Connect: A Magazine for the Eton School Community Spring 2021 Vol. 5 No. 2

Spring 2021 | Vol. 5 | No. 2

Connect A Magazine for the Eton School Community

Peace Education “The child is both a hope and a promise for mankind.”

—Maria Montessori, Education and Peace Maria Montessori firmly believed that children were the key to a better future for all humanity.

Her notion of peace as a fundamental part of a child’s development permeates every aspect of the Montessori method. At Eton, we obviously embrace that belief in our Montessori program, but we also extend it to the Upper Elementary and Middle School grades. Putting that belief into practice entails understanding the concept of peace in all its various meanings and manifestations.

The articles in this edition of Connect focus on how those different ideas of peace are woven into the Eton School program throughout the various grade levels. Whether it is defined as the absence of conflict or as the presence of serenity or quietness, the teaching of peace to children is fundamental to the development of a new generation better attuned to the concept of peace. Perhaps Maria Montessori put it best, “We cannot achieve world harmony simply by attempting to unite all these adult people who are so different, but we can achieve it if we begin with the child who is not born with national and racial prejudices.” (Quoted in Maria Montessori, Her Life and Work by E.M. Standing) I hope you enjoy the insight this edition provides into the ways that peace education is woven into the Eton School program. It is an important and vital part of what makes Eton School special.

Russell Smith, Head of School

Connect A Magazine for the Eton School Community

4 Maria Montessori: Rights Advocate and Peace Education Visionary 7 Montessori and Peace Terminology 8 What is Peace Education?

by Kris Meyer Gaskins

10 Peace Education: The Developmental Journey 12 Pre-elementary: Inner Peace to Outer Peace 16 Lower Elementary: Making Connections and Contributions 19 Promoting Peace with Your Child 20 Celebrating Our Graduates 22 Upper Elementary: Developing a Voice and Defining One’s Place 26 Middle School: Time of Change and Discovery of Roles 29 Peace Booklist

by Poppy Louthan

32 Part II: Teaching Financial Literacy with Real Life Investments

by Jason Mallon

34 Retiring 35 Goodbyes and Best Wishes 36 Alumni Update 39 Connect Authors and Contributors

Spring 2021 Volume 5 | No. 2 © 2021 Eton School www.etonschool.org 2701 Bellevue‑Redmond Road Bellevue, WA 98008 Phone: 425.881.4230

Maria Montessori: Rights Advocate and Peace Education Visionary

“We shall walk together on this path of life, for all things are part of the universe and are connected with each other to form one whole unity.” ~ Maria Montessori, To Educate the Human Potential

Often when we hear about Maria Montessori, we are told about her being the first female physician in Italy. We learn how while working with children who had intellectual disabilities, she began to develop her philosophy of education. We hear how she opened a school and refined this beginning philosophy into what would become known as the Montessori philosophy of education. Although all these points are important in getting to know and understand Montessori, another aspect of her work is less known to those outside of the Montessori world; Maria Montessori was an advocate for human rights and a visionary of peace and social justice.

Maria Montessori’s first school or Children’s House (Casa de Bambini) opened in Rome in 1907, followed by a second one in the working-class San Lorenzo district. At the Children’s House in San Lorenzo, Maria taught the young children and, based on her observations of their needs, developed sensory materials for them to use. She recognized that when given a supportive and responsive environment, all children, regardless of socio-economic status, were equipped with the capacity to learn. As her vision of this childcentric and inclusive way of education became clearer, she began spreading its message beyond Italy.

As a trained scientist, Maria Montessori was a keen observer. Undeterred by the obstacles she faced in her own pursuit to enter the male-dominated field of medicine, she openly challenged the systemic barriers she observed women facing in society. She conducted an anthropological research study of 200 women between 20 and 30 years of age, recognizing the need to include their unique experiences in the research to effectively address their needs. She published the results of this study in 1905 and used it as a basis to work as an advocate for women’s right to vote. In 1906 she signed a proclamation that declared, “All women arise! Your main duty in this social moment is the right to vote,” and published articles related to women’s rights in the newspaper.1

On 28 July 1914, the First World War started and both during and afterwards, Maria Montessori observed the war’s impact on the children. In 1917, she traveled to the United States for lectures in San Diego, and there she proposed the creation of an organization similar to the Red Cross, the White Cross. She envisioned it as an organization for “those who seek to save the future of humanity and to heal the wounds in the hearts of children.”3 Although the White Cross never came to be, it planted seeds of social reform.

During her third lecture while in San Diego, Maria Montessori shared a positive psychology position (strengthening of character and the nurturing of the spirit) and her formula for peace through education.

Maria Montessori also used her position as a physician to advocate for women and mothers of children with intellectual disabilities. Early in her career, Maria Montessori reached out to and spoke up for these mothers who did not have resources with which to understand or advocate for themselves or their children.

Montessori persevered for these mothers’ rights, in the words of Paola Trabalzani, ‘the right to education, training, knowledge, employment, either factory or office work, the right to choose one’s partner, and the right to vote…’2 1 Paola Trabalzini, “Timeline of Maria Montessori’s Life.”

2 Editorial, “Converging Passages: Social Reform, Peace, and Montessori Education for Life” AMI Journal (2013).

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… there is also a place where the “secret” potentiality of childhood must come to light: it is school, as a space of socialization, on the one hand, and of human development, on the other. Starting from infant school, since it is here that the child is preserved and interpreted, protected and developed.

It is thus the task of education to steer him [the child] back towards his more authentic self. … Thus, pedagogy becomes the primary instrument to give real final shape to that task of “everlasting peace” which stands before us.4 3 See Note 1.

4 Frank Cambi, “Building Peace in Interiore Homine”

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In the years that followed, Maria Montessori continued her lectures, writing, and training teachers in her methodology. Maria and her son, Mario, addressed the Sixth International Montessori Congress in Copenhagen on Education for Peace in 1937. In the opening address, they stated their position on peace education: In organizing its 6th International Congress—on the theme Educate for Peace—the Association Montessori Internationale did not intend to depart from its aim of protecting and illustrating the personality of the child, joining instead the political struggle. On the contrary, many societies are fighting the field of politics to stem the immediate danger of an overwhelming and general conflict. But we want to draw attention away from the blinding and passion-raising actualities and to fix it upon the need for a constructive effort, showing what contributions the child and education can bring to this effort.5 The speech continues with discussions on the roles of politics, the government, and society.

Together, Maria and Mario Montessori made a plea to study and organize peace education as a structured science and noted how the most important factor was the human factor. They noted, “Peace is essentially a human problem. Therefore, the human element should be our first consideration.

To date, it is given almost no attention at all.”6 The lecture goes on to discuss democracy and the education systems in place. In closing, they identify the bridge between education and peace: When children were given what corresponded to their needs, they showed something fundamental—the real nature of Man—heretofore hidden under the cloak of psychological defenses.

5 Maria and Mario Montessori, “Peace Through Education” 6 Ibid

They not only adapted to the moral and cultural programme considered necessary by our civilization, but they sought it with enthusiasm and spontaneous discipline developed. It was a calm inner discipline caused by activity and collaboration. Also, such a love for work as to clearly prove that in childhood work is a natural necessity. Possessiveness disappeared because objects were only a means to an end and had no other value in themselves. The children showed love for their companions and for their teachers.

They went out of their way to assist those who needed help and they did it with simplicity and enthusiasm, not as a sacrifice but as a pleasure.

