Waldorf School of the Finger Lakes records, 1979-2000.
Collection Number: 6419

The collection contains minutes of the Board and their correspondence, records of the Care, Development, Coordinating, Finance and Site Committees, information about annual budgets and finance, operational records, personnel and student files, and newsletters. It is not a comprehensive collection since record-keeping and maintenance were not always undertaken systematically. Evidence of daily life at the school can be found in the student files, and in folders documenting publicity and promotion, special events and the after school program. Information about the growth and development of the school as well as its eventual financial difficulties and closing will assist researchers charting the history of the school.

Waldorf School of the Finger Lakes records, #6419. Division of Rare and Manuscript Collections, Cornell University Library.

The Waldorf School of the Finger Lakes formally began in the 1982-83 school year. Ann Smith, an experienced Waldorf teacher from England guided the school into existence. The first classes were held in the old West Hill school building. During the second year, the WSOFL moved to a wing of the Community Services Building, and a first grade class was added to the 2-3 and 4-5 classes and kindergarten. In 1984-85 the school moved to more spacious quarters in a public school building in the Danby area. The school added grades over the years. In 1989, the school graduated its first class of eighth grade students and received its charter by New York State.

Waldorf education is based on a comprehensive educational philosophy, which recognized the educational needs of children from preschool through the high school years and guides each teacher in the selection and presentation of subject matter. This educational philosophy has its roots in the child development theories of Rudolf Steiner, an Austrian philosopher and scientist. Waldorf teachers believe that a primary goal of education must be to foster three areas of growth in each student: a full development of his or her critical faculties; a capacity for aesthetic discrimination and training in the practical and functional skills needed for living and working in the world.

The threefold goal of Waldorf Education is translated into the daily life of the class through lessons that involve the children in the 3 areas of thinking, feeling, and doing. The records of the WSOFL document the principles of Waldorf education in practice and demonstrate both the challenges and rewards of bringing alternative education to the Ithaca community.

Access to Students files, containing detailed narratives about each child attending the WSOFL and personnel files which include applications and contracts is restricted.