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• Title: Practical Course/Teachers: Lecture I: Introduction - Aphoristic remarks on Artistic Activity, Arithmetic, Reading, and Writing
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  • something “new” or “different,” but
  • Teaching the child arithmetic is quite another thing. You will
  • feel that here the most important thing is not the forms of the
  • the spirit when we teach the child music, drawing, or anything
  • saw as a fish looks something like what you see there on the
  • f like this!” you are teaching him something quite
  • make it something quite different from what it would be if we
  • help we penetrate to something connected with the whole
  • something to do with drawing and painting. Thus we begin with
  • with nothing but their heads; they have at the most dragged the
  • things work in unison: will, feeling, and thinking. When we
  • something down on paper in drawing or even in painting,
  • with something formed by man, they say: It is natural —
  • appear as something secondary. Rather in man should live an
  • am now going to say something unusual, we must go back to the
  • some thing thus missed — not to mention other things. The
  • way. Everything to-day is in confusion, particularly
  • things are completely different. This is most striking when we
  • makes something in drawing, we can help him to follow the forms
  • is completely disappearing from education; everything is in
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• Title: Practical Course/Teachers: Lecture II: On Language - the Oneness of man with the Universe
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  • something or other which threatens us with danger; we repulse
  • sound o is really nothing less than the action of breath
  • speech with something external. People have asked themselves:
  • everything in the world makes a feeling-impression on the
  • individual. In some manner every single thing reacts upon human
  • half-unconscious. But we shall never have a thing in front of
  • “stove” there lies something which excites a
  • see, people have only dealt with these things very
  • according to which everything is imitation. These theories are
  • feeling, which we develop in response to things.
  • everything related to light or whiteness, including sound
  • experienced in sympathy with things. For even when we are
  • afraid of a thing our fear is founded on some secret sympathy.
  • antipathy-organs, to ward things off. If we spoke only in
  • relation of surrender towards things. We should actually
  • identify ourselves with the flux of things, we should be very
  • description of the things themselves; the sound of things
  • of external things. Therefore, in showing you, yesterday,
  • back to imitations of external things; vowels, on the other
  • feeling about things. Consequently, you literally can
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• Title: Practical Course/Teachers: Lecture III: On the Plastically Formative Arts, Music, and Poetry
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  • which must be transmuted into something living. When we
  • everything which approaches man artistically falls into two
  • things will very easily be able to trace them in the history of
  • everything to unity in an abstract way, if you wish to be true
  • human evolution; they say these things harm human nature,
  • concept. The question here is to elevate these things into
  • our naivety if we fashion things concretely, not abstractedly.
  • For instance, it would be a very good thing from all points of
  • encountered by a warning apparition, if the angel has something
  • drawing is something untrue. The truest thing is the experience
  • we do an abstract, a dead thing, something untrue to nature,
  • proper feeling for these things, because they vivify his whole
  • perform as well. It was a beautiful thing. Now at the request
  • district. I expressly said: “I am saying something to you
  • of the child's attention to something which he does not yet
  • education a dead thing and takes away its living element. For
  • beyond the child's age and appealing to something which he can
  • That is a very fundamental truth. Nothing should therefore be
  • things, in, and yearning for, music and poetry, should be
  • foreground of the poem nothing but the prose-content. And when
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• Title: Practical Course/Teachers: Lecture IV: The First School-lesson - Manual Skill, Drawing and Painting - the Beginnings of Language-teaching
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  • arisen lately, but you will have to aim at things of real value
  • The first thing will be to draw the attention of the children
  • school because you have to learn something in school. To-day
  • 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
  • do something which you cannot. And you are here so that one day
  • everything.” Now very many people to-day are in agreement
  • with this principle of forming opinions about everything and it
  • opinion on everything imaginable, but that between the seventh
  • can write about all the things in the world. You also will be
  • in life, when, for instance, you want to buy something to eat,
  • learn to calculate, too.” It is a good thing to draw the
  • it through with the child, like other things, by frequent
  • knowledge of life, is like playing at things; it is meaningless
  • for the inner being of the individual to learn things by
  • something else. It is well to say to him at this point, for
  • you can do all kinds of things with these hands.” That
  • something or other requiring manual skill. This can sometimes
  • something by themselves from the first, and see, further,
  • You must attach importance to do habitually the proper thing in
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• Title: Practical Course/Teachers: Lecture V: Writing and Reading - Spelling
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  • so that you are able to make something of it in practice.
  • on always having between the lines of the lesson anything that
  • washing, and cleanliness. It is well to have something like
  • compelled to think of something which contributes at the same
  • this after me, so that whenever they come to something of this
  • breathing the first sound, as I illustrated with
  • words begins with the same breathing out.” In this way I
  • initial letter, to lead him to nothing but the single sound, to
  • things. And not until the transition from the Egyptian
  • everything beginning with M. The picture of the word was taken
  • you think out for yourself something like the Ð’
  • history of civilizations to discover something for your lesson.
