Teaching Language arTs in The WaLdorf schooL

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146 Language Arts Compendium notice that if you ask her something, she will make the same face as someone you awaken from sleep. She starts a little, just as someone you awaken does. She would never have been in a class elsewhere, that is something possible only here with us. She would have never made it beyond the first grade. She is a very interesting child. [683] A teacher: S.T. in the ninth grade is very clumsy in his written expression. Should I have him do some extra work in writing essays? Dr. Steiner: You should work with his handwriting, very basically, through exercises. As an extra task, you could have him write a quarter page while paying attention to how each letter is formed. If he would do that, if he would pay attention to forming each letter, it would affect his entire character. Aside from that, his lines of vision converge at the wrong place. His eyes do not properly fix upon the object. We should correct that. Remind him often so that his eyes look in parallel. You can also have him read as though he were shortsighted, although he is not. His eyes droop just like he droops when he walks. He does not walk properly, he drags his feet. Have you ever noticed, for example, that when he is at the playground and wants to run from one place to another, he never does it in a straight line, but always in some kind of zigzag. You should also look at how his hair always falls across his forehead. He also has no sense of rhythm. If he has to read something rhythmic in class, he gets out of breath. In gymnastics, you could have him move firmly, stamp his steps along. Karmically, it is as though he has two different incarnations mixed together. In his previous incarnation, his life was cut off forcefully. Now, he is living through the second part of that incarnation and the first part of the present incarnation at the same time. Nothing fits. He has already read Kant. He cannot do things any other child can do, but he asks very unusual questions that show he has a very highly developed soul life. Once, he asked me if it is true that the distance between the Sun and the Earth is continually decreasing. He asked
Handwriting 147 whether the Sun was coming closer to us. He asked such questions without any real reason. You need to show him other perspectives, and have him do odd things in a disciplined way, for instance, some mathematical things that pique his curiosity, that are not immediately clear to him. You could, for example, have him make knots with a closed loop. Oskar Simony discusses that in his paper on forming knots with closed loops. [Faculty Meetings with Rudolf Steiner II, pp. 683, 693-695.]
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Rudolf Steiner Teaching Language Ar
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Printed with support from the Waldo
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7 Introduction With the publication
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9 The Language Arts Curriculum in G
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Language Arts Curriculum 1-8 11 At
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Language Arts Curriculum 1-8 13 spe
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15 Language 1. Learning Language th
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Language 17 a certain “physical e
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Language 19 spoken. The child knows
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Language 21 5. Language and the Dev
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Language 23 ther development. If, i
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Language 25 nations already given
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Language 27 mainly to the child’s
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Language 29 may have been the origi
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Language 31 self-protection, and if
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Language 33 The Romance languages d
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Language 35 we multiply what takes
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Language 37 the period before birth
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Language 39 and I am standing here
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Language 41 ideas—our horizon wil
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Language 43 having the experience o
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Language 45 speaking so that they f
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Language 47 an authority speaks. A
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Language 49 important is that these
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Language 51 and runs, and in spite
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Language 53 language. I will speak
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Language 55 a memory that arises wi
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Language 57 tion (though it did not
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Language 59 reason; it is directly
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Language 61 done simply according t
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Language 63 remains nothing at all
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Language 65 the dead word—the Lat
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67 Writing, Composition Writing, Ha
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69 The Introduction of Writing Exce
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Writing 71 that would disturb their
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Writing 73 pletely physical in read
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Writing 75 their wholeness. It is n
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Writing 77 assume that you have rea
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Writing 79 connected with writing w
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Writing 81 For example, when you ar
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Writing 83 they try to lead the chi
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Writing 85 while relatively little
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Writing 87 external events through
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Writing 89 whole drawing process fr
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Writing 91 up of some unknown mater
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Writing 93 link between the shape h
Page 95 and 96: Writing 95 a thing which in no wise
Page 97 and 98: Writing 97 of eurythmy, and getting
Page 99 and 100: Writing 99 When children are losing
Page 101 and 102: Writing 101 The child will say, “
Page 103 and 104: Writing 103 the fundamental form is
Page 105 and 106: Writing 105 so that in them weaving
Page 107 and 108: Writing 107 a or b look the way the
Page 109 and 110: Writing 109 derstands the physical
Page 111 and 112: Writing 111 themselves have a real
Page 113 and 114: Writing 113 the child’s whole bei
Page 115 and 116: Writing 115 astonishment, wonder, (
Page 117 and 118: Writing 117 environment. The whole
Page 119 and 120: Writing 119 You do not need to stud
Page 121 and 122: Writing 121 the middle of the ninet
