The Human Life (#108)
George and Gisela O’Neil, Florin Lowndes
This long awaited contribution to biography work explores the various chapters of a human lifetime in the context of an anthroposophical world view. Cosmic evolution, destiny, and karma are discussed as they relate to one’s life and to the lives of others. The Human Life is a helpful guide to have as one travels the path of self-knowledge and tries to understand the encounters one meets — and possibly gets tripped up by — along the way. The enclosed life-chart lets one see aspects of the physical, life, soul, and ego — as well as the patterns — that show themselves in this incarnation. The Human Life has previously been described as being an accessible introduction to anthroposophy. (329pp, plus a removableLife-Chart poster) #108
Balance in Teaching (#040)
Four lectures by Rudolf Steiner
Stuttgart, September 15, 16, 21, and 22, 1920
Rudolf Steiner emphasizes its importance in education; the balance between eye and ear; between perception, comprehension, and memory. This book provides a wonderful teacher’s tool for understanding the psychophysiology of education, for recognizing problems, and for knowing what to do about them..
(60 pp) #040
Light & Darkness
by Gertraud Goodwin
The author's extensive work as a sculptor informs her work with positive and negative space as it relates to light and dark on a drawing surface. The work places its emphasis on metamorphosis, and this is frequently illustrated exquisitely with drawings in series. Content is informed by intervals in music, the Christian festivals, the Zodiac, and process itself. Discussion includes meditative aspects of technique and specific details that can serve as a point of departure for creating one's own work.
Self Education: Autobiographical Reflections 1861-1893 (#066)
An extensive lecture by Rudolf Steiner
Berlin, February 4, 1913 (GA 25)
An extraordinarily detailed and candid description given by Steiner of his boyhood, youth, and approach to manhood. Full of humorous anecdotes and lively but reverent portrayals of the individuals who surrounded him in his early life, and it creates a picture of the roots of Steiner’s gifts to the world in Waldorf education and other areas. This edition includes many photographs of Steiner as well as of some of his mentors.
(44 pp ) #066
How Does the Human Body Move?
Dr. Mees takes as his basis of observation the idea that what we call our nervous system is only the physical expression of what lives everywhere in our body as an activity of perception. In the light of anthroposophy, he explores how our muscles become conscious of our desire to move.
L.F.C Mees, M.D.
Warmth Course (#091)
Fourteen lectures by Rudolf Steiner
Translated by George Adams
Stuttgart, March 1 - 14, 1924 (GA 321)
Rudolf Steiner discusses the nature of warmth, its relationship to the four states of matter, to light, to color, and to the sub-earthly and super-earthly realms. He strives to extend modern ideas of physics through the understandings achieved by spiritual science. With extensive notes and diagrams, this work comprises essential reference material for teachers of the natural sciences, as well as interested parents and others.
(206 pp) # 091
The Art of Lecturing (#055)
by Rudolf Steiner
These lectures presented in Dornach address: effective speaking, clarifying thought --
content, knowing one’s audience, verbal
formulation, the ethics of speaking, the
pedantic effect of lecturers, lyrical speaking, speech exercises, repetition, and full immersion in one’s topic so that the speaker will be listened to and heard.
(103 pp) #055
Waldorf Schools, Vol. I (#121)
Compiled and edited by Ruth Pusch
Focuses on the early grades. Written by Waldorf education’s pioneers — William Harrer, Al Laney, Christy and Henry Barnes, Marjorie Spock, Gisela O’Neil, John Gardner, and others — this anthology addresses subjects as the effect of Waldorf education on home life; what we mean by education as an art; the moral education of young children; the role of the teacher, working with underprivileged children. “Opening the pages of this book is like having a rich and inspiring Waldorf conference in your living room...” wrote one reader. It’s likely that many of your questions about Waldorf education will be addressed here.
(220 pp) #121
Waldorf Schools, Vol. II (#122)
Compiled and edited by Ruth Pusch
Covers upper grades and high school. Contributors include A.C. Harwood, Hermann Poppelbaum, Dorothy Harrer, Betty Staley, Francis Edmunds, A.W. Mann and others. Subjects in this volume include: machines and men; children’s quarrels; modern physics in the Waldorf high school; the value of art for the adolescent. These essays, rich with insights into the teenage years, show how creative imagination can set young hearts and minds on fire.
