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• Title: Practical Course/Teachers: Contents
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  • EDUCATION AFTER THE TWELFTH YEAR —
  • MORAL EDUCATIVE PRINCIPLES AND THEIR TRANSITION TO
  • SYSTEM OF EDUCATION
• Title: Practical Course/Teachers: Editor's Preface
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  • dealing with the Theory of Education on the
  • practical seminary (the English publication is being
  • success soon reached English and American Educationalists, and
  • in 1922, upon the invitation of the Educational Union for the
  • Steiner's activities, and its educational agency in England is
  • the Rudolf Steiner Educational Union.
  • Rudolf Steiner Educational Union has been formed for the
  • co-ordination and representation of educational work on the
  • those translations into English of Dr. Steiner's Educational
  • are procurable from the Rudolf Steiner Educational Union.
• Title: Practical Course/Teachers: List of Works
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  • THE EDUCATION OF THE CHILD, 1909 9d.
  • Education will, as it were, spontaneously result. ...
  • These ten lectures, held at an educational conference at the
  • into the basis of Dr. Rudolf Steiner's Art of Education
  • and into its practical application in school life. The titles
  • of the various lectures indicate the lines of thought followed
  • Aesthetic Education.
  • Physical Education.
  • Religious and Moral Education.
  • THE NEW ART OF EDUCATION, ILKLEY, 1923
  • THE ESSENTIALS OF EDUCATION, STUTTGART,
  • This book deals with the fundamental problems of education in
  • to educationalists but were held publicly at Stuttgart in
  • Ministry of Education. Herr F. Hartlieb was not previously
  • aspects of this educational work.
  • of the Conferences on New Ideals in Education, 1921, 1922.
• Title: Practical Course/Teachers: Lecture I: Introduction - Aphoristic remarks on Artistic Activity, Arithmetic, Reading, and Writing
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  • realize the course which must be taken by education itself for
  • of the spirit itself, a communication into this form of writing
  • Education and teaching must become a real art. Here, too,
  • of instruction and education must never be concerned with
  • must be our gift as educators to the child. We shall then
  • drawing or modelling, is a specification of the whole musical
  • which we must develop in ourselves as educators and teachers,
  • that we have an individual before us to teach and educate
  • is completely disappearing from education; everything is in
  • accompany, as it were, our teaching and educating with inner
  • right course of education and instruction for the head,
  • whole being is educated. A powerful ego sense would be
  • educator and teacher. He must see that the whole being is
  • educate the ego and the astral body from below upwards, so that
  • child's education. Our own view of the facts must be such that,
• Title: Practical Course/Teachers: Lecture II: On Language - the Oneness of man with the Universe
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  • feeling, even if often quite delicately, so that it remains
  • we have the opposite feeling, of indicating, of approaching, of
  • first, it is true, of fear, but an identification of oneself,
  • be careful to take one complication into account. It is
  • for communicating the sound. If, then, you wish to convey some
  • He indicated on the one hand the sympathy of soul, mind
  • for education. If you take language in this way, as expressing
  • something inward in its vowels, as indicating something
  • important to develop this sense as educators and teachers.
  • necessary inspiration for teaching and education. We cannot, in
  • the education of the future, proceed by introducing into the
  • process of education the external life of the adult. The scene
  • education, acting on the opinions of those whose sole claim to
  • for education from his knowledge of the relation of man to the
  • cosmos. We must permeate our whole education with this
  • permeation of our impulse for education by the experience of
  • indication of pre-natal processes, and on the human will as an
  • indication of life after death, of the embryonic future or the
  • checked or cultivated — must be pursued in education with
  • the education of the will? It can be no other than the
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• Title: Practical Course/Teachers: Lecture III: On the Plastically Formative Arts, Music, and Poetry
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  • with our will, we take part in a process of vivification. As
  • educators, then, we shall have the task of continually
  • educators. Now you must not say: “We are not to cultivate
  • conceptual education. Then the other isolated aspect, the
  • it will be a good step in his education if he is trained to get
  • education a dead thing and takes away its living element. For
  • education is only living when what has been assimilated is
  • is recalled to the surface. This is very important in education
  • educational value of music must consist in a constant
  • only the musical children must be given a musical education, is
  • application of the most elementary facts, from aural analysis
  • each could continually indicate the connections with the other
  • artistic communication of art.
