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• Title: Practical Course/Teachers: Contents
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  • TEACHING IN THE NINTH YEAR — NATURAL
  • EDUCATION AFTER THE TWELFTH YEAR —
  • ARRANGING THE LESSON UP TO THE FOURTEENTH YEAR
• Title: Practical Course/Teachers: Editor's Preface
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  • that year, thanks to the initiative and financial help of Herr
  • a few paragraphs which have no bearing at all outside
  • public. They appeared in book form in the original German in
  • Stratford-on-Avon and Oxford, and on Shakespeare's birthday
  • that year he spoke at several places in England and gave a
• Title: Practical Course/Teachers: List of Works
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  • This little book, written ten years before Dr. Rudolf Steiner
  • The Child before the Seventh Year.
  • The Child from the Seventh to the Tenth Year.
  • The Child from the Tenth to the Fourteenth Year.
  • After the Fourteenth Year.
  • emerging from school life wearied in soul and body.”
• Title: Practical Course/Teachers: Lecture I: Introduction - Aphoristic remarks on Artistic Activity, Arithmetic, Reading, and Writing
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  • have already seen a fish. Now just try to get a clear idea of
  • “So you have learned that what you say when you say
  • this way you learn what the sign was for saying fish in the
  • you transport the child right back into earlier civilizations,
  • shall then have to rearrange much in our teaching. You will see
  • time up to the twentieth year over it; we should never finish
  • learnt like this from isolated instances, we pass on — no
  • then not learn to read without his hand following the shapes of
  • “head.” The child first learns to write down
  • between seven and fourteen years of age the feeling for
  • Then we must be quite clear that we always want to let three
  • that we must transport the child, in a sense, into earlier
  • transport the child into earlier cultural epochs now with
  • in which it appears in legend is quite false; the truth is that
  • copied. We shall have to bear this in mind with drawing and
  • painting. Then at last there will be an end of the fearful
  • appear as something secondary. Rather in man should live an
  • social matter. The problem must always be: In what year must
  • and fourteenth year that certain abilities can be cultivated in
  • most active in children in their third and fourth years.
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• Title: Practical Course/Teachers: Lecture II: On Language - the Oneness of man with the Universe
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  • realize clearly that a meeting between sympathy and antipathy
  • content of knowledge and perception. But we shall only learn to
  • he confront the world? Let us take a clear feeling, a clear
  • fear, the feeling-shade of alarm. It is expressed by u,
  • first, it is true, of fear, but an identification of oneself,
  • in spite of it, with the former object of fear. The profoundest
  • afraid of a thing our fear is founded on some secret sympathy.
  • We should not have this fear at all unless we had some secret
  • astonishment, u with fear and alarm, a with
  • experience on hearing the sound and those you experience in
  • have had anxiety, you express it by u. One's own fear,
  • and one's desire to excite fear in another person by making the
  • much more easily excite the echo of your own fear, if you want
  • to excite fear, by saying to a child, for instance:
  • sympathy in our feelings, for instance when we felt fear or
  • with the outer world. Just try to get a clear idea from the
  • sum 25,920 is like a year in comparison, and the day of 24
  • hours is a “year” for our breathing. Now take our
  • If we take this day, to have a corresponding year we must
  • multiply it by 360. That is, in the course of a year we
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• Title: Practical Course/Teachers: Lecture III: On the Plastically Formative Arts, Music, and Poetry
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  • impression here on earth of dying beings. Only through the urge
  • view to start as early as possible with the plastically
  • Begin as early as possible to bring the child in touch with
  • early to this experience. But, in a sense, even this must
  • able to demonstrate what they had learnt to a group of their
  • hearts in their work, and at the end of the complete Eurhythmy
  • understand it later. But notice if you hear the word ‘Soul’ in
  • from seven to fifteen years of age; in these years a great deal
  • all a bad idea in olden times to make the children simply learn
  • = 9, etc., instead of their learning it, as they do to-day,
  • fourth years in a gift for dancing, is essentially an element
  • to encourage the really musical children to appear in public.