The children, under the old conditions, reflected the mass psychology of society even as it exists today. Let us provide new conditions that will allow them to give us a true picture of society of the future.7 Two years later, World War II started. Maria Montessori continued her work and advocacy throughout the war and beyond. In 1949, she received her first nomination for the Nobel Peace Prize followed by a second nomination in 1950 and a third in 1951. Maria continued to advocate for children and in 1951 on the Anniversary of the Declaration of Human Rights she sent UNESCO a message titled “The Forgotten Citizen,” in which she identifies and declares the neglected rights of children.

Maria Montessori lived her life as a teacher, a rights advocate for others, and a visionary for peace through the education of children. Her living legacy of work, research, advocacy, and vision for peace continues to this day worldwide in Montessori teachers and schools, in the children who attend them, and in the adults they become. ❧ 7 Ibid

“If we are among the men of goodwill who yearn for peace, we must lay the foundation for peace ourselves, by working for the social world of the child.” ~ Maria Montessori, International Montessori Congress, 1937

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Montessori and Peace Terminology Absorbent Mind The ability and ease with which young children ages 3-6 learn unconsciously from their environment.

Concrete to Abstract A logical, developmentally appropriate progression that allows the child to develop an abstract understanding of a concept by first encountering it in a concrete form, such as learning the mathematical concept of the decimal system by working with Golden Beads grouped into units, 10s, 100s, and 1,000s.

Cosmic Education Maria Montessori urged us to give children a “vision of the universe” to help them discover how all of its parts are interconnected and interdependent, and to help them understand their place in society and the world. In Montessori schools, children in Elementary programs (between the ages of 6 – 12) learn about the creation of the universe through stories that integrate the studies of astronomy, chemistry, biology, geography, and history. These lessons help children become aware of their own roles and responsibilities as humans and as members of society, and help them explore their “cosmic task”—their unique, meaningful purpose in the world.

Mixed-Age Grouping (or Multi-Age Grouping) Age groupings based on the Planes of Development as identified by Dr. Maria Montessori. Multi-age groupings enable younger children to learn from older children and experience new challenges through observation; older children reinforce their learning by teaching concepts they have already mastered, develop leadership skills, and serve as role models. At Eton School, students are grouped as: 3–6 years of age (P3-Kindergarten) Pre‑elementary, 6–9 years of age (grades 1–3) Lower Elementary, 9–11 year olds (grades 4–5) Upper Elementary, and 11-15 (grades 6-8) Middle School.

Negative Peace The absence of violence. (Galtung, J. (1969). “Violence, Peace, and Peace Research.” Journal of Peace Research.)

Postivie Peace The presence of such human values as justice, harmony, freedom, and equality. (Galtung, J. (1969). “Violence, Peace, and Peace Research.” Journal of Peace Research) Planes of Development Four distinct periods of growth, development, and learning identifies by Dr. Maria Montessori that a human being progresses through: ages 0 – 6 (the period of the “absorbent mind”); 6 – 12 (the period of reasoning and abstraction); 12 – 18 (when adolescents construct the “social self,” developing moral values and becoming emotionally independent); and 18 – 24 years (when young adults construct an understanding of the self and seek to know their place in the world).

Structural violence Structural violence is a term commonly ascribed to Johan Galtung’s article “Violence, Peace, and Peace Research” and refers to a form of violence wherein some social structure or social institution may harm people by preventing them from meeting their basic needs. According to Galtung, rather than conveying a physical image, structural violence is an “avoidable impairment of fundamental human needs” and is closely linked to social injustice. Structural violence and direct violence are said to be highly interdependent, including family violence, gender violence, hate crimes, racial violence, police violence, state violence, terrorism, and war. ❧

The question of peace cannot be discussed properly from a merely negative point of view... in the narrow sense of avoiding war... Inherent in the very meaning of the word peace is the positive notion of constructive social reform.” ~ Marie Montessori, Peace and Education Vol. 5 | No. 2

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What is Peace Education?

by Kris Meyer Gaskins Assitant Head of School

“Peace will come only when people’s hearts are imbued with respect for the earth, for nature, for all other human beings, and when they can transcend personal gain to work cooperatively for universal good.” ~ Aline Wolf, Nurturing the Spirit What is peace education? What does a peace curriculum look like? How can one teach that peace is an entity in itself and not linked to violence? Why is it so important for our systems of education to look closely at this topic?

Our world exposes children to violent images in magazines, television, video games, movies, radio, schools, and homes. Violence is pervasive throughout all societies. The violence, however, is not always graphic and obvious. Children who go to bed hungry or can’t thrive in their environment experience structural violence, the violence inherent in the system in which they live.

Structural violence occurs on many different levels within each social structure. It is as visible as the inequities, bias and racism that we see throughout our world and as hidden as a child with an undiagnosed learning difficulty having trouble at school. Every day, across the globe, people have to deal with some sort of structural or societal violence.

In looking at the concept of peace education, it is essential to look at the word “peace.” Webster’s Seventh New Collegiate Dictionary gives four definitions of peace: 1. A state of tranquility or quiet 2. Freedom from disquieting or oppressive thoughts or emotions 3. Harmony in personal relations 4. A state or period of mutual concord between governments Peace comes from the Latin word “pacisci,” which means “to agree.”

There are two views of peace that are important to consider. Negative peace focuses on maintaining the peace that existed before an outbreak of violence. For example, the message provided or taught focuses on not being physically violent, restoring peace or order, and being a peacekeeper. Positive peace focuses on peacebuilding, eliminating structural violence, and establishing harmonious, not exploitive structures (Louise Bogart, “Peace: The Next Frontier”).

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“To attain true peace, we must create a different sort of man in order to have a different sort of society.” (Montessori, Education, and Peace).

So what is peace education, and how is the concept of positive peace addressed at Eton school? Peacebuilding includes being, or learning to be compassionate, cooperating, practicing conflict resolution, and learning about the interdependence of all things in our world.

Through compassion, one learns to respect others. Through cooperation, social awareness grows and the ability to solve conflicts. Learning about the interdependence of all things on earth leads to caring for the world as a whole.

Structural violence is less likely to occur in a classroom where children feel safe, listened to, and where they can learn according to their own needs and styles. Current educational research is now supporting Montessori’s teaching. Rachel Kessler, Nell Nodding, Parker Palmer, and Robert Evans are just a few educators writing today about the importance of creating classrooms where children feel they can thrive and learn. They write about the importance of multi‑age classrooms, peer learning, having teachers for more than just one year to form a trusting relationship to grow, and offering integrated curricula that enables children to better understand the natural, physical, and political world.

If positive peace is practiced and taught, children are more likely to develop a strong sense of self, feel that they belong, and have a purpose. They gain an understanding that humans throughout the world have common needs. Respect for self, others, their community, the environment, and their global family will grow. They will learn that they can make a difference by involving themselves in social action towards social justice. Children are better able to learn and become peaceful citizens of the world when their learning environment actively teaches the necessary skills to be ambassadors of peace. “If you want peace, educate for peace.” (Motto of the UN University for Peace in Costa Rica). ❧ Connect | 9

Peace Education: The Developmental Journey First Plane “...the Montessori Method is peace education, guiding children and adolescents (and their teachers) within beautiful classroom environments to become more curious, caring, thoughtful, and responsible.”