  • see the important thing for us who wish to achieve living
  • drawings of external things — but never the vowels. The
  • you something, but you don't understand them. Then there comes
  • expresses the pointing to something that has been understood.
  • already been attempted: and there, something else. For you will
  • someone else will make use of something much better for
  • the older ones, who had an understanding of such things, a good
  • things something similar to the famous “Imperial
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• Title: Practical Course/Teachers: Lecture VI: On the Rhythm of Life and Rhythmical Repetition in Teaching
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  • School, but if things go well you will also have to be protagonists
  • things can be learnt from such experiments and I have decidedly
  • they may want to imply the same thing with diametrically
  • can have anything to do with them who have already trained
  • first understand the meaning of a thing which is to be
  • shall get nothing but weak-willed people. The statement, then,
  • terms: If you want to do the best possible thing for the
  • analysing the meaning of everything that he absorbs. And, in
  • fact, if we were to analyse merely the meaning of things, we
  • light on the meaning of a thing. The will likes to sleep, and
  • astral body. This character represents one thing — that
  • mischievous reading of a meaning into things, and this is
  • attitude it has nothing to do with Anthroposophy. Anthroposophy
  • to acquaint the child with things which are first and foremost
  • hand you must also give the child things which can have some
  • we must cultivate everything which does not aim at a mere
  • assimilate something first of all only by rote, uncomprehended,
  • consider everything that you know of him you will find that the
  • things, for it would create a very unpleasant impression
  • wise for people to notice these things. That is why they are
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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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  • for many a thing which, in ideal conditions, you would not
  • convey by drawing or by painting, but by a study of the thing
  • timetable in addition to the other things. Before this
  • plan. And it is moreover a good thing to let the child reflect
  • even a horse, something or other from the mammals, and then, in
  • enemy. You can tell the child many things which help him to
  • being when he eats or looks at something. When the human being
  • the cuttle-fish, its fine perception of things
  • grasping something by its fore-feet, it supports itself on its
  • cuttle-fish, which is really all head and nothing else, can
  • anything in the natural kingdom, for in man you see all the
  • background when we are describing anything in nature. That is
  • the study of childhood it is found that something happens just
  • things of the soul, for which he would have shown little
  • Anyone with a feeling for such things will observe that at this
  • speak to the child of the things of natural history in the form
  • something quite unintelligible to the child if you were to
  • suspicion that you intend to teach him anything moral.
  • brought this to your notice because it contains something which
  • from A to Z everything about Plato and all else that was to be
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• Title: Practical Course/Teachers: Lecture VIII: Education After the Twelfth - History - Physics
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  • foundations of a curriculum, so that where it imposes something
  • you remember that understanding something is not just
  • all such things. But you must not explain to him before he is
  • relationship things near at hand in our everyday life —
  • and things far removed from external life. You should therefore
  • should let the child realize such things as, for instance,
  • learnt something about physics and understand the
  • apply the current for a short or long time, something is heard
  • thing for our human relations is that we should be able again
  • marvelling children. And such things are everywhere present,
  • stands something like a bench; on this bench lies a ball; I
  • nothing. For this phrase: “The ball succumbs to
  • the physicists again confess that no one knows anything about
  • him. Having taught him other things, we can explain, for
  • things to pour into empty space. This tendency is connected
  • direction something streams in, too. The difference is only
• Title: Practical Course/Teachers: Lecture IX: On the Teaching of Languages
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  • exclude everything which is really only a burden to the
  • was something which he did not understand. It is more
  • but where he leaves something out; in this way you find out
  • where he did not understand something, where he has not
  • language some subject or other, anything which the child can
  • over the things of the world with the child in such a way as to
  • this process. Start by forming with the child something which
  • Then you touch on something for which it is possible to find a
  • child to these things — especially in the lessons devoted
  • method of these things. In teaching, in fact, a
  • sitting in class and quiet listening to things which are to
  • thing for the child, when he joins in this work, and is always
  • is a very good thing to say at the end of the lesson: “I
  • about it at table. But you must really say things which the
  • These things can be done, but you yourself must take part in
  • no sentence. Do not merely string things together as is
  • everything is beginning to hurt, because they feel how hard the
  • children many a thing which the ordinary schools do not give
  • something of tremendous importance for the child.
  • pupil learns a thing far better if, in his soul, he can apply
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• Title: Practical Course/Teachers: Lecture X: Arranging the Lesson up to the Fourteenth Year
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  • the curriculum. It does not immediately have everything in it which
  • assimilating something very foreign to the universe. But if we
  • and was not dependent on the invention of anything so
  • things which implant in our soul-life things which from its
  • waking condition in our civilization things which disturb it as
  • naturally various things will have to be taken into account.