Page 123 and 124: Writing 123 and gradually letters a
Page 125 and 126: Composition Writing 125 Here again
Page 127 and 128: Composition Writing 127 children re
Page 129 and 130: Composition Writing 129 so bad if y
Page 131 and 132: Composition Writing 131 Cliques in
Page 133 and 134: Composition Writing 133 Handwriting
Page 135 and 136: Handwriting 135 I actually got to k
Page 137 and 138: Handwriting 137 gestures, of which
Page 139 and 140: Handwriting 139 case, suppose a chi
Page 141 and 142: Handwriting 141 allow the children
Page 143 and 144: Handwriting 143 Dr. Steiner: As lon
Page 145: Handwriting 145 could not write and
Page 149 and 150: Left-Handedness 149 ity for observi
Page 151 and 152: Left-Handedness 151 Question: Why i
Page 153 and 154: Left-Handedness 153 as such. They s
Page 155 and 156: Left-Handedness 155 their arm until
Page 157 and 158: Stenography and Typing 157 indulge
Page 159 and 160: Stenography and Typing 159 to what
Page 161 and 162: Stenography and Typing 161 continue
Page 163 and 164: Stenography and Typing 163 counterm
Page 165 and 166: Reading 165 1. The Benefits of Wait
Page 167 and 168: Reading 167 considered. We cannot d
Page 169 and 170: Reading 169 their own feeling life
Page 171 and 172: Reading 171 child’s evolving natu
Page 173 and 174: Reading 173 one or another student
Page 175 and 176: Reading 175 are purely a matter of
Page 177 and 178: Reading 177 their wholeness. It is
Page 179 and 180: Reading 179 the children in relatio
Page 181 and 182: Reading 181 begin artistically with
Page 183 and 184: Reading 183 Here we have a signific
Page 185 and 186: Reading 185 movement inward from ou
Page 187 and 188: Reading 187 bother with them. Peopl
Page 189 and 190: Reading 189 revealed from the point
Page 191 and 192: Reading 191 A question is asked abo
Page 193 and 194: Literature 193 The High School Lite
Page 195 and 196: Literature 195 clearly in mind. The
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Literature 197 the material yoursel
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Literature 199 until last, first de
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Literature 201 away from the sheep;
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Literature 203 gathered at the same
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Literature 205 4. How to Introduce
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Literature 207 the first time on th
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Literature 209 for students, the Sc
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Literature 211 such imaginative wor
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Literature 213 scended to have no c
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Literature 215 is on the developmen
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217 Speech and Recitation 1. Speech
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Speech and Recitation 219 1. Speech
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Speech and Recitation 221 the real
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Speech and Recitation 223 These are
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Speech and Recitation 225 When we s
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Speech and Recitation 227 dren whom
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Speech and Recitation 229 period to
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Speech and Recitation 231 larynx. W
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Speech and Recitation 233 about the
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Speech and Recitation 235 speech be
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Speech and Recitation 237 by accide
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Speech and Recitation 239 What we m
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Speech and Recitation 241 However,
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Speech and Recitation 243 today wor
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Speech and Recitation 245 we observ
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Speech and Recitation 247 where we
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Speech and Recitation 249 and fourt
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Speech and Recitation 251 in euryth
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Speech and Recitation 253 to well-f
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Speech and Recitation 255 thanks (f
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Speech and Recitation 257 begin ear
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Speech and Recitation 259 25. Recit
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Speech and Recitation 261 If you pu
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Speech and Recitation 263 the sente
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Speech and Recitation 265 In words
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Speech and Recitation 267 Piffling
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Speech and Recitation 269 Speech Ex
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Speech and Recitation 271 (a good o
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Grammar and Spelling 273 16. Workin
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Grammar and Spelling 275 not withou
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Grammar and Spelling 277 will be va
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Grammar and Spelling 279 the effect
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Grammar and Spelling 281 harmony wi
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283 something we do not consider en
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Grammar and Spelling 285 children a
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Grammar and Spelling 287 a sculptin
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Grammar and Spelling 289 element in
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Grammar and Spelling 291 ated concl
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Grammar and Spelling 293 their own
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Grammar and Spelling 295 way of tea
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Grammar and Spelling 297 There are,
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Grammar and Spelling 299 11. Mainta
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Grammar and Spelling 301 then, affe
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Grammar and Spelling 303 In this wa
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Grammar and Spelling 305 represent
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Grammar and Spelling 307 simply a s
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Grammar and Spelling 309 A teacher
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Grammar and Spelling 311 A teacher:
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Grammar and Spelling 313 so beautif
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Grammar and Spelling 315 by acting
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Grammar and Spelling 317 This is th
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Grammar and Spelling 319 knows how
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Teaching Language arTs in The WaLdorf schooL

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