Handwork and Handicrafts - Waldorf Research Institute

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90 Dr. Steiner: “Spinning is particularly well-adapted to the soul-life of the children, and through it they come to have a real knowledge of practical life. Such knowledge cannot be gained merely by looking at a thing: It must be practiced as it is practiced in reality. “We have technology from the 10th Class upwards. In the 10th Class we have weaving. Let them make woven materials in the simplest way possible. It is enough, if they are given a pattern to copy. In the 11th Class they learn about steam turbines.” 19 A Student Who Learned How to Make Shoes A Teacher: “This student cannot keep up with the class. But he is gifted in languages. He is rather sly, cunning.” Dr. Steiner: “You must give him jobs to do from time to time, and have chats with him. The occupation should vary ... What use would the Hilfsklasse be to him? He is far too agitated. It would make a much deeper impression on him if you got him to make a pair of shoes. You must provide him with the opportunity to hammer in nails and make shoes. A proper pair of boots for someone else. You should let him make shoes in the handwork lesson. It would be a very good thing. He would enjoy it. Double soles. Shoes with soles!” 20 (This student did in fact have lessons in shoemaking from a Waldorf school teacher who knew the craft, and his development showed great improvement as a result.) Handwork and Mathematics Dr. Steiner: “I should like to draw the attention of those teachers who have to do with drawing to Baravalle’s Thesis. The things in it are also extremely important for aesthetics. All of you should study it. Handwork teaching above all can benefit immensely from Baravalle’s Thesis. There is certainly much in it that will help you to solve such problems as how to form a collar, a belt or a waistband according to the principles inherent in them. “A work like this one of Baravalle’s is of fundamental importance for the Waldorf teacher because it shows in an imaginative way the leading over of the mathematical into the pictorial. This could be extended. What he has done for form could also be done for color and sound ... You will find a good deal about the world of sound in Goethe’s Outline of a Theory of Sound in my last volume of the Kürschner Weimar edition. This account is enormously rich in content. The color theory can also be treated in this way … “... It is extremely important, it brings life to the whole College of Teachers if a right interest is taken in the original works of the College members ...” 21 Bookbinding The question was asked whether arrangements could not be made to set up classes in bookbinding. Dr. Steiner: “You mean, whether it would fit in with the curriculum? Bookbinding is something that could be fitted into the plans for a continuation of the
From the Workshops Top, Plastic work, Classes 11–12. Middle, Moveable toys, Classes 8–10. From the Handwork Rooms Bottom, Stuffed animals, Classes 6–7. 91 Plate 13
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HANDWORK and HANDICRAFTS From Indic
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HANDWORK AND HANDICRAFTS by HEDWIG
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CONTENTS INTRODUCTION . . . . . . .
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10 to reproduce some of the indicat
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12 color, but human beings will not
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14 social life—the human being wo
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16 CHAPTER III Handwork in the Kind
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18 of the children. Each child is a
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20 He then drew on the blackboard a
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22 CHAPTER IV Phases of Development
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24 so forth, should be done in a ve
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26 relationship can often bring us
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28 CHAPTER V The Line in Painting a
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30 CHAPTER VI Handwork for Children
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32 better to make a herd of chargin
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34 CHAPTER VII After the Lower Scho
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36 Steiner also set such tasks as t
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38 Plate 3 Fig. 20 (wrong) Fig. 21
Page 40 and 41: 40 The working together of art and
Page 42 and 43: 42 He made sketches of costumes and
Page 44 and 45: 44 remarked: “The place where we
Page 46 and 47: 46 Figure 12: Publisher’s sign dr
Page 48 and 49: 48 Figure 23: “Anthroposophie, Oe
Page 50 and 51: 50 Figure 34: Folder (cloth) for th
Page 52 and 53: 52 END-VIGNETTES Drawn by Rudolf St
Page 54 and 55: 54 CHAPTER X Indications Concerning
Page 56 and 57: 56 In Torquay he discussed the matt
Page 58 and 59: 58 CHAPTER XI Color in Clothing and
Page 60 and 61: 60 In a similar way he indicated, a
Page 62 and 63: 62 made it necessary, he would occa
Page 64 and 65: 64 CHAPTER XII The History of the A
Page 66 and 67: 66 a materialistic point of view, b
Page 68 and 69: 68 If one looks at the costumes rep
Page 70 and 71: 70 Under the influence of Augustus
Page 72 and 73: 72 is to come, point the way that m
Page 74 and 75: 74 Index to Plate 10 1. Part of an
Page 76 and 77: 76 Through anthroposophy the road t
Page 78 and 79: 78 APPENDIX I The Pedagogical Value
Page 80 and 81: 80 placed before him, through the a
Page 82 and 83: 82 Dr. Steiner: “The way a child
Page 84 and 85: 84 organization to write in this wa
Page 86 and 87: 86 but do not take individuals out
Page 88 and 89: 88 Dr. Steiner: “Where it is not
Page 92 and 93: 92 school. [The upper classes did n
Page 94 and 95: 94 18. Teachers’ Conference, Sept
Page 96 and 97: 96 children should learn to disting
Page 98 and 99: 98 In a Berlin lecture, Dr. Steiner
Page 100 and 101: 100 One should mention here that Dr
Page 102 and 103: 102 most it could be decorated plas
Page 104 and 105: 104 Displays of Work Done by Studen
Page 106: 106 reproduced by means of photogra
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