Development of Absorbent Mind and Individual Personality Grades P3 (Age 3) -K (Age 6) “The child has a type of mind that absorbs knowledge and constructs himself.” ~Maria Montessori, The Absorbent Mind

~Marta Donahoe, “Montessori’s Plan for the More Beautiful World Our Hearts Know is Possible” Montessori Life, Winter 2019

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Cosmic Education Foster respect for all life and develop a sense of gratitude. Learning to recognize and appreciate the importance that all living things play in existence.

Sensorial Explorers Studying every aspect of their environment, language, and culture.

Learning Concrete hands-on learning.

Social Development Evolving understanding of self and others while cultivating responsibility, caring and helping.

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Second Plane

Elaboration of Reasoning Mind and Personality Grades 1 (Age 6)-5 (Age 11) “All things are part of the universe and connected with each other to form one whole unity. “ ~Maria Montessori, To Educate the Human Potential

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Cosmic Education Learning about the universe and one’s place in it. Developing an appreciation of the interdependence of all living and non-living things.

Conceptual Explorers Developing powers of abstraction and imagination. Applying their knowledge to further discover and expand their world.

Learning Shifts from concrete to concept-based and abstract.

Social Development Exploring the voicing of one’s own opinion and reflecting on the ideas of others.

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Third Plane Development of Sensitive Period and Social Policy Grades 6 (Age 11)-8 (Age 15) “All our handling of the child will bear fruit, not only at the moment, but in the adult they are destined to become. “ ~Maria Montessori

of Peace r o e g n a h Agent of C

olution of v e d n a ful n io useful, help Explorat e b o t w o h on knowledge xpanding a social ,e to mankind sponsibilities to one’s re reality with d the greater world. an community

Cosmic Education Making connections and understanding of community and the greater world.

Developing a sense of responsibility towards natural resources.

Humanistic Explorers Seeking to understand their place in society and their opportunity to contribute to it.

Learning Takes place via meaningful experiences in social life with connections to their studies.

Focus on personal reflection and growth.

Social Development Seeking to understand themselves, their place in society and their opportunities to contribute to it. ❧ Connect | 11

Pre-elementary: Inner Peace to Outer Peace

“Children acquire knowledge through experience in the environment.” ~ Maria Montessori, The 1946 London Lectures

Students in Pre-elementary (age 3 - Kindergarten) are in the first plane of development, which Montessori termed “an absorbent mind.” They consciously absorb through their senses the information and sensations of their environment. Characteristics during this plane include acquisition of language and movement along with a sense of order. These young students have periods of tremendous sensitivity to specific learning, motivating them to high levels of concentration and repetition to meet the internal need for selfconstruction. Social and emotional development occurs as responsibility, helping, and caring evolve.

A Community Space for Action-Oriented Peacemaking During their three Pre-elementary years, the classroom as a prepared environment fosters the students’ quest to construct their learning while nourishing their evolution of self-peace (inner peace) to peace with others (outer peace) around them. Before our students step into the classroom, their teacher prepares the classroom environment to welcome them. Upon entering, they find an orderly and visually appealing classroom waiting for them to begin working and learning. Materials are carefully selected, aesthetically arranged, and presented sequentially to help the young students choose their work and assist in putting it away when finished. During the day, the teacher models and Vol. 5 | No. 2

sets the tone by using a gentle voice. The students follow this lead and keep their voices down as well. The prepared classroom environment is a comfort and security, friends and community, and challenges and success. The teachers set up guidelines so students can follow their natural desire for movement to take on action-oriented peacemaking.

Community Participation Plants Seeds for Peace Engaging in Practical Life exercises builds the skills needed to be a participating member of a community.

Doing the simple table sweeping activity during September lends itself to cleaning the classroom up after lunch for the rest of the year. The students can clean up after themselves and move beyond their own ego through opportunities to clean up after each other.

To be a meaningful part of a community, especially a community made of one’s peers, is a basic human need.

By providing the students with tools for this community participation, we are planting the seeds for peace.

The Development of Problem-Solving Skills That Guide Peacemakers The sensorial area offers endless possibilities for the students to work on problem-solving. After initial presentations with the materials, the students are encouraged to create original patterns and designs using the various pieces of equipment. Through these Connect | 13

explorations, the students become purposeful, and the activity takes on meaning. If a pattern does not work out, the failure can drive a force that keeps them going, and another possibility is created. The students develop a vision; they want to make a mark, which are skills that guide a lifelong peacemaker.

Acknowledging Feelings: Knowing Peace Within Self Language in the Pre-elementary classroom is rich, clear, and truthful. The teacher speaks with the students in respectful age-appropriate ways, and they are expected to speak to one another in the same manner. Showing the students respect guides them to respect themselves, which empowers them to learn the importance of confronting their own feelings. Acknowledging one’s feelings then opens the door to acknowledging and empathizing with others’ feelings, which are essential in peacemaking.

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Experiencing and Understanding How Peace Feels Getting to know oneself takes quiet. The students have places in the classroom environment to settle into this quiet. A Calming Basket filled with items such as a squeeze ball, a changing sand picture, a tube filled with oil and water can be taken to the rug and quietly manipulated by a student as they settle into a peaceful state. In the Silence Game, the students become the work, and they get to sit in the Lotus position on the rug and experience a station of absolute stillness. Experiencing a quiet, peaceful state builds an understanding of how peace feels.

Action Oriented Peacemaking: Reaching Out To Others The classroom environment provides a variety of experiences to help students identify and acknowledge their feelings. As they move to a more socially aware

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developmental stage, four-year-old students begin to understand the meaning of feeling lonely. Fiveyear-old students love putting meaning to the word frustrated. Acting out specific emotions extends the student’s awareness beyond just happy and sad. During role-playing, the students love to create situations that could remedy their negative feelings. Asking for help instead of complaining that something is too hard may alleviate some frustration, and maybe the act of just standing next to someone may help with loneliness, at least for a little while. These games and activities scaffold upon each other as students are guided from just taking care of themselves to reaching out to others.

Although a classmate cannot help a friend’s mother magically reappear 15 minutes into the school day, the student can gently provide a tissue to wipe the tears and offer words of comfort. These experiences lay the foundation of peacemaking being action oriented.

Learning and Practicing Peaceful Conflict Resolution Skills Once the language is shared, then peaceful conflict resolution can evolve. The classroom environments offer different ways to approach this valuable lesson. There

is a peace table in every classroom, which provides a neutral spot for the students to share their feelings, hopes, and plans for future interactions with each other.

During chats at this table, the students use either a talking stick or a peace rose (flower) to ensures that each person can calmly speak without interruption.

Often, a student’s simple act of placing their hand gently atop a friend’s hand while explaining their position diffuses an angry situation. As the stick or rose passes between the students, they describe their feelings and how they want things to go in the future. Both students may quietly ring a special bell or chime after they have reached some resolution. The teacher is an advocate for both students, yet the teacher knows that for authentic communication to happen, the students themselves must interact as independently as possible.

Pre-elementary teachers present all the above lessons repeatedly. Everyone is constantly learning about the importance of peacemaking. Knowing oneself leads to loving and being at peace with oneself. One cannot love and be at peace with another until one unconditionally loves and has peace with oneself.

The experiences that Maria Montessori sought for students over 100 years ago are still relevant today as we work to make this world a better place. ❧ Vol. 5 | No. 2

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Lower Elementary: Making Connections and Contributions

“This is the hope we have—a hope in a new humanity that will come from this new education, an education that is collaboration of man and the universe….” ~ Maria Montessori, The Theosophist

Lower Elementary (grades 1-3) students are in the first part of the Second Plane of Development which Montessori termed, “a reasoning mind.” Characteristics during this plane include being curious, interested in research, explorative, and social. Their learning advances from absorption of their environment to great work that moves from concrete to abstract, spurred by the development of their imagination. They seek to answer questions of why, how, and what of relationships between things in their world. They become concerned with fairness, ethics, and values as they make connections and strive to be a member of society.