  • truer than we imagine that, in Shakespeare's words
  • facts of music. The children should get a clear idea of the
  • things, in, and yearning for, music and poetry, should be
  • early become familiar with real poetry. The individual to-day
  • lessons of recitation should come as near as possible to those
  • again, when the musical ear of the individual is cultivated he
  • school-room to be heard outside in nature. Out in the open we
• Title: Practical Course/Teachers: Lecture IV: The First School-lesson - Manual Skill, Drawing and Painting - the Beginnings of Language-teaching
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  • school because you have to learn something in school. To-day
  • you have no idea of all that you are to learn in school, but
  • you will have to learn very many things here. Why will you have
  • to learn very many things in school? Well, you have already met
  • and fifteenth year he absorbs what he is to absorb, from love
  • read yet, but you will learn to read, and when you have learnt
  • learn from them what the grown-ups learn from these books.
  • able to write letters later, for besides learning to read you
  • will learn to write. And besides being able to read and write,
  • learn to calculate, too.” It is a good thing to draw the
  • for the inner being of the individual to learn things by
  • to, this can only appear to man in later life as child's play.
  • like this very early with the children — a paint-box with
  • to yellow; blue near yellow is more beautiful than green near
  • complete indifference but he will learn by and by to understand
  • teacher, but the other teacher says the same, and we learn the
  • early as the first lesson about reading, writing, and
  • but will learn them all in school. This awakens hope, desire,
  • methods hitherto employed in learning to read and to write, but
  • especially in what is, after all, connected with learning to
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• Title: Practical Course/Teachers: Lecture V: Writing and Reading - Spelling
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  • that this emerging sense can be observed in hearing, too, and
  • should precede the learning to write, so that, in a sense,
  • will just get the beginning clear: ‘B.’” The child must
  • “fish.” And now it must be made clear to the child
  • women wear on their heads, a bow of ribbon, you begin just the
  • same way; and perhaps, too, you have seen a bear at the zoo;
  • like beaver, bear, etc., portrayed the back of the animal, the
  • the earliest periods of the evolution of writing in Egypt,
  • that it became necessary to learn the easiest possible way of
  • from the bear, dancing, standing up, to B. We get from the
  • you need. For what you look up in this research is of far less
  • from the picture of the bear. This thinking out for yourself
  • important, to have learnt an historical, most elaborately
  • Bear.” Then always write it up first in big letters so
  • we teach him that what he has learnt for the beginning of a
  • proceed as I have suggested. When you let the child learn the
  • which we hear in the vowel, from emotion. And then you must try
  • heard, and the European travellers who meet with such races
  • In Eurhythmy it is more clearly expressed. The simple stroke,
  • drawing of the sitting or dancing bear, but they take the b as
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• Title: Practical Course/Teachers: Lecture VI: On the Rhythm of Life and Rhythmical Repetition in Teaching
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  • things can be learnt from such experiments and I have decidedly
  • growing child. Clearly our principles and methods of teaching
  • called “learning to anticipate”: repeating once
  • learning to anticipate, then of returning to the as yet
  • had to say this for fear lest you should misunderstand me when
  • research” — to use scientific jargon — that
  • passage if you want to learn it easily. And here I must make
  • Movement. You know how much I have protested for years
  • can he understand what he absorbed earlier. This is a
  • Suppose you are trying to get a clear idea of the state of
  • of the works composed by Goethe in the year 1790. You find, of
  • study them. You remember that in precisely this year he
  • after this year — of which Goethe at the time was still
  • year 1790 was a combination of what was to come later, the
  • in the universities in the early decades of this Central
  • professors have begun to wear correct evening dress and to
  • wearing the invariable long pedantic frock-coat when other
  • life than that of people who wear evening dress for dinner. I
  • diplomatic secrets in the near future. But for education we
  • realizes, but what he had assimilated earlier. This makes a
  • Maximum number of matches per file exceeded.
• Title: Practical Course/Teachers: Lecture VII: The Teaching in the Ninth Year - Natural History - the Animal Kingdom
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  • their ninth year and can really only continue your teaching
  • just when the children have passed their ninth year. We shall
  • each individual child between seven and fifteen years.
  • explain to you, as teachers, what you will have to make clear
  • just when they are between their ninth and tenth year. In some
  • children this stage is reached even before the ninth year, with
  • tell you to-day begins with the ninth year.
