On a cold winter morning, huosangshanguhuadefu a group of nursery school children bring food recycling bins to the Hawthorne Valley farm adventure. Children are happy, because they took an interesting task--leftover breakfast gathered up to feedthe swine. Pigs are able to enjoy good food every day, and children practice the basic principles – a healthy ecosystem nutrient cycling. Kindergarten kids don't need teachers explanation in terms of science, in action, they will feel that this is going on.

Environment in child and adult way of learning to play a meaningful and deeper role. Consciously work in a given environment, and provide an opportunity to integrate various environmental factors to learn, through a variety of ways to strengthen therelationship between people and links, as well as the sense of belonging which nourishes all. In huosangshanguhuadefu, we find that learning environment built on a farm has a lot of work when this is especially true.

Over the past 40 years, Hawthorne Valley into a fertile ground for children and adults, people in hands-on learning and practice in cultivating relationships, harvesting arich life.

School was built in 1971, then called agricultural ludaofu·shitaina Education Association, locals also call it the farm school. Huosangshanguhuadefu school by means of education, agriculture and art of integration continued to explore social and culturaldynamism. In schools at the beginning of that era, significant demand is to addresschildren issues in less and less contact with nature, particularly in urban children; And materialism, mechanization and technology is greatly distorted the developmentof children. Another potential crisis is in an increasingly industrialized food system, small independent farms quickly go bankrupt.

On July 30, 1972, ludaofu·shitaina community concerns of the agricultural Association of education acquired the two-hour drive north of Manhattan on the HawthorneValley farm in order to practice biodynamic farming, building learning communities,reception center the students one week of farm boarding experience. "Students visiting" project for all grades, many activities were designed for the needs of children of different ages, but most of the children participating in the project are from the third grade. The boarding experience also extends to children big and small 1-3 week-long summer camp. More than 600 children each year participate in these projects,most of them from New York, Boston, Washington DC and Baltimore Center.

Taking into account the local interest in Waldorf Education, huosangshanguhuadefurapid learning community on the school's vision is to develop into an independentday school, including early childhood education through grade 12 education. Huosangshanguhuadefu school was built in 1973. Target is academic, artistic and practicalactivities in a variety of courses for children's education. Farms and forests complement the contents of school classrooms, or other aspectsof children's lives. For students visiting from the city, based on participatory learningexperiences in the field bring curiosity proved to be lasting and profound. For many years, with the increasingly recognized the value of field study, attached anumber of educational, training and research project on the farm. Farm learning centers provide farmer training, "farm and art" is facing State children's after-school program, "kids can cook", "summer camp", "farm adventure" diversification of activities, such as the children and adults into farm life. "Life on the farm" includes many hands-on activities, are for guests with group travel.

Ecological landscape project is a small farm research or development projects, its commitment to exploring human culture and Colombia rural and semi-continuous dialogue between the agricultural landscape. Compassionate the objective is to encourage the public to understand this ongoing dialogue. Then, in compassion and knowledge on the basis of the promotion of cultural and eco

logical relationships, supporting Colombia County building healthy and rich future.

In the planning of all education in huosangshanguhuadefu school, site of energy forhuman development and study showed a strong force. School is located in biodynamic farming, which provides many opportunities for combining academic and practice, students in and around the world in the understanding of matter and "put it intoreality" of understanding. Similar activities such as "student visit" projects, summer camps, farm Learning Center and farm landscape also highlights the potential of thevenue energy.

Children begin learning in the field on a farm, is a major step in the learningjourney. First grade children on the farm Learning Center staff may participate in weekly under the direction of the farm chores, including chickens, sheep, or look at the animals.In second grade, children have planted wheat, they will harvest threshing and winnowing in person. By third grade, kids cut with a hand saw that have already fallen wood in theWoods, cross the River in a sugar maple forest gathering maple syrup. They sawedwood ignition boiling maple syrup, had personally planted wheat into flour pancakes, served with boiled syrup, this delicious breakfast is the best reward! Junior is also looking forward to as a "visiting class" stay on the farm for a week. Housing construction activities to make their practice more, they used local stone and wood, or cornstalks and clay or other from the Hawthorne Valley farm and game materials that are found in the forest or garden shed.

"Adopt a cow" project has been supporting senior "people and animals" block teaching. As the friendly cattle free-range cattle on the farm system, here is more like a calf care Club after class.