While in Pre-elementary and the First Plane of Development, students learned to identify, understand, and communicate their feelings. They experienced what inner peace felt like and began learning and practicing conflict resolution as they shared their feelings with their classmates. Upon entering Lower Elementary and the Second Plane of Development, they are ready to move from, “I feel…” to seeking long term solutions to conflict and becoming peacemakers within and outside of the classroom.

During their three years, Lower Elementary students experience Montessori’s Five Great Lessons (The Coming of: The Universe, Life, Humans, Language, and Math), which integrates into all areas of Vol. 5 | No. 2

curriculum, demonstrates the interrelatedness of knowledge, and provides a framework for greater understanding. The students gain an awareness and an appreciation of the interdependence of all living and non-living things. They come to understand that they are an important part of the universe’s order and participants in the universe’s ongoing cycle of life.

With the First Great Lesson, the Coming of The Universe, the students begin to understand differing viewpoints and cultures through the study of creation stories from around the world. By reading and discussing these stories, students recognize that not everyone thinks and believes the same way they do.

They may even struggle with their own thoughts and beliefs as they start to discover the cultures and viewpoints of others. Recognizing and understanding that there are many diverse cultures and beliefs plants the seeds of acceptance, respect, and appreciation which are essential in creating and maintaining peace.

As the students progress through their studies to The Coming of Life, they start seeing the interconnectedness of their world. They notice how living and nonliving things need and rely on one another and how when something happens, its reach and effects may continue long afterwards. They start to see how their decisions and emotions may impact and influence their world Connect | 17

and environment. Spending time as stewards of the school’s garden and wildlife habitat reinforces and continues to develop their understanding of the power and interconnectivity that they have in the natural world around them. Recognizing one’s impact and influence plants the seeds of responsibility and ownership in making changes. All are essential characters in developing peace with and for nature.

The Coming of Humans weaves together the first two lessons of differing viewpoints of culture, and the relationships between living and nonliving, with society. As they study early people, they learn of humans coming together to build communities and the necessity of each individual member. They come to understand that it took someone to build the first fire, create tools to help with their work, and to work together cooperatively. They start to look at themselves as a contributing member and the roles they play in the classroom, with a group of friends, and in their daily life. The concept of being a contributing member of society is reinforced each year during Historical Halloween. Each student chooses, researches, and presents on a historical figure. During their research, they come to see the valuable contribution of their selected person and the lasting impact it had on the greater community. Then as students present their historical figure to their classmates, the value and

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impact of each historical figure’s contributions is shared and promoted. Being able to recognize one’s own role and the role of others fosters an understanding that community and individuality are not mutually exclusive and are essential components in promoting peace.

As the lessons move on to the Coming of Language and Math, students come to recognize the importance of language and problem solving. Through lessons, they see how the creation of words served as the foundation for language and improved communication. As they work in the classroom with their classmates, they practice and nourish their speaking and listening skills.

Cooperation and collaboration are also cultivated and as students work and problem solve together, they explore the balance between being a leader, a contributor, a listener, and a follower. They navigate communicating and problem solving in a productive way which promotes positive peace.

Through the Great Lessons, the students learn to appreciate and understand the world around them.

Furthermore, they gain a deeper understanding and acceptance of others while also learning that each person has a voice and can make a difference.

This discovery helps them realize that they, too, can make contributions to the world and be positive peacemakers. ❧

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Promoting Peace with Your Child Understand Your Own Peace What do you do when things are out of control or you face conflict with someone else? How do you see and achieve inner peace? Take time to reflect on how you function and handle conflicts in your life. Make a mental or written list of what actions you take to bring calmness and peaceful feelings back into your life when it seems upside down. Do you take in slow breaths, take a walk, or play music and sing? Knowing what works for you builds your own toolbox of peace skills and you take care of yourself, which you must do in order to then help your child.

Lead by Example: You are the Role Model When in your presence, your child observes and learns by watching everything you do. Be aware of this fact and consider your actions, words, and the example you are setting. Be compassionate, forgiving, and understanding when dealing with and talking about other people in front of your child. Show grace and courtesy and recognize/ acknowledge it in others. For example, when someone holds open a door for you, thank them not for just their actions but also their virtue. For instance, you could say, “Thank you for holding the door. I appreciate your kindness.” Model the behavior you want your child to emulate, have, and show.

Talk and Read About Peace with Your Child What does your child know and think about peace? The best way to find out is to begin a conversation with them about it. Ask them, “What does Peace mean to you?” Once you have an idea of what your child knows and thinks about peace, you can help nurture their understanding through discussion. Peace to them can be as simple as time in a quiet space or on a grander scale of wanting conflict in the world to end. A great starting point for such conversations is to read books about peace and talking about them. Our amazing Teacher Librarian, Poppy Louthan, has created a list of books on peace by grade level, and you can find the “Peace Booklist” on page 29.

Teach and Practice Conflict Resolution Skills Conflict happens in everyone’s life and when it does, help your child learn skills in handling it. First, acknowledge their feelings and help guide them in finding a way to resolve the conflict. For example, if two children both want the same toy, help them talk with each other to come up with a solution that meets both of their needs, such as setting a time limit for each to play with the toy. By creating an open dialogue with your child, you facilitate their development of healthy coping mechanisms for dealing with conflict—an essential skill they will be able to use for the rest of their lives.

Acknowledge Your Child’s Peacemaking Skills When your child resolves a conflict, solves a problem, or clearly communicates an emotion, acknowledge and label it.

By acknowledging and labeling, you help your child recognize and value their own capacities and skills for making and building peace.

Provide a Place of Quiet and Peace in Your Home When children are upset, having a quiet place of their own can assist them in developing their own inner peace.

For younger children, you may have to assist them in going to their special quiet place to reflect and calm down.

Eventually, they come to know what quietness and inner peace feel like and choose to go on their own when they are upset or have conflict. ❧ Vol. 5 | No. 2

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Celebrating Our Graduates Ally

Greek Name: Athena, goddess of wisdom and war 8th Grade Project: It was about the fast fashion industry and its impact on the planet and people.

I also researched what we can do to help, including alternatives to shopping from fast fashion brands.

I love having hobbies and many things to do for fun.

Outside of school, I like drawing, painting, playing instruments such as guitar and piano, reading, and crocheting while listening to audiobooks.

Next Year: Stanford University Online High School

Anton

Greek Name: Hyperion, a Titan, and god of light 8th Grade Project: I’m researching the Great Pacific Garbage Patch, the effects of plastic pollution on our oceans and marine life, and the implications it has on us.

If I could travel anywhere this summer, I would go back to Costa Rica. I went there a couple of years ago, and it was magical. Seeing all the wild animals throughout the jungle is something I wish I could see again.

Next Year: Eastside Preparatory School

Azalea

Greek Name: Hera, queen of gods 8th Grade Project: My project was about what it takes to get a musical to be performed on Broadway. What goes into getting new musicals out into the world? I chose this topic because I’ve been co-writing a musical since October with the Everett Village Theater group. We performed it online, too.

If I could go anywhere this summer, I would want to go to Australia because I like the environment and I would like to see the unique animals there.

