Grade three

K • grade 1 • grade 2 • grade 3 • grade 4 • grade 5 • grade 6 • grade 7 • grade 8 • high school

Teaching as a Lively Art
Marjorie Spock, Anthroposophic Press, Hudson, NY, 1985.

he Quickened physical growth takes place during this transition period in which the age of dream is passing and a new age is beginning to dawn. There is a shifting emphasis as the child’s relationship to the world around him changes. To the extent the child feels separate from the world, he seeks knowledge of it; studies have a more realistic and practical character.

In this transition to realism, social studies are now introduced in the main lesson. The children learn how the kingdoms of nature mutually support and complete one another; they visit a farm for concrete experience of humanity’s dependence on plants and animals. They study shelter and house building, contrasting their home with those of other times and peoples and climates. All teaching is done through the teacher’s spoken word and direct experience from excursions and exercises, keeping the learning warm and human.

Arithmetic becomes practical, and is applied to real life situations, such as measuring, cooking and money. Rhythmic recitation and stepping of the multiplication tables continues with added mental gymnastics.

Stories and poems of the Old Testament, dealing with real people and happenings whose drama
parallels the eight year old’s own experience, are the children’s first introduction to history. Their own illustrated book soon emerges, with stories retold in the children’s own words. Grammar studies continue, often expressing parts of speech in colors suited to their nature. Spelling receives much attention.

Painting, drawing, and modeling continue in connection with all main lessons, rather than as a separate period. In music they begin to learn notation. Crocheting is introduced. Children change from two knitting needles to one crochet hook; useful articles such as pouches and flute cases are crocheted.

Unifying the first three years is the child’s need for living pictures, requiring the teacher to become an artist at knowledge. S/he must engage the activity of his own being, developing in the child the capacity for inward picturing, out of which, at a later age, thought is born. Here stories are the teacher’s chief means of making learning live.

Physical education and games, as well as international folkdancing, continue.

K • grade 1 • grade 2 • grade 3 • grade 4 • grade 5 • grade 6 • grade 7 • grade 8 • high school