing, through the earth, to ultimately sprout and flourish. I want my child to experience the ground-break as well as the flourish, because both are needed to achieve balance and foster a true sense of independence and achievement.

As a teacher, I have observed and taught children with special needs struggle to get to ground-break. I have observed and worked with teachers who struggle daily to help them access it. It’s a daily practice – and there is nothing wrong with it. Except, the goal is for the child to learn in the process and find clarity within themselves. If we are not achieving this in the classroom environment, something is wrong.

Learning that meets the child at every stage
Learning that meets the child at every stage

There are tools and methods to help children access a way in to their process without forcing an impression or creating more disturbance. This is where fluidity happens, and it is crucial to learning. For the child with low vision, or without sight, to have the chance to experience learning in this way is the goal.  It is not a small task. It can be done.

Connect this learning style with the teaching of braille, available books in UEB braille throughout the grades, and current technology to support the child’s transition into adolescence with real world skills – that is the goal I am continually striving to achieve.

Until next time…with more good news…I welcome the Spring, which is fast approaching here in Pennsylvania, and I applaud you for the ground breaks in your own life.