David Franklin

We were convinced to try Waldorf when we went into the kindergarten and saw how enchanting and unique it was for the young child to "dwell in the kingdom of childhood." It confirmed the intuitions and suspicions I'd had when I was in kindergarten: "I really like playing. Why don't we do more of if?" Here was a school that really wanted the children to play, that made it the main point of the kindergarten. Play should be the work of the young child.

As I thought ahead to the idea of eight grades in the Waldorf School, it made me think back to my own schooling. I was a good student and took part in everything my school had to offer. I was a runt, so wrestling was my only sport, but I was involved in student council, band and plays. Still, by my high school years, it all came apart. I felt everything around me had failed me. Maybe I was looking for someone to blame but I felt institutionalized in high school, an "alienated youth." I could see then the importance of a system that takes a real interest in every child. Somewhere in high school I made myself a promise that I wouldn't forget that and somehow, when I got a chance, I would do something about it.