By Kidz 4 Kidz

Diane Tatam was inspired by the rural life at Galston when she wrote these songs for her children. They are delightful and perfect for young children to Year 2.

By Isabel Wyatt

A little volume of poems, first published in 1947.

By Michael T. Ferrar

“It was the night of the Harvest Festival. All around were the sights, sounds and smells that every year marked the end of autumn. For Kythn however, the festival this year was of extra importance. This was the year of his initiation into adulthood.”

Michael completed this book as his major work in Class 12, 2004. It is easy to read and very compelling.

By Norah Romer

This is a delightful story of a child’s Birth-day.

By Year 10, 2004

Interviews, Class Trips, Book Reviews and more. Only two editions of this newspaper were printed.

Covers various topics requested/discussed by the school community.

By Rudolf Steiner

Each section of Rhythms of Learning introduces aspects of the child’s rhythm of development, and to the ways that Waldorf education responds to the child at each stage of growth. We are shown how Waldorf teachers must, through their own inner capacities and awareness, learn to recognize and meet each new stage of development in children as they unfold new capacities of body, soul, and spirit. Waldorf education is not based on pre-set methods and curricula, but depends on the creativity and spiritual development of the teachers themselves, who must respond spontaneously to each child and situation anew. When children relate what they learn to their won experiences, they are interested and alive, and what they learn becomes their own. Waldorf schools are designed to foster this kind of learning. Parents can see in their children the results of an education that considers the whole child as body, soul, and spirit.

By Manfred Leist

The problem of the role of parents in the Waldorf schools has been the concern of every supporter of these schools since their founding in 1919. Many have offered answers to it, and there is, today, an extensive literature on it, dating from Rudolf Steiner’s pioneer addresses in the original Waldorf School. All these answers are illuminating and helpful. But the onward flowing stream of life, and the social conditions which change with it, put the questions anew and recast them; above all, they call for new answers suited to the changing times.

By Rudolf Steiner

This book of lectures may be recommended as one of the most comprehensive introductions to his philosophy, psychology and practice of education.

It begins by describing that union of science, art, religion and morality, which was the aim of all Steiner’s work and forms a vital element in his conception of education. It goes on to make a penetrating survey of the changing ideal of man in human history, leading to the need of a new ideal today, such as may form the basis of an education for the future.

By Rudolf Steiner

Theses seven lectures abound in practical illustrations and revolve around certain themes: the need for observation in the teacher; the dangers of stressing the intellect; the need in younger children for what is concrete and pictorial; the education of the soul through wonder and reverence; and the difference it makes when the imagination first grasps a whole so that the parts then later enter into their proper relation.

Steiner shows how essential it is for teachers to work upon themselves – to transform their natural gifts – and to use humour to keep their teaching lively and imaginative. Above all, he stresses the grave importance of doing everything in the light of the knowledge of the child as a citizen of the spiritual as well as the earthly world. Throughout, he returns to the practical value of Waldorf education.