Ernie had taught himself to read at age 3 and had spent most of his time since then reading or expounding on what he had read. He wore thick glasses and was not especially athletic. When it was time for first grade, as his parents, we were worried about the coming social life. How would he get on with his peers as a dreamy, booky, awkward non-athlete? We were indeed fortunate that we enrolled Ernie in the local Waldorf School.
Ernie’s first grade class consisted of 24 remarkably diverse children. They came from all socioeconomic groupings, racially mixed, wide spectrum of academic, artistic and movement abilities. Yet the children got on remarkably well, caring for and supporting each other. One boy never came with lunch; his parents apparently ran off to work each morning, leaving him to fend for himself. The children shared with him every day.
How was the class teacher able to weave this group of completely diverse individuals into a class community? The class teacher built this class camaraderie by recognizing and supporting the gift which each individual child brought to the class. Some were good at art, drawing. They were recognized and praised for that. Others for musical ability, others for athletics. But what to do with Ernie, who could only read? She had him read stories to the class! Ernie was an excellent reader. The others loved to listen to him read. Instead of being the oddball, he was respected and admired, as they all were, for the talent which he, and every other one, brought.
Ernie became quite popular in the class. He was invited to all the parties. He became one of the “Three Sillies,” composed of the two most lively and popular boys and Ernie. When Ernie was distracted and could not find his mittens, forcing all to wait for recess, they smiled and called encouragement rather than being irritated.