Next Year: Lynnwood High School

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Annecy

Greek Name: Artemis 8th Grade Project: My project was on animation.

It included the history, popularity, genres, changes in art, interviews, and progress in animation.

If I could travel anywhere this summer, I would want to go to Scotland or Ireland or maybe Tahiti.

My favorite hobbies are writing and making art.

Next Year: Forest Ridge School for the Sacred Heart

Arkin

Greek Name: Hephaestus / Hephaestos 8th Grade Project: My project was on Web databases and how they gather/steal personal information. I also explored ways people could protect themselves from these things.

If I could go anywhere this summer, I would go somewhere in Sweden to see the lovely mountains and lakes.

Next Year: Tesla STEM High

Daniel

Roman Name: Summanus, God of nocturnal thunder 8th Grade Project: My Project was on personal investing. I chose this because it is a good idea to invest as young as you can, and I’ve seen the effects it can have. Investing is very complicated, as it takes a while to find good companies, funds, etc. to invest in, and can be very profitable later.

Exciting News: I got my braces off, which only took about 5 minutes!

Next Year: Redmond High School

Spring 2021

The Class of 2021

Liya

Erik

Greek Name: Theseus, the Athenian hero 8th Grade Project: My project looked at the relationship between people and animals, focusing on animal psychology. I started by looking at Cave Art from Early Humans, then on Aesop’s Fables and Carolus Linnaeus before ending with Soviet, American, and Korean use of dolphins and whales.

I am the proud owner of two guinea pigs (named Frost and Caramel and a rabbit (named Kyle). Kyle has super jumping power—he can jump over three-foot barriers!

Next Year: Eastside Academics

Greek Name: Mellona, goddess of bees and honey 8th Grade Project: Creating Minecraft Skins.

I enjoy writing and drawing stories! I have over twenty at this point, and they are all unfinished. One of the major stories on which I am working is actually about the characters hopping through some of the different universes whilst trying to get to each other and back to the original universe. I am planning to turn it into a comic later on with the help of some other artist friends.

Next Year: Eastside Preparatory School

Matthew

Greek Name: Poseidon, God of the sea 8th Grade Project: My project was about Frank Lloyd Wright and his most famous architecture. I provided background on Frank Lloyd Wright and shared aspects of his revolutionary architecture, including Falling Water, The Grand Hotel, and more.

My favorite hobby is playing video games, and my favorite game to play is Minecraft.

Next Year: Redmond High School

Nishan

Greek Name: Hermes, God of trade, eloquence, and messenger of the gods Eighth Grade Project: My project topic was The Mental and Physical Effects of Video Game and Movie Music on the Human Body.

I would say that programming in any language and drawing in Photoshop are my favorite hobbies.

Next Year: Redmond High School

Shreya

Greek Name: Aphrodite, goddess of love and beauty 8th Grade Project: My project was on the History of Montessori Education. Montessori methods have been used for more than a century now. Montessori is very different from a regular classroom because children work in groups, studying and exploring new ideas and subjects.

Unique learning materials are used to help children explore.

If I could go anywhere this summer, I would go to India because I would love to see my family there and enjoy the hot weather.

Next Year: Issaquah High School

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Upper Elementary: Developing a Voice and Defining One’s Place

“When we cultivate critical thinking and human heartedness in the souls of our students, we are helping them understand the inherent beauty of the world. By doing that, we nurture the only seeds we have in this world for lasting peace.” ~Marta Donahoe, “Lasting Peace—The Work of Education”

Upper Elementary serves as a bridge between Lower Elementary and Middle School. Students at this level are in the latter half of the Second Plane of Development, and they continue to make sense of their world. Their interest in morality and society’s definitions of right and wrong increase, and socialization and collaboration expand even further as they venture to develop and voice their opinions, reflect on the ideas of others, and define their place in class and the greater community.

As part of finding their place and voice in the Upper Elementary, the students participate in four days of outdoor education at IslandWood on Bainbridge Island. During their stay, they learn about nature, the environment, and team building. For example, at mealtime, the students take turns setting the tables, and then as a group, they must work together to try to have as little food waste as possible as they weigh the waste after every meal. In addition, the students participate in team challenge courses where they must listen to the voice and opinions of their classmates and balance it with their own voices and ideas to complete the course. They also participate in hikes and lessons as nature serves as their classroom. As a result, they come to understand the importance of being a steward for the environment, which furthers their sense of responsibility. At the end of their stay, they discuss Vol. 5 | No. 2

what goals they accomplished during the visit, share successes with getting to know each other, and celebrate overcoming challenges to complete team-building tasks.

Learning to be an active team builder who speaks, listens, and collaborates for the greater good of others is essential for peacebuilding.

In the classroom, the students shift from having a Montessori teacher who guides them through their work plan to scheduled subject lessons and learning.

In class, the students are active participants who work alongside classmates as contributors to the larger community. The subject areas focus on key content and experiences to assist students in building an understanding of themselves, their community, and the humanity of their world.

In Language Arts, the students read and explore literature. As they study and get to know multiple characters within the literature, discussion about the characters evolves, and various perspectives about a character may be shared. As a result, the students begin to question how you get to know a person and how your understanding of a person can change when given another’s point of view. Also, when writing, they practice taking time to reflect and edit their own work and providing as well as accepting constructive feedback.

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Through their work, they discover, develop, and practice the skill of pausing before judging because there may be other perspectives that they have not considered. This skill serves as a key in promoting peace.

The concept of multiple perspectives continues during Social Studies as they study the human journey at a time when they are exploring their own journey. While they were in the earlier stages of this Second Plane of Development, they explored the contributions of others and saw themselves as contributors. Now in this second half of the same plane of development, the students look beyond just contributions and begin examining the lasting impact of a person’s actions and choices, both positive and negative, on the world they live in and on their own journey. Understanding that one’s actions, decisions, and choices impact others long after a choice is made assists the students in looking inward regarding their own role in the creation and development of peace.

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When students leave Lower Elementary, they take with them the foundation of recognizing math as a tool for understanding the universe. Their studies in Math provided them with inherent order and universal principles. Now, as they venture along the latter part of the Second Plane of Development, their mathematical world expands as complex problems that stimulate abstract thinking are provided across a broad range of learning styles, including spatial, logical, numerical, and kinesthetic. The students acquire an appreciation for the breadth and depth of mathematical thinking as they use inductive and deductive reasoning and logic to solve problems. Part of this mathematical journey is recognizing that although others came up with the same answer to a problem, the way they arrived there may be very different from their own. As they realize that multiple approaches may be used, they see the diversity of thinking, explore the logic of the processes, and then evaluate whether to change or continue their methodology the next time a similar problem comes

Spring 2021

about. Recognizing that each person may think and solve problems differently and employing this knowledge to solve problems is an important skill of a peacemaker.

Science provides a means for classifying and understanding their world and developing a picture of their place in it. During science, they advance their reasoning skills and make the connection between humans, technology, nature, and the environment.

Hands-on experiments and research serve as a path where they begin to question and understand the impact of human actions, including their own. Not only do they build a picture of their place in the world, but they feel empowered to offer solutions and to make changes, which are essential skills for advancing peace.

The arts, both performing and visual, provide an avenue of understanding and expressing one’s self.

As they draw, paint, sing, practice lines, and explore

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roles, they explore their creativity, learn from their mistakes, and nurture their artistic expression and voice. Furthermore, as work is shared and performed, the supportive and safe environment around them allows them to experience positive risk-taking, which nourishes their confidence and feeling valued. Knowing one’s self and having the confidence to take risks serve as building blocks in developing peace in self and others.