  • [See No. 3 of the sixth year of the periodical,
  • Rubicon of the ninth year has been crossed you will hardly have
  • “The child at nine years of age can be told little
  • so doing you will be more concerned with the outer appearance,
  • already practised to produce in the child, even at this early
  • direction, of the limbs. But you evoke the clear idea in the
  • your eyes, your ears, your nose, your mouth, in your head. You
  • see with your eyes, you hear with your ears, you smell with
  • food; what you hear with your ears goes into your trunk as
  • to work. In short, the child's attention must be clearly
  • outside, ought to be impressed on the child early and
  • must be clear as to how to proceed. You will try to familiarize
  • drawing it, its appearance; in a word, you will make the
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• Title: Practical Course/Teachers: Lecture VIII: Education After the Twelfth - History - Physics
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  • curriculum. But we must keep clear what are the right and good
  • seventh and fourteenth or fifteenth year is on the whole bound
  • development, which lies between the ninth and tenth year, that
  • is, the time when the child has completed his ninth year and is
  • the age of seven through the eighth and ninth year, before we
  • come to the tenth year we pass at some point the phase which I
  • eleventh year, with his feelings and his experiences, to the
  • the twelfth and thirteenth year. At this time of life the
  • completed his twelfth year. You can tell the child
  • history earlier than this in the form of stories; you can tell
  • twelfth year. That is why you will do harm unless you
  • the child begins to feel a yearning to get what he once learnt
  • understanding from the twelfth year onwards to this right
  • confine myself chiefly, until his ninth year, to what we have
  • stories, after he has reached his twelfth year.” At this
  • his twelfth year, a further glimmering of understanding.
  • the human eye as clearly as possible — but before he is
  • year and the turning-point of his twelfth year. Only at the end
  • of the twelfth year should this physical description be applied
  • until the twelfth year. For this reason we shall need to
  • Maximum number of matches per file exceeded.
• Title: Practical Course/Teachers: Lecture IX: On the Teaching of Languages
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  • children of thirteen, fourteen, and fifteen years, we carefully
  • development of the human soul and cannot bear fruit for life.
  • first we shall have to come to a clear understanding about
  • who have learnt French or Latin up to a certain stage. The
  • considered, from thirteen to fourteen years old. You will have
  • From this you see that you can always bear in mind — in
  • syntax he knows. But please steer clear, in teaching a foreign
  • child's learning in grammar and syntax there should be only
  • remark lingers in the children's inner ear. It haunts them all
  • described — we can do this if we have our heart in the
  • third pupil in the third language. One language would then bear
  • pupil learns a thing far better if, in his soul, he can apply
  • them up in such a manner that they disappear when the
• Title: Practical Course/Teachers: Lecture X: Arranging the Lesson up to the Fourteenth Year
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  • during the school course? We have learnt that an important
  • we must be clear in our minds that we have already crossed the
  • search for the relations between the forms, is only introduced
  • at about nine years of age. At the same time, of course, the
  • school course, that is to fourteen and fifteen years of age.
  • for this at about twelve years of age. Before this we study
  • if they are to learn. We shall therefore have to arrange the
  • understand things later. Consequently, in the years comprised
  • not therefore form an opinion too early as to which children
  • learnt, that is, what treasure they can produce for you from
  • importance that anything the children have learnt by heart
  • other hand, the points learnt from these sentences must be
  • good turn of phrase from things once learnt in this way. The
  • the narrative description of things seen and heard certainly
  • does belong there, for the child must learn this art of
  • At this moment you jump on to the platform and tear from its
  • learn it well by heart, in order to enact the whole scene as
  • seen and heard rather than to practise free composition. Then
  • can write, and particularly after twelve years of age, tell
  • reproduce in a short story what they have seen and heard. But
  • Maximum number of matches per file exceeded.
