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• Title: Kingdom of Childhood: Cover Sheet
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  • of the best introductions to Waldorf education!
  • is concrete and pictorial; the education of children's souls through
  • Education).
• Title: Kingdom of Childhood: About the Transcripts of Lectures
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  • of the best introductions to Waldorf education!
  • is concrete and pictorial; the education of children's souls through
  • originally regarded as private publications and sold only to members
  • “Thus the public and the private publications are in fact two
• Title: Kingdom of Childhood: Appendix to Lecture 5
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  • of the best introductions to Waldorf education!
  • is concrete and pictorial; the education of children's souls through
  • which Dr. Steiner referred to by their colours have been indicated by
• Title: Kingdom of Childhood: Contents
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  • of the best introductions to Waldorf education!
  • is concrete and pictorial; the education of children's souls through
• Title: Kingdom of Childhood: Preface
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  • of the best introductions to Waldorf education!
  • is concrete and pictorial; the education of children's souls through
  • education. But there is no other form of education which affirms the
  • education, and Steiner reminds the teachers that they must never
  • concrete and pictorial: the education of the soul through wonder and
  • of the unhappy shifts of emphasis in the modern age that education is
  • twenties (which so many educators — and others — would
  • education.
• Title: Kingdom of Childhood: Synopsis of Lectures
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  • of the best introductions to Waldorf education!
  • is concrete and pictorial; the education of children's souls through
  • for a new Art of Education. The whole of life must be
  • all education, e.g. in teaching of writing and reading, based on free
  • minuend and remainder, in multiplication, with product and one
  • Multiplication and Division. How to deal with both
  • Sport. Sport is of no educational value, but necessary as
  • Catholic priest and Protestant pastor. “Free” Religion
• Title: Kingdom of Childhood: Lecture 1
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  • The need for a new Art of Education. The whole of life must be
  • momentous and incisive event in the history of Education. In
  • underlying all that is to come about for the Art of Education
  • very special quality of what we call Anthroposophical Education. It
  • in educational life, but we are urged to do so out of our whole
  • fully aware of the immense amount that has been done for education by
  • human being was lacking. These ideas about education arose at a time
  • their ideas on educational reform they were building on sand or on
  • something even less stable; rules of education were laid down based
  • easily feel that all is not well with our education; certain things
  • improvement of education may be inspired by the best will in the
  • education should be, our answer is: Anthroposophy must be that basis.
  • education without letting it be known that Anthroposophy is at
  • teaching and education. Our task is to introduce an education which
  • direction to education and teaching. That is what we shall do. But
  • principles of education composed in these days? The child is
  • lion, that is a cat, and so on. But is the child to retain these
  • in which we may begin to answer the challenge that in education we
  • his way into all the complications of bones and ligaments which
  • undertake our work as educators.
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• Title: Kingdom of Childhood: Lecture 2
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  • all education, e.g. in teaching of writing and reading, based on free
  • delicate processes. But if a child grows up in the proximity of an
  • Kindergarten education are usually extraordinarily
  • decide that this or that must be done in education, something clever
  • always comes out of it. I have never known a stupid educational
  • people in the school who can work in the way I have indicated. We
  • characteristic phenomena of life and only think out how to educate
  • this as the first principle of a real art of education. You must be
  • of differentiation between these two extremes. Yes indeed, to educate
  • between the change of teeth and puberty you must educate out of the
  • Europeans, communicate with each other by means of little devils,
  • instructions for all the little details, but only an indication of
  • the path to be followed. Therefore just in this method of education
  • fancy of the teacher and educator.
  • it is to survey the whole; though I shall later indicate certain ways
  • this would work out in a “proper” educational
  • particular educational drill going on which is considered the best.
  • is on fantasy then, on imagination, that our teaching and education
  • his further education, but it is also essential that just at this age
  • the handbooks on education we find all kinds of intricate details
• Title: Kingdom of Childhood: Lecture 3
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  • will characterise certain general principles of the art of education
  • we are to educate him, is that there are certain things and facts of
  • give the child a very beautiful and delicate feeling. For as I have
  • laughed at by people who have been educated in this way. For they
  • out of themselves because their education has not led them to find
  • phrases about educating people rightly; you can only do it if in the
  • relation to cause and effect. The education based on Natural Science
  • teach and educate out of the very nature of man himself, arid for
  • this reason education for moral life must run parallel to the actual
  • be educated in a healthy way in his soul life.