The subjects mentioned above represent only some of the ways peace education is integrated into their learning.

During their journey through Upper Elementary, the students’ socialization and collaboration have expanded.

They have learned to develop and voice their opinions and reflect the ideas of others and define their place in class and the greater community. All are necessary skills and qualities for understanding, developing, and promoting positive peace. ❧

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Middle School: Time of Change and Discovery of Roles

“During the school years the face of the child’s activity changes, expressing itself in increased intellectual industry, competence, social and moral interest, and selfsufficiency. In early adolescence, the self becomes peer-oriented, ideological, and conversational, finding special nurturance in a cooperative community of peers. ~Annette Haines, “Optimal Developmental Outcomes: The Social, Moral, Cognitive, and Emotional Dimensions of a Montessori Education”

Middle School is a time of change. Learning shifts from one teacher who teaches all subjects to a homeroom and subject-specific teachers. Along with a change in their grade level, the students shift into the Third Plane of Development, which Montessori termed a “Sensitive Period and Social Policy.” Students are seeking to understand themselves, their place in society, and opportunities to contribute to it. They are testing values, questioning authority, developing a significant number of interests, and defining their identity, all while experiencing a substantial range of emotions and periods of intense academic rigor.

Dr. Montessori called her Middle School program Erdkinder (the children of the land). Her model was a small farm-based boarding school where students did meaningful work to experience and develop psychological and economic independence. Although our program is neither farm-based nor a boarding school, we are small and implement the underlying principles of authentic, purposeful, and joyful work through which students view themselves as independent individuals who respectfully and compassionately collaborate with others—essential characteristics for positive peacebuilding.

Middle School’s healthy small class environment supports and provides equal opportunity for input in decisions and discussions. Students learn to express themselves effectively as individuals. The ability to contribute is an ongoing endeavor for the whole class, but the struggle is individual. Some students need a supportive and respectful environment to develop the comfort level necessary to speak out easily. Others, who are willingly outspoken, must work to find the grace not to saturate the classroom Vol. 5 | No. 2

with their ideas, thereby gaining the chance to broaden their perspectives by listening to others. This equal opportunity recognition and growth applies to classroom discussions, collaborative projects, and beyond. It serves as stepping stones in developing and constructing peace.

During Middle School, students become aware of how different they are from their classmates, and they each want to be accepted and valued for who they are, yet they want to be part of a group at the same time.

Conflicts arise when students realize that they may have different ideals than their classmates, and so they must be guided to a level of neutral respect and learn to share frustrations without blame. It can be challenging for students to realize that they can respect another’s view without agreeing with them. As they struggle with human-to-human relationships, analogies drawn from lessons help guide them. For instance, in seventh and eighth grade, they examine justice and courage while reading Farewell to Manzanar. As part of this study, they analyze common themes from the novel and apply lessons learned from the story to their own lives and experiences. Then they explore this even further by going to Bainbridge Island to learn about the local connections to the Japanese Exclusion. They begin at the Bainbridge Island Historical Museum and then tour the Japanese American Exclusion Memorial. As part of the trip, the students have the privilege of meeting and talking with Bainbridge Island residents who had been interned. As the speakers share their stories, the students ask questions to grasp what the speakers endured. The students always share how grateful they are to hear the first-hand accounts and how they will never forget them. Through literature and trips, students develop empathy, learn to pause to listen before making Connect | 27

a judgment, see the reality of other’s lives beyond their own lens, and recognize that truth has multiple perspectives. These lessons and skills are an essential part of developing peace.

As they look to society and seek to find their place, middle-school students become advocates, and they see themselves as a social voice of change. Local and worldwide events come up, and the middle-school teachers listen, support, and help guide student-driven discussion about them. For example, after hearing of the landslide in Oso, Washington, the students brought it up as a discussion in class. They wanted to do something to help and decided to raise money for the Oso community.

At the time, they were amid their spring play rehearsal and chose to hold a raffle at the performance to raise money. With the support of the teachers, they planned, marketed, and carried out the raffle and then sent the

funds to the Oso community. Another time a buzz amongst the students developed around the school shooting in Parkland, Florida. As the discussion regarding the incident went on, the students discovered that the National School Walk Out event was planned in memory of the 17 teenagers who died. After a guided, caring discussion, the students requested and were supported in participating in the walkout. Seeing one’s place in the world, recognizing one’s voice, and seeing ways to use one’s influence for change are important in seeing and creating positive peace.

During their three years in Middle School, students develop relationships with their teachers and peers.

They are joyful when they work together to achieve the greater good. This united experience in Middle School exemplifies the tried-and-true aphorism, “Peace begins with me.” ❧

“We shall walk together on this path of life, for all things are part of the universe and are connected with each other to form one whole unity.” ~ Maria Montessori, To Educate the Human Potential

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Spring 2021

Peace Booklist A Little Peace -Barbara Kerley Pre-elementary through Lower Elementary

The Peace Dragon -Linda Ragsdale Pre-elementary through Lower Elementary

Peace is an Offering -Annette LeBox Pre-elementary through Lower Elementary Peaceful Pieces -Anna Grossnickle Hines Pre-elementary through Lower Elementary

by Poppy Louthan, Teacher Librarian

Juxtaposes photographs from around the world with a simple message about our responsibilities for making and keeping peace on the planet.

(Provided by publisher)

The Peace Dragon tells the tale of an unlikely friendship and encourages us to always keep our eyes and our hearts open.

(Provided by publisher)

Illustrations and simple, rhyming text show different ways that peace can be found, made, and shared.

(Provided by publisher)

Hines pairs poems with images of her handmade quilts to reflect on the theme of peace. Several works focus on individual relationships: when two sisters fight, their mother makes them face each other at close range, which diffuses their anger into laughter.

(Publishers Weekly)

Wangari's Trees of Peace -Jeanette Winter Pre-elementary through Lower Elementary

I Am Peace: A book of mindfulness -Susan Verde and Peter H. Reynolds Pre-elementary through Middle School

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This true story of Wangari Maathai, environmentalist and winner of the Nobel Peace Prize, is a shining example of how one woman's passion, vision, and determination inspired great change.

(Provided by publisher)

Perfect for the classroom or for bedtime, Susan Verde's gentle, concrete narration and Peter H. Reynolds's expressive watercolor illustrations bring the tenets of mindfulness to a kidfriendly level. I Am Peace will help readers of all ages feel grounded and restored.

(Provided by publisher)

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Hiawatha and the Peacemaker -Robbie Robertson Pre-elementary through Middle School Peace -Wendy Anderson Halperin Pre-elementary through Middle School A Bowl Full of Peace -Caren Barzelay Stelson Lower Elementary through Upper Elementary Peace and Me -Ali Winter Lower Elementary through Middle School

Peaceful Heroes -Jonah Winter Lower Elementary through Middle School

The Sky of Afghanistan -Ana A. de Eulate Lower Elementary through Middle School Everything Comes Next: Collected & New Poems -Naomi Shihab Nye

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Upper Elementary through Middle School One Peace:

Born of Mohawk and Cayuga descent, Robbie Robertson learned the story of Hiawatha and his spiritual guide, the Peacemaker, as part of the Iroquois oral tradition. Hiawatha was chosen to translate the Peacemaker's message of unity for the five warring Iroquois nations during the 14th century.

