Sort of! The first Waldorf school was developed by Rudolf Steiner in 1919 for the children of the Waldorf-Astoria Cigarette Factory workers in Stuttgart. Consequently, the school came to be known as the “Waldorf” school. The Astor family, who owned the factory, later developed the Waldorf-Astoria hotel chain. The “Waldorf” in “Waldorf-Astoria” comes from the town of Walldorf in south-west Germany, where the Astor family originated.

Sort of! Waldorf Salads first originated in the Waldorf-Astoria Hotel in New York City, so the name of the salad also traces back to the Astor family, just like the “Waldorf” in Waldorf schools.

Rudolf Steiner, the founder of Waldorf education, also developed a spiritual philosophy called Anthroposophy, which informed his work in many different areas, including in education. However, the Chicago Waldorf School is non-sectarian and not affiliated with any religion or spiritual practice. As a part of our cultural and historical curricula, we introduce students to religious beliefs and practices from all over the world.

Rudolf Steiner developed Waldorf education in Germany around the same time that Maria Montessori developed her own pedagogy in Italy. They were both considered progressive models of education created in response to mass industrialization, and, consequently, share some essential principles, but, in practice, are entirely distinct.

The Chicago Waldorf School is not an art school. Waldorf education, however, views creative and artistic expression as inherent to all subjects, giving students a number of ways to engage with material, while also nurturing social and emotional development.

Studies continue to show that exposure to media and technology at an early age can have a stifling effect on child development. For this reason, Waldorf schools do not rely on technology in the classroom. As students get older, particularly in Middle School and High School, technology is introduced as a vital resource for certain aspects of education. We make sure to introduce technology in a thoughtful and intentional way, actively engaging students in conversations about the ethical and pro-social responsibilities inherent in technological and internet usage.

As with all subjects, Waldorf takes an experiential approach to reading.

Pre-reading skills are developed in the Early Childhood by introducing children to oral stories and folk tales, growing their vocabulary and building their comprehension skills. There, they also develop fine motor skills through baking, preparing food, coloring, and painting. By the time they reach the first grade, they are prepared to begin direct instruction.

In the first grade, students are taught consonants and vowel names and sounds through an artistic approach of drawing, painting, movement, and speech, putting into practice the skills they developed in the Early Childhood. By the end of the year, they are reading and writing words and short sentences, and are prepared for more intensive reading and writing in the second grade.

The short answer is: wherever they want! After a career of integrated learning with an emphasis on emotional development, social responsibility, and individual expression, our students repeatedly go on to receive precisely the college education they desire. Of course, college isn’t for everyone! Some students decide to forego college in order to pursue other goals and we support those students wholeheartedly, giving them the resources they need to get started on their path.

Grading methods vary slightly by class and by project, but, in general, students receive individualized, written evaluations by each teacher. We do not believe that a child can be represented by a single letter, and so do not rely on a traditional grading system for our own records.

Similarly, CWS does not participate in standardized testing. Of course, High School students may take the ACT and/or SAT when the time is right.