i think that, like everything, there are positives and negatives.
for me, traditional, or currently traditional education (perhaps mainstream is the right word?) isn't very functional for most children. like sunny and dakini said, some kids are ready for some things before others. and, there are a lot of positive things about waldorf worth looking into.
i think that there are major issues with waldorf. while i can't speak to the bullying ot other issues specifically (because that may just be a particular school, not all waldorf schools, etc), i can say that the reading issue is a big one for me. While babysitting kids aged 6, i noticed that they want to learn their letters and were able to learn the basic mechanics of reading over the course of a few days. Once they started at school on monday, they were discouraged from practicing at school, and then their mom was strongly advised against letting them continue to read. She didn' tknow they could read--and i didn't know they couldn't. oh well.
and, i wouldn't say that kids are 'allowed to play until they're interested in learning.' there is a lot of learning going on during play. Their first area of emphasis is in the combination of physical development and brain development. So, for instance, in kindergarden the focus is on outdoor exploration and gaining manuel deterity skills. For instance, they learn to sew, they build birdhouses (working with their own, real tools, real nails, real wood, etc), and they spend a lot of time working on various crafts to build skills. Some of those crafts will lead to movement-based activities such as dance (via eurhythmy), puppet shows (kids tell/ "write" their own stories), and various group activities that include creative play-based learning.
in first grade, knitting, crocheting, and similar projects come to the forefront. kids learn to make their own knitting needles out of dowels (using their kindergarden tools and skills such as sawing, sand papering, sharpening then dulling the needle edge, finishing with wax, etc). they also learn--or will learn during this school year--how to spin cotton yarn and thread, and some basic weaving and beading techniques. Most of these are manual, detail-oriented, meditative, concentration-based skills that teach kids how to stay focused on a task.
for many in waldorf education, this activity/skills-based approach has been a life saver in helping to deal with ADD/ADHD, and a myriad of related situatioins/conditions/problems. THis, then, allows children to work on letters and numbers in a more advanced way at an earlier age. For instance, the study of both the practical and theorhetical elements of physics are introduced in the 5th or 6th grade. While the children aren't practicing addition in a seated, teacher-lead way in first grade, their practical applications of counting knitting loops, learning to make bird houses (measuring the peices of wood themselves, the geometry and construction elements), and learning to make enough yarn or thread to make a certain sized sweater or scarf, etc, had given them enough background in basic, practical mathmatics that they're able to put their minds to the more 'mainstream' tasks at a much younger age than their mainstreamed counterparts.
but, waldorf isn't for everyone. for children who are exceptionally bright in an acedemic setting, knitting may be a frustrating and boring activity when a book is better suited (eg, my experience as a 6-7 yr old). it may be difficult to dance, when i would rather play softball (not discouraged, btw). so, it may not have been 'for me' but it does have a good application for some children--and perhaps for most children.
also, the problem that i have with the initial article is that it talks about bullying and how no one took care of it. When i was bullied at school, i was told to 'get thicker skin' and 'boys will be boys' and similar statements. teachers, administrators, etc, looked the other way--even when my parents came to my defense and aid. my parents were told that i'd just have to 'learn to live with it' and that they should give me the skills to do so. I went to both public and private schools--none waldorf or 'alternative' educational situations. I was basicly mainstream.
anyway, i ramble. point is, good and bad in everything. I think that we just have to find what works for our kids, our families. if it's not waldorf, then it's not waldorf. oh well.