  • thought of very good educational methods on the spur of the moment.
  • educate like this (which is very often done) you will accomplish very
  • Steiner: The Education of the Child in the
  • education.
• Title: Kingdom of Childhood: Lecture 4
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  • a feeling for the inward life of the soul. A teacher or educator must
  • be patient with his own self-education, with the awakening of
  • out of his own inner self. And especially in education we must first
  • chap. II.] The teacher or educator must thus take up his
  • life courageously, for in fact the whole question of education is not
  • education.
  • least expects. Every teacher and educator must work upon himself
  • are dealing with more complicated teaching matter, and the question
  • now consider another branch of this pictorial method of education.
  • equally well in white, but I am simply indicating in another colour
  • after making the child feel that this complicated figure is
  • the way to inculcate in the child a real feeling for form, harmony,
• Title: Kingdom of Childhood: Lecture 5
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  • multiplication, with product and one factor. Theorem of Pythagoras
  • very great difficulties into education and teaching. Just consider
  • learn to count in the way indicated in the diagram, 1, 2, 3, 4 and so
  • Physics, which really only comes from education. For atoms are really
  • tiny little caricatures of demons, and our learned scholars would not
  • education, to putting everything together out of its parts. Thus it
  • continue in this method. You can do multiplication by saying:
  • desiccation and sclerosis. (We shall later have to speak of the
  • education of spirit, soul and body as a unity.)
  • principle, that everything in teaching and education must be worked
  • “Education of Young Ladies.” At all events she knew no
• Title: Kingdom of Childhood: Lecture 6
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  • cannot be to give detailed indications but only general principles.
  • indications you have received here you will be able to understand
  • complicated ramifications of the vascular system, you will not know
  • very special in the human organism. As teacher and educator one
  • they have been as one. I have already indicated the right method of
  • right thing from the point of view of artistic education. In a true
  • art of education the child should not enter school until the change
  • possible to communicate with the dead as regards qualities. But in
  • modern education proves that there is no thought of drawing forth the
  • educator must recognise the difference. Gymnastics as taught today
• Title: Kingdom of Childhood: Lecture 7
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  • experimental education of the present day. Experimental psychologists
  • Education of the Child in the Light of Anthroposophy.] The
  • education and teaching you must address yourself to whichever system
  • educator, should have first spoken about the subject with the
  • will see from all this, the whole of your teaching and education must
  • educational principles.
  • education. It is the so-called Theory of Relativity. I hope you have
  • lies the root of all evil in much of the education of today, and you
  • education that is not in some way connected with life.
  • children today by the authorities, to succeed with an education that
  • his education in another school. We were then most bitterly
  • therefore, we educate the children not only out of the knowledge of
  • the indications I wanted to give you for the practical organisation
• Title: Kingdom of Childhood: Questions and Answers
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  • The close relationship of Multiplication and Division.
  • Gymnastics and Sport. Sport is of no educational value, but necessary as
  • Catholic priest and Protestant pastor. "Free" Religion lessons provided
  • is the real difference between multiplication and division in this
  • question probably arises from my statement that in multiplication the
  • times ...” then we are dealing with a multiplication. And it is
  • multiplication and division which here appears most clearly.
  • indicated; here we examine how large each part is if we separate a
  • multiplication will soon cease to be something in the nature of
  • you can make a difference between multiplication and division; but
  • multiplication and division in the first school years, but it should
  • be done in the way I have just indicated. [An * was
  • England where education is being discussed:
  • teaching on the lines indicated above was subsequently worked out by
  • that the Waldorf School Method is a method of education and is not
  • Württemberg, where the laws of education were
  • included in our school syllabus, but that Catholic religious teaching
  • should be delegated to the Catholic priest, and the Protestant
  • religion. But our educational conscience of course demanded that a
  • unless two other aspects of the education are borne in mind. Firstly:
  • Maximum number of matches per file exceeded.