(Provided by publisher)

Based on the Eastern philosophies of the Tao Te Ching, a lyrical picture book explores the eternal question of how to promote world peace and shares inspiring quotes from famous peacemakers while counseling readers on how to find peace within oneself.

(Provided by publisher)

Six-year-old Sachiko and her family suffered greatly after the atomic bombing of Nagasaki, and in the years that followed. The miraculous survival of a ceramic bowl became a key part of Sachiko's journey toward peace.

(Provided by publisher)

An illustrated collection of inspirational ideas about peace based on the lives of Nobel Peace Prize Laureates of the 20th and 21st centuries.

(Provided by publisher)

Why is "hero" a word so often reserved for warriors who fight with guns and weapons? Renowed picture book biographer Jonah Winter writes of another kind of hero, a peaceful hero, who is willing to die for a cause, but never to kill for a cause.

(Provided by publisher)

A young Afghan girl dreams of peace for herself and all her people. Beautiful illustrations and poetic text which uses kites as a metaphor of peace and carry a message of hope. The book's lyrical portrayal of a 'prayer' for peace is best suited for reading aloud to children aged 5 and up.

(Provided by publisher)

Everything Comes Next contains Naomi Shihab Nye's most beloved poems as well as new, unpublished poems. It is an introduction to the poet's work for new readers, as well as a comprehensive edition for classrooms.

(Provided by publisher)

Spring 2021 One Peace celebrates the "Power of One," and specifically the

Upper Elementary through Middle School

(Provided by publisher)

One Peace: True Stories of Young Activists -Janet Wilson

One Peace celebrates the "Power of One," and specifically the accomplishments of children from around the globe who have worked to promote world peace.

(Provided by publisher)

Upper Elementary through Middle School Pax -Sara Pennypacker Upper Elementary through Middle School

Peacemaker -Joseph Bruchac Upper Elementary through Middle School

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When Peter's father is called away to fight in an unnamed war, he is forced to abandon his pet fox Pax. Peter decides to leave home and get his best friend back. Through his journey, Peter learns the meaning of peace with the help of newfound friends.

(Eton School Librarian)

A twelve-year-old Iroquois boy rethinks his calling after witnessing the arrival of a mystical figure with a message of peace in this historical novel based on the creation of the Iroquois Confederacy.

(Provided by publisher) ❧

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Part II: Teaching Financial Literacy with Real Life Investments

by Jason Mallon

Chief Financial Officer

This article is the second in a series on our Middle School’s financial literacy and investment class. The first article appeared in our Fall 2019 Connect, Volume 4 No. 1.

During the 2018-2019 school year, the Middle School and Business Office partnered together to provide a series of financial literacy classes to the students in seventh and eighth grade. The classes were geared towards investing and learning the basics of investing. In these classes, the importance of retirement plan accounts is stressed, such as a 401(k) account, and how investing early leads to a compounding effect on the value of investments.

The first year in providing the financial literacy classes culminated in an initial $10,000 investment in three mutual funds. The students vetted and selected the mutual funds themselves, which were in alignment with Eton’s Investment Policy. Since the original investment, the value has grown as follows:

Due to the pandemic, the financial literacy classes were shelved during the 2019-2020 school year. We reconvened this school year, and the students have done a great job of picking up where we left off and moving the ball forward. With the current volatility and unprecedented nature of the market, we have used it as an opportunity to discuss current events in investing, such as the GameStop short squeeze and Roblox going public through a SPAC (Special Purpose Acquisition Company). There is some controversy over SPACs, which have been in existence since the 1990s, but SPACs have gained more popularity in the last couple of years as a way for a company to go public.

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This year the students were given the opportunity to invest an additional $3,000 in a mutual fund of their choosing. Again, they were required to vet the mutual funds, utilizing Morningstar as a part of that process, a website dedicated to empowering investors through research and data to help provide comparisons. The students ended up selecting the FOCPX mutual fund and will finish the year reviewing the performance year-to-date. I have really enjoyed interacting with the students this year and seeing their resilience in the face of so much uncertainty. Even during uncertain times, it is an important lesson to watch one’s investments and retirement plan and pivot when necessary. ❧

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Retiring Cindy Mattix Financial Service Adminstrator Our Financial Service Administrator, Cindy Mattix is retiring on June 30, 2021. She joined Eton School in 2003 and for many years she was the person who greeted all who walked in the front doors of the Main Building. Eventually she moved to an office within the Main Building and then upstairs in the Casa Building. Over the years she was the one families would call upon if they had a question about their account. She has earned the gratitude, respect, and admiration of those of us lucky enough to work with her. We wish her all the best!

Dr. Sue Walker Middle School Teacher After 14 years as a vibrant member of the Middle-School Team, Dr. Sue Walker is retiring from teaching. During her time at Eton, she has worked tirelessly in her commitment to student learning and growth during the dynamic Middle School years. Sue noted, “It has been a tremendously fulfilling journey at Eton, but it is time for the next stage….My life after Eton will include building a psychotherapy practice and working as a clinical psychologist.” She will be missed and we wish her all the best in her new practice!

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Goodbyes and Best Wishes As with all growing schools, staff changes are inevitable.

At the end of this school year, we say goodbye to the following Eton School faculty and staff. We wish them all the best on their personal and professional journeys.

Berta Gonzalez Pre-elementary Staff

Padmaja Kondeti Pre-elementary Assistant

Tiffany Yao Lower Elementary Assistant

Cynthia Lopez Pre-elementary Staff

Daony Moua Lower Elementary Assistant

Lucy Sharman Pre-elementary Teacher

20 Years

15 Years

15 Years

5 Years

Kalsom Wali Pre-elementary Teacher

Holly Fleming Pre-elementary Teacher

Michelle Lee Pre-elementary Teacher

Stephan Haistings COVID-19 Liaison

5 Years

5 Years

5 Years

5 Years

Igor Koval Poppy Louthan Facilities Maintenance Technician Teacher Librarian Vol. 5 | No. 2

Jason Mallon Chief Financial Officer

Milestones

Ashley Tadeja Lower Elementary Teacher Connect | 35

Alumni Update

Anna Rowell started at Eton as a three-year-old in Ms. Baccellieri’s Mezzo C class and continued through eighth grade. Part I of the interview is based on questions generated by our Middle School students during Anna’s presentation with them this spring regarding her recently published book. Part II is an interview conducted with our Director of Development, Monica Maling.

Interview Part I Congratulations on publishing your first novel, Anna!

What was your inspiration for writing this book?

What was your process in writing it? Did you have an outline or plot line ready before you started drafting?

Thank you so much. I wrote The Wand of Imperium as an entry for a writing competition during my eighth-grade year at Eton School in 2018. I didn’t have one singular inspiration for writing the book; all the components of my story (from the characters, the setting, to the plot) were taken from books that I’d read growing up. Ms. Baccellieri from Mezzo C taught me how to read, and with her guidance, I developed an intense love for reading.

It took me from September to December 31 to finish a completely polished version of The Wand of Imperium.

I was made aware of the writing competition in early September. I created a plan for myself to make sure I could finish writing and editing my book by the deadline of the writing competition, January 1.

My first favorite book series to read was The Magic Treehouse, and I remember blazing through all the books when I was in 1st-3rd grade. My love for reading books helped teach me useful plot devices, how to give life to characters and create interesting conflict. I also wrote a lot of short stories as I grew up. Ms. Kim and Ms. Merritt from Room 3 would always read my work, and I remember them telling me to remember them when I become a famous author. As such, every time I got an assignment that allowed for creatively writing something of my own, I would always dive right in and go above and beyond because it was so much fun. All of the practice I got over the years helped me get started with The Wand of Imperium.

