Grade 4

Inner and outer worlds are no longer one for the nine year old. Great care is taken to bring the outer world to the children in such a way that human meaning is discovered in everything.

It is an age of hero worship, seeking an inspiring picture of human nature. History and literature looks at the Finnish and Norse sagas, with their stress on strength and boldness rather than cunning. These poetic forms offer vivid contrasts to enrich and develop this intensified inner life. In composition, the children begin simple narration of their own experiences, while continuing work in grammar and letter forms.

 In arithmetic, concrete objects introduce fractions to demonstrate the truths before the concepts.

Social studies begins with familiar things of the child’s own time and environment, and gradually leads to experience of less familiar places and events. Simple map drawings of one’s own desk, the room and travel routes from home to school are followed by study of Oregon geography, pioneers and the Oregon Trail.

In addition to speaking two foreign languages, the children begin to write as well. Their understanding of grammar progresses; they can consciously grasp the rules underlying the construction of these languages.

In music, the childrens newly strengthened individuality now gives them the ability to hold their own in part-singing, as they could not have done successfully before. Canons and rounds form a natural bridge to this exciting new skill. They show real delight in harmony; the minor key answers a deep-felt need, leading inward in self-discovery. All children begin studying a stringed instrument in third or fourth grade and participate in orchestra during the school day.

At this crossing point in development, handwork takes up cross stitch. The children design and execute an original cross stitch pattern, working with mirror images to facilitate harmony and balance.

Physical education and games, as well as international folkdancing, continue throughout the grades.

Grade 5

The fifth grader has integrated recent gains and grown more accustomed to being an isolated self, seeing the world from a new perspective. Yet, like the third grader, he or she is about to leave another phase of childhood behind and cross a new threshold of experience. The curriculum continues to build on already established foundations, introducing certain new elements to prepare for this next step forward.

Until now, history had only a pictorial and personal nature; no attempt was made to introduce exact temporal concepts or to proceed in strict sequences. Now, however, history becomes a special main lesson subject, as does geography. History, telling of human deeds and strivings, stirs the child to a more intense experience of his or her own humanness. Geography does exactly the opposite; it leads the child away from him or herself out into ever wider spaces, from the familiar to the unfamiliar. History brings the child to him or herself; geography takes the child out into the world.

The study of history starts in ancient India. Persian culture follows the Indian. The next great cultures studied are those of Mesopotamia, the Hebrews, the Assyrians, and the Egyptians. Then comes the civilization of the Greeks, with whom ancient history ends. Every means is used to give the children a vivid impression of these ancient cultures. They read translations of poetry, study the hieroglyphic symbols of the Egyptians, and sample arts and crafts of the various peoples, trying their hand at similar creations.

By participating in the interschool Olympics, Waldorf students from Oregon, Washington and British Columbia enter into ancient Greek culture. Throughout, history seeks to educate the children’s feelings, rather than just their memory for facts and figures. It requires inner mobility to enter sympathetically into these ancient states of being.

Contrast is emphasized in the study of American geography. Every consideration of the earth’s physical features is linked with a study of the way human life has been lived in the region, the uses made of natural resources, the industry and produce.

As a continuation of their look at the living earth, fifth graders begin to study botany. After discovering some of the secrets of the plant life found in their own environment, the childrens attention is drawn to vegetation in other parts of the world.

Fractions and decimals are the work of arithmetic in Grade Five.

Choral singing is practiced regularly in both fourth and fifth grades. The C-recorder flute is used in connection with the main lesson. Woodworking begins with carving. Knitting now uses four needles to make socks. Eurythmy, foreign languages, folkdancing and physical education also continue.

Teaching as a Lively Art

Marjorie Spock, Anthroposophic Press, Hudson, NY, 1985.