• Title: Practical Course/Teachers: Lecture IV: The First School-lesson - Manual Skill, Drawing and Painting - the Beginnings of Language-teaching
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  • quarters of education, and mis-education, too — we are
  • accordance with certain principles of education which have
  • teaching and education one cannot get on. But neither can one
  • very famous educator of a still more famous personality of
  • to-day once boasted that he had educated this person on this
  • principle: he said: “I have educated this young man well,
  • only remains to desire that such a model education might be
  • educationists, of how not to behave, for this kind of
  • educating conceals a great tragedy, and this tragedy again is
  • connected with the present world catastrophe.
  • Altogether it is most important for teaching and for education
  • benefit to teaching or to education to introduce all kinds of
  • It is unwise to introduce mere trifling into education. On the
  • education; but mere playing about should have no place there.
  • should not be introduced into education, but only that a game
  • how can we really educate the child from the first,
  • front of the children, taking your educational impulses right
  • there are nouns. Nouns indicate objects, objects which in a
  • is really to educate our children so that they take thought
  • if we are to be educators and teachers.
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• Title: Practical Course/Teachers: Lecture V: Writing and Reading - Spelling
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  • but I should like to indicate the essential course of the teaching,
  • to the part. This has the great advantage for education and
  • refined resources for pronouncing complicated consonants, and
  • means. But then people did not want to write so complicatedly;
  • educationists who have already drawn attention to the fact that
  • concretely. That is, several educationists have already rightly
  • delicate, lovely relationship is “put in its proper
  • education. But a few decades ago it was so pronounced
  • feeling should be educated with us, that we do such and such a
  • inculcating authority in the child, but by proceeding so that
• Title: Practical Course/Teachers: Lecture VI: On the Rhythm of Life and Rhythmical Repetition in Teaching
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  • will not only have to be teachers and educators at the Waldorf
  • know that in the sphere of educational theory, as well as other
  • in which it is especially recommended by the educationist,
  • These experimental psychologists and educationists have lately
  • exactly what should be done in education.” But those who
  • know that this is not the way to true education — any
  • it does not make educators. For this reason there can proceed
  • education; this can only proceed from an inner
  • in educational textbooks as a conclusion arrived at. This
  • educationist: It is to some extent self-evident that one must
  • sense-comprehension educates him one-sidedly to a mere
  • could go very far in educating human observation of the world.
  • But we should never educate a man's will — volitional man
  • lay bare the meaning. Then we shall educate his will.
  • mischievous effects of the one-sided application of the
  • the appalling way in which we have been educated only to look
  • educated in terms of the meaning, but from what the will
  • thinking, so does the education of feeling lie midway
  • between the methods of educating the thinking and those of
  • education of the feeling nature when the child is made to
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• Title: Practical Course/Teachers: Lecture VII: The Teaching in the Ninth Year - Natural History - the Animal Kingdom
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  • paragraph confined his remarks to the educational system in
  • The Art of Education.]
  • inculcates man with conceit to teach him perpetually that he is
  • that one of the most important of educational writings has
  • actual sphere of education. Schiller, as a matter of fact,
  • learnt good educational theory from Goethe's naive self-education,
  • and introduced this educational theory into his work
  • (“Letters on the Aesthetic Education of Man”).
  • wealth of educational theory; one only has to think out its
  • implications to their logical conclusion. Schiller arrived at
  • from his very earliest childhood opposed the educational
  • wanted to be educated as people ought to be educated now. And
  • education what you know to be the contents of these letters.