• Title: Practical Course/Teachers: Lecture XI: On the Teaching of Geography
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  • can be partly interwoven with geography as early as the
  • out from the child's own knowledge of the face of the earth and
  • the country. When we have made clear the economic foundations
  • earth. Here, if we have only taken the first stage correctly,
  • clear to him plastically that the river-courses divide the Alps
  • early point that different things flourish in a poor soil from
  • hesitate at this early stage to teach him many facts which he
  • will only understand more clearly when they are referred to in
  • years of age familiarize the child chiefly with economic
  • relations. Make these clear to him. Prefer to show him many
  • the earth at this time. It is, however, important to show
  • earlier one — of the economic life of these different
  • parts of the earth. You ought to be able to develop all this
  • — you have summarized for the whole earth the knowledge
  • parts of the earth. But be careful only to introduce this
  • individual peoples earlier than this, for, on the basis which I
  • greatest understanding to bear on such teaching. You can now
  • the fifteenth year. You see that a tremendous amount should be
  • geography lesson is like a resume of much that is learnt. What
  • between agriculture and human life, to give him a clear idea of
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• Title: Practical Course/Teachers: Lecture XII: How to Connect School with Practical Life
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  • conscious. I have attempted to make clear to you from the most
  • have learnt that there are three stages of human development
  • early as the last stage of the elementary school course, if we
  • have the residue, the traces. Granted, we learn a good deal in
  • often degenerates into platitudes, the child learns many such
  • I learnt about that, and a good thing, too. We should never be
  • specialization is really fearful, and the excess of it in
  • that the child learns during his school years should ultimately
  • disappeared now. A few weeks ago I ransacked all the imaginable
  • textbooks then. They nearly all came from the school of
  • if you avoid showing him in his last years at the school the
  • Church-minded people, by those who would be happiest hearing
  • hear people say on all sides, because they have been wrongly
  • teaching, must be clearly kept in mind, and what the child
  • learns at thirteen, fourteen, and fifteen must be given less of
  • business letters. Do not say that he can learn this later.
  • Certainly, by overcoming great difficulties, he can learn it
  • there should really be no single individual who has not learnt
  • become a materialist. If, at this early age, he is introduced
  • extinguished by senseless indulgence in them in early
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• Title: Practical Course/Teachers: Lecture XIII: On Drawing up the Time-table
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  • teaching, that we are gradually nearing the mental insight from
  • year at school, fall short of the learning shown by the
  • years of age, of course, by our methods our children should
  • us say, at the end of the first year in school, before a board
  • appears in a reforming capacity, as with the Scouts
  • beginning and end of the school years. We must do our utmost to
  • above all we must seek to include in the first school year a
  • getting the children to tell again what they have heard us tell
  • year.
  • best absent from the very first year of school and which is
  • year. But then some inspector might turn up at the end of the
  • first year and ask the child what “i” is, what
  • try to teach him what an article is. But he has to learn it.
  • of artificial devices for making clear to the child the
  • The first school year will afford us plenty of opportunity for
  • this. Even in the second year a good deal of this awareness
  • will invade our teaching. But the first year will include much
  • year will include not only writing, but an elementary,
  • point of departure for teaching writing. The first school year
  • the production of music from within by song, and the hearing of
  • Maximum number of matches per file exceeded.
• Title: Practical Course/Teachers: Lecture XIV: Moral Educative Principles and their Transition to Practice
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  • the time-tables which were issued fifty or sixty years ago, you
  • year in the different subjects. The time-tables were at the
  • create it for ourselves at every turn, so that we learnt to
  • form of object lessons simply extends a pall of weariness over
  • working with his own soul-force on what he has learnt in the
  • The child simply leaves the school feeling that he has learnt
  • When you receive a child in the first years at the elementary
  • last years of the school course. In his first years he is still
  • in their very first years, that they still have very sound
  • first years at school. These cease in the interests of human
  • development with the last years of school life. When puberty
  • find in his reason a substitute for his earlier instincts. That
  • last school years of the growing being. Here you can still
  • health. That is why particularly the last years of the
  • From this explain to him in his last years of school the
  • undertake this instruction precisely in these years. At
  • That is why you can teach the child in these years about the
  • these years about matters of nutrition and health they will
  • people. What the child learns later, after puberty, about
  • nutrition and health in his last years at the elementary
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• Title: Practical Course/Teachers: Concluding Remarks
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  • by reminding you of what I should like you to take to heart:
  • channels, especially method. Our teaching will only bear the
  • far beyond your grasp will come very near to you in your
  • heavily to-day on the hearts of the people concerned in
  • thought that fills our hearts and minds: that with the