a nice paperback with illustrators from ages 8 to 63 book having 64 pages

    This is a compelling vision of what really goes on in school and how the conventional school structure actually affects teaching and learning. The realities may be hard, but Herndon's humorous touch makes this book easy to read.

    Distinguishing between "image" and "luster" colors, he lays the foundation, based on his spiritual scientific research, for a practical technique of working with color that leads to a new direction in artistic creativity.His many penetrating remarks on some of the great painters of the past are supplemented by a deep concern to see a cultural, spiritual renewal emerge in the present time. "If you realize," he states, "that art always has a relation to the spirit, you will understand that both in creating and appreciating it, art is something through which one enters the spiritual world."This volume is the most comprehensive compilation of Rudolf Steiner's insights into the nature of color, painting, and artistic creation. It is an invaluable source of reference and study not only for artists and therapists, but also for anyone interested in gaining an appreciation of art as a revelation of spiritual realities.

    

    A survey of child development and the educational system that best balances the education of intellect, intuition, and initiative--the classic work on Waldorf education.

    His pastoral prayer reflects a man conscious that he is accountable to God for the souls of others.

    Delicate Miriam...walks and dresses as if she worked at Vogue. Muriel (says) Matter-of-factly, 'I was absent yesterday because my mother died.'Vena isn't absent at all the day of her mother's funeral. Neither is Nita, whose mother is being arrested for murder. Lucy, undernourished, undersized, barely above a whisper weeps, 'I tried to kill myself this morning.'Leonore spends every cent she can earn on heroin for her month because 'God, who else but me can help her?'"The author describes her experiences as principal of the Livingston School for Girls (New York City) which was created for delinquent adolescents suspended from regular schools. Using specific incidents and personal interpretations, the author discusses the policy and objectives of the school through descriptions of the girls themselves, curriculum planning, the work study program, methods of orientation, discipline concerns, and urgent recommendations for future needs. The therapeutic approach of Dr. Rothman and her staff is indicated throughout the narrative as composed of concern for the self esteem, personal adjustment, and individual responsibility for the disadvantaged teen-age girls.