  • Aesthetic Education, and also to Jean Paul's
  • educational doctrines in Levana. This, too,
  • Letters and Jean Paul's educational doctrines have really
  • entered the educational system of our days. Things are often
  • the educational methods which ought to be adopted at this age.
  • into the obligations of the educator and teacher. From this
• Title: Practical Course/Teachers: Lecture VIII: Education After the Twelfth - History - Physics
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  • The Art of Education
  • necessary to educate people to a comprehension of
  • twelve the application of light-refraction and image-formation
  • you will have realized from the approaches already indicated
• Title: Practical Course/Teachers: Lecture IX: On the Teaching of Languages
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  • without subject or predicate, they are shortened conclusions.
  • the purpose of illustrating the right application of
  • do not at any price underestimate the value for educational
  • educative. And you will see, even if you have the naughtiest,
  • had been properly educated and taught. It is only a proof that
  • education and teaching have not been sensible if people have
• Title: Practical Course/Teachers: Lecture X: Arranging the Lesson up to the Fourteenth Year
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  • education into a process of healing of the ills created by
  • advanced education and are held in the universities. In
  • For when the educated people of a university audience —
  • they are, after all, all “educated” people —
  • there will be inculcated in the children the habit of inventing
  • details in education, such as letting the children, once they
• Title: Practical Course/Teachers: Lecture XI: On the Teaching of Geography
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  • which can be used for pasturing the cattle, which eat the grass
  • good deal about the economic implications of the structure of
  • land and indicating to the child, as you go on, the direction
  • indicate the great rivers and draw their course on the
  • gently indicate the relations of right
  • demarcated time-table, which we do not want in any case.
  • The Art of Education
• Title: Practical Course/Teachers: Lecture XII: How to Connect School with Practical Life
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  • more complicated than the part of which we are always
  • in the sphere of education, and of educational method, that man
  • should be educated in a way suited not only to his
  • sense, if we are to be true educators and teachers, we must
  • end of the school course as a social education of the
  • demonstration of complicated processes. I think that Herr Molt
  • going about life and in his own vocation, that he once knew
  • because the Benedictines are a Catholic order who take a great
  • deal of care that their members receive a good education in
  • pervade our teaching. In every vocation something of the
  • whole world must be alive. In every vocation there must exist
  • almost inapplicable to that vocation. People must be interested
  • century, and penetrated so deeply into our educational method,
  • educated: “Ah yes, he ought to speak far more than he
  • connection between women's illnesses and the educational
  • hold of a modern duplicating book and carbon-copy belonging to
  • and that we should educate and teach entirely from that point
• Title: Practical Course/Teachers: Lecture XIII: On Drawing up the Time-table
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  • time-tables all kinds of educational aim are required, and we
  • children educated and taught outside our school. After nine
  • come in from other educational institutions, and who have not
  • demands as to how it is to be educated and taught, it reveals
  • educated. They were too boring for some people because they
  • much of an old man because of a thwarted education and
  • dialect into the way of educated speech, by simply correcting
  • retold, the way from dialect to educated conversation. We can
  • “artikel.” Now I have already indicated how a noun
  • dialect and the educated everyday speech, there was a third.
  • one is constantly relapsing into it, as a cat lands on
• Title: Practical Course/Teachers: Lecture XIV: Moral Educative Principles and their Transition to Practice
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  • legislation swallow up the theory of education. And perhaps it
  • “Official Publication,” as “Decrees and
  • property even in the sphere of education.
  • educational and teaching system from the collapse which has
  • teaching and education. We have had to approach the curriculum
  • “Morality of Educational Theory;”
  • gain an enormous amount in your education and teaching if you
  • consciousness, the child feels himself now a cat, now a
  • wolf, now a lion or an eagle. This identification of oneself
  • The Art of Education
• Title: Practical Course/Teachers: Concluding Remarks
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  • classes; he indicated the subjects which could be connected in