Articles in the Online Waldorf Library come from many sources. Quite a number are from the archives of journals and publications published over the past 50+ years. When possible we have noted the specific source although this is not always possible.
Included in the "article" search database are all articles in currently in print journals: Gateways, the Research Bulletin and the Waldorf Journal Project.
The Online Waldorf Library includes:
Education as an Art, the first widely circulated journal about Waldorf education in the United States. It began in 1940 as the Bulletin of the Rudolf Steiner School Association. The purpose of the journal was to inform Americans about Rudolf Steiner's pedagogy. In 1969 the journal became known as Education as an Art: A Journal for the Waldorf Schools of North America.
To search for articles specifically from Education as an Art, please enter the journal name into the search box "with the exact phrase".
Lectures from the 2002 AWSNA National Teacher's Conference, to search for the 8 lectures presented, please enter AWSNA lecture in the search box and click "exact phrase"
Download the article: Understanding Imitation
This article is a summary of a lecture given at the International Waldorf Kindergarten Conference in Holland, October 1994. Published in The Developing Child: The First Seven Years, Gateways Series Three, published by WECAN Publications
The little child is a will being. The truth of this struck me when my little grandchild sat at the table and banged on it again and again with a spoon. He was placed on the floor, but continued to move his arm. So much movement-as if he were moving towards the future. Then he began going up the stairs, upwards, upwards until the moment came when he fell down the stairs, but that did not bother him. He began to climb again.
This is the will that is so associated with the body, but there is another will, too. It is like the other leg on which the child walks or the other wing with which it flies. This is the tremendous trust and confidence with which the child meets the world. This openness and trust is so great in the small child and is one of the reasons a very young child can seem so large. He embraces the world. A family went to visit friends who had a newborn baby. One of the visiting boys said to his little sister, "The baby is so small." "Oh, no," the girl said, "my brothers are small, but the baby is very big "
Imitation lives and moves in the child with these two legs or wings: that which opens to the world inwardly from the body and that which opens to the world in trust. Where do these two forces come from?
To continue please download the article, above.
Download the play: Waiting for Isaac, A Play for the Third Grade
by Peter Batzell
Inspired and performed by the Grade 3 class at Merriconeag Waldorf School in Freeport, Maine, in the Autumn of 2005. Peter Batzell is a long-time Waldorf class teacher.
"Our story from the call of Abram to the birth of Isaac is told in the book of Genesis from Chapter 12, verse 1, up through Chapter 21, verse 3. There are many omitted stories woven into that account. The women in the Book of Genesis are fascinating, although the stories are often referred to only as those of the Patriarchs. The struggle between Sarah and Hagar is significant not only due to the fact that from them arise on the one hand the 12 Tribes of Israel, and on the other, the tribes of the Arab nations; but also as a tale of the destinies of two women, and their relations with the all determining Spiritual World.">
Keywords: plays, drama, Third Grade, Old Testament
Download the article: Waldorf and Adolescence
We all vividly remember our high school years. During this span of time our self-awareness and self questions were at a pinnacle. Out memories range from despair to elation as we review those exciting but turbulent years. There is no pathway around this stage of life we must just bear them and proceed straight ahead.
In a Waldorf high school each student is seen as an individual with unique talents needing to be honed and academic skills needing to be rigorously exercised. At the same time the students seek truth in all they encounter, be it the course work or adult interaction. They see the world as theirs and are sheltered by the tempering of hardships and disappointments which age introduces.
The following four articles present the mood of the high school classroom as well as some of the content of the lessons. It is hope that they will give you more insight as you consider the option of enrolling your son or daughter in a Waldorf high school.
Download the article in brochure format, link above.
Read the article: Report on the Older Child in the Kindergarten
2002 WECAN Survey Results
of Established Waldorf Early Childhood Programs
Each year the Waldorf Early Childhood Association of North America asks its member early childhood programs to complete a survey on issues of general interest and concern in the movement. In recent years, we have looked at childcare, birth to three questions, collegial relationships, the differences of children in our times, the burning issues that lie within our tasks and what's missing and abundant in our work.
This past year we have sent off two mail-outs of a survey/questionnaire that have been directed toward specific questions relating to the older child in the kindergarten.
Approximately 215 questionnaires were sent out and 45 responses were received—18 from the Western region, 18 from the central region and 9 from the Eastern region. Because of the nature of the survey, the responses came from kindergartens in the Waldorf movement, which
contain older children. All of the kindergartens were working with mixed age groups except for one school. Another school had two morning mixed-age kindergartens, which funneled into an afternoon class for older children - a step taken to satisfy government regulations for public-
school grade-one eligible older children. Approximately 30% of the groups surveyed contained children aged 3 or 3 1/2 to 6/7 and 60% of the groups contained children aged 4 or 4 1/2 to 6/7. One group enrolled children from age 2 and older. Two Nursery programs and one Home
program also responded to the survey. 75% of the responses of those schools surveyed had aftercare programs with pick-up times ranging anywhere from 2:40 to 7 PM.
Please note that the responses recorded below are in no specific order, are recorded in the teacher's own words and are in point form to enable the best usage of paper. Many of the responses have been repeated frequently and attempts have been made to group similar answers together and to repeat them only once.