(240 pp) #122
On Teaching Physics and Math (#123)
by Hermann von Baravalle
Elisabeth Vreede, Ph.D., said about this work of Baravalle: "His books have brought new life and creativity to the otherwise dry mathematics instruction; this first pedagogical work of his is filled with the vibrant experience of his own teaching practice. Every page bespeaks the love for his young students and their problems. . ."
(52 pp) #123
Form Drawing (#057)
by Hans R. Niederhauser and
Children’s experiences, entering their being, determine their future. In Waldorf Education, the child draws archetypal forms as an aid to balancing polarities in his or her nature so that experiencing the world can be more harmonious. Form Drawing is a practical, well-illustrated guide to this invaluable educational tool.
(57 pp with illustrations) #057
Education Through Art (#102)
by Hildegard Gerbert
Translated by Margaret Frohlich
and Ruth Pusch
This book explains how art and art history are studied in Waldorf Schools and it is particularly valuable for teachers of adolescents. These discussions of the curriculum—with its focus on the student and on individual artists and their work—one can picture a young person developing into a free individual. One can see how sensitivity and strength of will are aided by an awareness of form and content in art.
(100 pp) # 102
Mathematics in the Classroom (#156)
by Amos Franceschelli
This book has three parts. “Background” sets forth some of the author’s deepfelt convictions regarding the nature and role of mathematics in the classroom. It is addressed to teachers and nonteachers at all levels. The second part describes an eleventh grade mathematics block of four weeks as taught by the author. Such a block forms an integral part of the curriculum in Waldorf Schools. The third part, “Assembly Skits,” presents a lighter aspect of teaching mathematics that can contribute to the learning and an appreciation of the subject in the upper grades.
(8 1/2 x 11, spiral-bound)
(210 pp) #156
The Etheric Body (#103)
A lecture by Otto Wolff
The etheric body is the aspect of our being that brings about growth and development, provides the foundation for mental picturing, and enlivens our thinking activity. Awareness of the etheric can alert a teacher to when the child will be most receptive to learning to read, for example, or to understand the abstractions of arithmetic. This lecture by Dr. Wolff was given to teachers in Sacramento in 1986.
(16 pp) #103
Gymnastic Education (#170)
by Fritz Graf von Bothmer
Included are over 30 exercises originally developed for the children of the first Waldorf school as a means of teaching correct posture and to strengthen movements in children’s limbs that would augment the pedagogy. The exercises are a forerunner of Spacial Dynamics®—a study of the archetypal dynamics of the human being in space.
(92 pp, spiral bound with illustrations)
Sound Between Matter & Spirit (#124)
by Frits Julius
“For Goethe, there is only one source of knowledge: the world of experience, in which the world of ideas is included.” Starting with these words of Rudolf Steiner on Goethe, Julius takes us on an exciting journey through the physics of sound production to the “real power of the Word.”
(52 pp) #124
Knowledge of the Human Being through Art (#101)
A Method of Anthroposophical Study
by Dr. Armin J. Husemann
Quoting extensively from Rudolf Steiner, Dr. Husemann presents a method intended to prepare the student to recognize the human being as a fourfold entity having a physical body, an etheric body, an astral body, and an ego-organization. Three different approaches are described here to a path of knowledge through sculpture, music, and speech.
(39 pp) #101
I A O (#169)
by Werner Barfod
Eurythmic meditations on the vowels that embrace a path of endeavor from the soul through the body to the spirit are introduced. Significance of the form, its variations and metamorphosis are discussed along with key archetypal gestures, and further suggestions are offered for meditative work in eurythmy.
(87 pp) #169
A Drawing Lesson with Rudolf Steiner (#070)
by D.J. van Bemelen
The Geometry of Shadows by Hermann von Baravalle
When a child draws an object of nature, a tree, or a rock, for example, the child is experiencing nature itself. If solid, unbroken lines are used to represent the object, perception is fixed on something which isn’t really there. In reality, we perceive visual images as gradations of shade and color, never as the distinct outlines we commonly use to draw with.
The techniques given in these two lessons allow a child to have a different and truer relationship to the physical world.
(13 pp with illustrations) #070