There is quite a contrast between the grace and beauty of a Class 5 student and the sudden physical and emotional changes in the 12-year-old child. The transition from Greece to Rome (logos to logic) is such an apt example of Rudolf Steiner's insight into child development, and the parallel between the developing consciousness of the human being and the evolution of society and culture throughout history, which is reflected in our curriculum.
Whereas the Greeks epitomised balance and beauty, the Romans succeeded through incredible forces of will, co-operation and strict adherence to rules (which were literally etched in stone).
We started the year with Roman history and, to engage their will, students beat copper into coins with etched profiles and made desk and bag-hook name plates out of beaten copper or aluminum. Marching together as a class demands precision in rhythms and togetherness. Hand drumming is another strong rhythmic will and co-operation activity practiced regularly.
As part of the Rome Main Lesson, we began a study of Latin. Mother of the Romance languages (Italian, French, Spanish, Portuguese and Romanian), Latin is also a key influence in the development of English. The students have been delighted to recognise this. As one student exclaimed, "This is amazing! I can actually (understand) this!". Anyone who speaks more than one language knows that each language has its own genius, or feel, allowing the speaker to think differently in different languages. What better way to understand the Romans than to speak, read, recite and sing in their language, with the side benefit of understanding our own language better, and increasing our vocabulary by doing so!
Class 6 also began black and white drawing this term, such a great metaphor for their pre-adolescent mindset.
Our next Main Lesson is a study of Minerology/Geology which we will combine with Platonic Solids. Such riches to be fossicked!
William Keyte
Class 6 Teacher
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