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I took the whole month of September thinking and writing down ideas for my novel. My ideas went through many changes. By the end of the month, I had created a vague plot outline and set of character descriptions, so I wasn’t getting started with writing completely clueless.

In October, I finally wrote down the first words, and then I wrote every day until mid-December.

On weekdays I would write 600 words a day, and on weekends and holidays, I would write 1,100 words a day. Then I began the grueling editing process. I spent my entire two-week Winter Break waking up early in the morning, editing throughout the day, and going to sleep very late. It was a tedious cycle of looking at my book through a critical eye and making very difficult decisions. I remember having to remove over a thousand words one time, which felt absolutely Spring 2021

horrible to do and like a waste. But, in the end, it was the correct decision because what I had before didn’t add anything to the story or move the plot forward.

Another time I had to write an entire new chapter of content, which isn’t as terrible as having to delete hours of work, but it was certainly tiresome. My book went through at least fifteen complete edits before I was finally happy with how it turned out, and even then, there always felt like something I could change to make it even better. However, there comes a time when you’ve done all you can, and you have to put down your work and let it rest.

How did you discipline yourself to write your novel with all the demands of school?

Writing The Wand of Imperium, along with school work, wasn’t too difficult. It took me around an hour every night to write my 600-1,100 words, so I still had plenty of time for schoolwork. Sometimes I’d use writing as a break from schoolwork, which helped me get it done while still being productive.

What strategies did you use when you had writer’s block?

My strict writing schedule actually helped me combat writer’s block. I wouldn’t go to sleep until I’d written my daily number of words, so this forced me to get over whatever I felt that stopped me from writing. Another method I used was to not only write linearly from start to finish but to jump around from scene to scene to keep myself inspired and excited about the story.

How did you come up with characters’ names?

I spent a little too much time coming up with character’s names. A guilty pleasure of mine is to include as many hidden meanings as possible, so adding a special meaning to every one of my character’s names is an absolute must for me. For example, the villain (or hero, depending on how you look at it) of my story is named Desdemona, and her name means “ill-starred.” She is also the wife of Othello in Shakespeare’s Othello and is depicted as an independent woman who goes against her father’s will and elopes with Othello.

How were you supported during your writing process and the publishing of your book? Who helped you edit and revise? Did you have readers?

My parents were very supportive of my decision to write a novel, and they helped me stay on track. My mom and dad provided helpful ideas for things that I could Vol. 5 | No. 2

include in my book, and some of their ideas are in the published book. I also had support from my friends.

Their interest and willingness to read my book and offer suggestions helped me a lot because they were my target audience. Dr. Walker, my Middle School Language Arts teacher at Eton, also gave me invaluable advice and feedback on my writing, for which I am very grateful.

The editing was done by so many people! My parents, my friends, and friends of my parents all joined in and read my book. They provided suggestions on how to improve it. It really was a team effort, and I’m so thankful to have had so many people willing to take their time to help me.

How did you get the cover art and design of the book?

My cover art was drawn by an online freelance artist Dessiree Perez (https://www.dessireeperezsd.com). We took around a month working on the cover art together.

She’d draw designs for the characters and background, I’d take a look at them and share my comments, and then she’d return to me a few days later with all the changes.

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Lucija Novaković (http://www.luno.hr) designed the cover of my book and helped make it look professional and like a book that you’d find in a bookstore.

Will there be a sequel?

Unfortunately, I can’t see myself writing a sequel in the near future. Perhaps when I’m older and have more time, I’ll decide to try my hand at a sequel. I have many ideas, especially since I end the novel with lots of loose ends that could be picked up. When I do write the sequel, there won’t be a shortage of ideas for me to use.

Interview Part II Would you share your experience in going from Eton’s small Middle School to a larger high school?

The Eton community truly felt like a family, everyone knew each other, and you could always count on being listened to when sharing your thoughts and concerns with teachers/faculty. The various field trips and multiday school trips we would take helped strengthen the connection between students and teachers whilst still being a rewarding learning experience.

I’ve been with the Eton family since Mezzo C as a three-year-old, but whenever a new student joined our class, we would always welcome them with open arms, and they’d join our little family with ease.

The transition from Eton to high school was uncertain and a little scary, especially having to start anew and make new friends and meet all the teachers. However, as long as you’re open to meeting new people and you give it time, you’ll soon find high school to be the new normal.

What was it like for you to be a guest speaker at the Eton Middle School in March of 2021?

It was so lovely to see everyone’s faces again! Being able to see all the teachers again and students reminded me of all the happy times I had at Eton and how much I missed everyone. I’m also really grateful that I was able to share my experience of writing a book with the young writers and hopefully inspire them to maybe do the same. I was pleasantly surprised to receive so many questions and positive feedback about my book. I hope that this interview also shows parents that their children are more than capable of writing and publishing their own books.

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What was your favorite subject at Eton, and what is your favorite subject now?

My favorite subject at Eton was Language Arts. While writing literary analysis essays wasn’t always the most interesting thing to do, sometimes we would have units where we could let our creativity flow. We had a science fiction unit in eighth grade, and that gave me the opportunity to try writing in another genre that was out of my comfort zone. We also had a poetry unit, and I’m not very good with writing flowery and eloquent phrases, but the experience did help improve my writing, and now I’m more precise with word choices.

My favorite subject now is math, much to my surprise. Trigonometry comes so easily to me, probably because I took Geometry at Eton, and that was a really fun class that I enjoyed.

You are a sophomore in high school, and it might be a little early to think about this, but have you started thinking about college and where you might like to go?

I’m not exactly sure about what I’d like to study in college. I was thinking about screenwriting for a little bit because it incorporates my love for writing, but it’s not quite as intense as writing a long novel. Now I’m thinking of maybe pursuing something in computer science and machine learning. As for where I’d like to go, the University of Washington is very close, and the school’s Computer Science department is ranked very high among others in the United States. I’ve also taken a writing class there, and the campus is beautiful, and the professor I met was very experienced and helpful.

Please share some of your favorite memories of Eton!

I really enjoyed the trips we took to IslandWood, NatureBridge, and the Mt. Rainier Institute. Being able to immerse myself in science and experiments helped me learn a lot about the scientific method and what it’s like to be a scientist out in the field. I wouldn’t have been able to fully appreciate the work scientists do if we simply read about it in class.

I also loved being able to teach the 5-8th graders about emotional intelligence as part of my 8th-Grade Project.

The 8th-Grade Project, in general, was a wonderful experience, and being able to teach my fellow peers about my project was a very valuable addition. Through the 8th grade project, I was able to dive into one of my interests, emotional intelligence, and learn about it on a much deeper level with the support of my teachers. ❧

Spring 2021

Connect Authors and Contributors

Sonja Everson

Director of Admissions and Enrollment Management

Monica Maling

Director of Development

Kris Gaskins

Poppy Louthan

Assistant Head of School

Jason Mallon

Chief Financial Officer

Teacher Librarian

Alice McNeer

Director of Communications and Marketing

Russell Smith Head of School

“We dedicate ourselves to lifelong learning.” ~Eton School, Core Values

Vol. 5 | No. 2

Connect | 39

2701 Bellevue-Redmond RD Bellevue WA 98008

In educating the whole child, Eton School inspires creative, confident thinkers who have an enduring passion for learning and are poised to contribute to the world.

www.etonschool.org