  • other children for whom everything should be quite still
  • understand things later. Consequently, in the years comprised
  • a child who is saying something particularly tedious is
  • diverted to something more interesting. Here the presence of
  • importance that anything the children have learnt by heart
  • is not a good thing to abuse the memory by having written down
  • applied to the store of things already memorized, so that this
  • good turn of phrase from things once learnt in this way. The
  • follow in the books in front of them. That is nothing but time
  • stolen from the child's life. It is the very worst thing that
  • to do nothing at the time but listen to him; not, that is,
  • things intelligible by speech and to aural comprehension,
  • business and similar things. At the most we should go as far as
  • the narrative description of things seen and heard certainly
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• Title: Practical Course/Teachers: Lecture XI: On the Teaching of Geography
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  • hills. It is a good thing to do this with colours, marking the
  • things: coal, ore, etc. And we further point out that the
  • early point that different things flourish in a poor soil from
  • things out of it. This, of course, involves a demand on your
  • the child that here or there a certain thing is done, for
  • this,” try to encourage the child to make something of
  • the form of a little plaything or piece of handiwork. It will
  • different person from a child who has not done these things.
  • The soul undergoes a change in doing these things. Abstract
  • encourage the child to do things which are really done in life,
  • than to invent things foreign to it. In arranging the child's
  • this point, saving up everything else for a later time, we
  • is, in fact, a good thing to employ the geography lesson to
  • precisely for geography the very worst thing that could
  • longer periods at a time with things of the same nature. We
  • something else. This concentrates the teaching and
  • Geography can really be a vast channel into which everything
  • things as coal for industry. At first we shall only describe it
• Title: Practical Course/Teachers: Lecture XII: How to Connect School with Practical Life
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  • nothing about it. When you notice the discomfiture of an
  • first glimmering of an improvement in attitude. The worst thing
  • craving to know, an insatiable curiosity about everything that
  • things as economically as possible. It is always
  • excellent thing. There would be no immediate need to teach him
  • these things, but, most important of all, he would feel, in
  • these things, that he once went into them. This influences him,
  • consciousness that, even about things which do not fall within
  • things, but it probably happens that he does not retain the
  • feeling that he went into a thing with pleasure and felt
  • I learnt about that, and a good thing, too. We should never be
  • into things not immediately connected with our
  • example, certain things should really be respected by the
  • pervade our teaching. In every vocation something of the
  • something of its very opposite, things which we believe are
  • steam-engine or something of a quite worldly nature, something
  • things must be noticed which unfortunately cannot in our case
  • and don't care two pins for anything else. No, we must
  • more Western fashions of furniture and extract something quite
  • to things of this kind simply so that, when aware of much that
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• Title: Practical Course/Teachers: Lecture XIII: On Drawing up the Time-table
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  • good thing for the children that they should be able to do just
  • were nothing but platitudes; moreover, they were platitudes
  • can tell them everything that we want to teach them. We aim at
  • something which he himself likes to tell about. In all this
  • will do nothing but make mistakes, of course; later on, fewer
  • Then, indeed, we must make room for something which would be
  • “Now take a tree: a tree is a thing which goes on
  • difference between something which endures and its attributes,
  • noun; when we use a word for the changing quality of something
  • run. You are doing something. That is an action.” We
  • child up to the thing, and then we go from the thing over to
  • short, it will be a good thing for us to teach with complete
  • awareness that we are introducing something new into teaching.
  • it here involves introducing the child to all kinds of things
  • various rules of spelling. This is the kind of thing to which
  • something more. I do not only demonstrate the theorem to him in
  • something of the whole being accompanying the sound of the
• Title: Practical Course/Teachers: Lecture XIV: Moral Educative Principles and their Transition to Practice
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  • the part left to them by the curricula. To-day things are
  • instructions as to how things should be taught at school. That
  • cross-questioning of the child on self-evident things in the
  • teaching if you simply remember to leave many things
  • lesson. It is not at all a good thing to want to explain
  • everything down to the last dot on the “i.”
  • everything already, and looking out for other things to do.
  • the breathing and enlarge on every aspect of nutrition and
  • breathing connected with the care of personal health. You will
  • why he can be talked to about these things and why they still
  • in teaching a particular thing at the right moment. You really
  • teach things of interest to the reason, to the intellect, very
  • something to the children in the years from twelve to fourteen.
  • plant world. These ideas of things must be rooted in feeling
  • awake in the child at this tender age. These things are more
  • are things to be taught which cannot be studied externally. And
  • when people try to teach the child by object lessons things
• Title: Practical Course/Teachers: Concluding Remarks
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  • thing: The teacher must be an individual of initiative in
  • in everything in the world and everything that concerns people
  • from anything of possible interest to man — if we were to
  • second thing: The teacher must be interested in every aspect
  • “And the third thing is: The teacher must be an
  • “And then something easier said than done, but which is
  • I have not said anything in this last fortnight which
  • dependent on your real inner response to the things which we
  • “Remember the many things which I have tried to explain
  • remembered it sufficiently. Naturally a great many things ought