C O N T E N T S
Foreword by Douglas Sloan
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ix
Lecture One
APRIL
15, 1923
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1
What must happen for education to receive a
new heart again? The intellectual age has reached a one-sided
view of the human being. Its findings are based upon what
becomes evident when the spiritual and some of the soul forces
are left out of account. Many elements of an unreal soul
constitution have crept into the present-day scientific
viewpoint of the world. In order to reach the human being,
living ideas are needed. In educational practice the whole life
span of the human being needs to be considered.
Lecture Two
APRIL
16, 1923
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23
Knowledge of the growing child
— the first three faculties:
walking, speaking, and thinking. In coming to terms with
statics and dynamics,
the weaving of destiny is hidden. From its
environment the child absorbs the soul element of its
surroundings. Through thinking it takes hold of outer
nature.
Lecture Three
APRIL
17, 1923
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43
Imitation as a natural law. Religious
devotion toward the surrounding world. The widening of the
horizon through the child's walking, speaking and first
thinking. Approaching the artistic element through the medium
of language. The child needs a pictorial, and not a logical
approach. During the second life period acceptance of authority
becomes a natural law. With the change of teeth memory begins
to develop out of the child's ensouled life of habit. The
interweaving of breathing and blood-circulation within the
rhythmic system during the ninth and tenth years, and, through
it, the child's taking hold of the musical forces. Puberty. The
nature of the rhythmic system.
Lecture Four
APRIL
18, 1923
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66
The importance of play during the stage of
imitation. The transformation of play into work. Writing out of
the activity of painting and drawing. Learning to read. Speech.
Vowels and consonants. The main periods of life and the ninth
year in particular. Ego and the surrounding world. First nature
study. The plant world from the earthly point of view. The
animal world as an unfolded or spread out human
being.
Lecture Five
APRIL
19, 1923
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98
The child's life of feeling between the
seventh and fourteenth years. The nature of authority. The
child's life of will. The child's experience of the pictorial
element before and after the ninth year. The artistic element
in lessons. The different characteristics of the human members
during the course of life. After the twelfth year the sense for
causality begins to develop. The child is now ready for lessons
on mineralogy, physics, and a causal interpretation of history.
The harmful effects of premature judging. The crisis around the
ninth year. Color perspective and flexibility of soul. Learning
to read. The transition of knowledge into faculties.
Lecture Six
APRIL
20, 1923
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124
The relationship of the individual to the
body social. The three fundamental virtues: gratitude, love,
and a sense of duty, and their development. The need to
introduce an element of “soul breathing” in the
lessons. Seriousness and humor. An all embracing attitude to
life should pervade the teacher's soul and spirit. Education
and healing. Education is self-education. The teacher needs to
cultivate unselfishness. Education as a social deed.
Institutions are of little significance in social development.
The two guiding principles for working in the social
sphere.
Lecture Seven
APRIL
21, 1923
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145
The need to compromise in coping with the
demands of modern life, especially after the twelfth year.
Through the sense of gratitude and the ability to love, the
third fundamental virtue is unfolded, namely the sense of duty.
After the twelfth year, and especially after puberty, education
must enter practical activities: lessons in knitting, sewing,
weaving, spinning, and bookbinding for both boys and girls.
Introduction of simple mechanical and chemical processes used
in technology and the ensuing permeation of the physical body
by soul and spiritual forces. Shortage of available lesson time
due to pressure of exam work. The tragedy of
materialism.
Lecture Eight
APRIL
22, 1923
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167
Running a school on the principles
presented in the course. Equal consideration must be given to
body, soul, and spirit. The hygienic and therapeutic aspect of
education. The interweaving and interaction of the three main
systems: nerves and senses, the rhythmic system, nutrition and
movement. Children's illnesses during the first seven-year
period. The second seven-year period is the healthiest, because
the rhythmic system radiates out into the child's entire
organism and the rhythmic system never tires. Faculty meetings
as the lifeblood of the school. The school doctor. How to treat
the various temperaments. Each detail within the entire school
life must reflect the spirit reigning throughout the school.
Block periods in Main Lessons. Language lessons. Gymnastics and
eurythmy. The entire human organism is oriented towards the
forces of music. Waldorf education as an education for all
humankind.
Introductory Words to a Eurythmy
Performance .... 190
Further
Reading........................................................
209
Index
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215
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