By taking care of the calf, every participant will have the opportunity to experience and deeper understanding and learn to respect the live creatures on Earth. Local geographic study of grade four students through drawing, watercolor, clay molding todescribe the farm terrain. Students in his class back in school running agawomake Brook along the journey, explore the flow path of twists and turns, the stream flow of the Hudson River, finally out of New York Harbor into the Atlantic Ocean and to interchange with the world here. Someone may get into grade six students take the Clipboard to Hawthorne Valley store

s research examples of dairy products, cheeses from the surrounding area and other parts of the world price. They have visited the local butter factory and find out from your manager to every pound of milk costs and how many pounds of milk to make a pound of cheese. When students make up the parts of the food system and price has a deeper understanding, they will be able to take into account conservation, labor costs, transportation, and other factors. Starting from grade seven, students begin by adventure to broaden their already familiar territory--explore the world outside of the Hawthorne Valley, in varying degrees. Navigation equipment for grade seven students may find my way from the farmto the neighborhood as "age of exploration" part of the plate.

In grade eight, students will learn about meteorology. They looked at the micro-climate of the Valley, through their own environment can be expressed and weather patterns of experience and learning on the ecosystem to connect again.

Ninth grade will return to the farm for a week of practice, which will enable them tounderstand early in the third grade use willpower when you've done a lot of hands-on activities. Students may at the butter factory, a bakery, pickle kiln rotating internship and learn to increase the added value of the site for the economic viability of the farm is so important. Herdsmen and dairy plant manager and farm shops or fruit and vegetable markets in a transparent pricing among managers as commodity prices are way for students to understand the joint economic operation provides a window. The four CSA (community supported agriculture) Garden group provides products also take this approach, because it highlights the benefit of farmers and market, while showing how health network form a resilient economic base.

During the practice week, when ninth-grade students study on the farm, grade 10 students will leave the farm for a land survey trips. Through field measurements afterHuo Sanggu fields and forests learn trigonometry, students spent a week going outto a different place, as they explore the wider world the journey continues. During that time, grade 11 students will leave campus to participate in individual practice, everybody will have a mentor assigned depending on the students ' interest and, its scope is very broad, some by Pite·xige sailed the Hudson River sloop Clearwater, some work with investment bankers and Wall Street. Internship grade 11 classes will give students in the senior project inspiration. For example, a student interested in bees, next landscape project researcher at the Hawthorne Valley guide him to Colombia native pollinators were comprehensively studied.These one-year independent research across many disciplines, from film-making toa Rwandan orphanage volunteering, everything. Senior report meeting, all work will be to demonstrate to the community, through the window to see these young people for them to bring gifts to the world was prepared to do (how prepared they will give the world a gift).

As the graduating seniors approaching, they will also have the opportunity for introspection and reflection.

The past ten years, seniors have been to Italy Florence travel, where they have the opportunity to reflect on the art of shaping his own life experience, and to link its impulses to the Florentine Renaissance. After returning, a main course plates on the pioneer students by recalling their own childhood will be invited to reflect on them inthe world of "location".

Huosangshanguhuadefu hengli·baensi, co-founder of the school once described tome the Waldorf pedagogy is like climbing a spiral staircase in the tower. Children learn about the world in a continuous level, rising landscape has not changed in the process of back and forth, but the perspective of children, and cognitive style is brand new. This reminds me of the t · S Elliot once said: "we will not cease from exploration, and the end of exploring will be to arrive where we, when we learned for the first time. ”

Huosangshanguhuadefu another Kaer·AIJI, the founder of the school, wrote: we findhere is a seed, the seed of life. Includes three aspects--essentially teaching the life, art and agriculture, the symbol of thought, emotion, and will.

We need each other in order to create prosperity. All this stuff is connected. Old and young have similarities and work together will create a place and from there became a full life in the true sense.

Practice can promote self-integration of learning, students participate in the humanevolution the impact relation and reflection to enhance emergency repair work willbegin during the crisis, building more resilient world. Abatement of climate chaos, biological diversity, discrimination and despair, the things that make people lose hope in shows that our sense of separateness arouses the ecological, social and spiritualcrisis. Through field study in nature, integrating soil, soul and society, this may be the first step towards healing and integrity