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Additional resources for Discussions With Teachers: Foundations of Waldorf Education (Foundations of Waldorf Education, 3)
This leads us back to the 1. The teacher who presented the above suggestions had also allocated particular arts to the various temperaments. Discussion Two 31 question of what to do with the phlegmatic child who is nearly driving us to despair. The ideal remedy would be to ask the mother to wake the child every day at least an hour earlier than the child prefers, and during this time (which you really take from the child’s sleep) keep the child busy with all kinds of things. This will not hurt the child, who usually sleeps much longer than necessary anyway.
I would now like to recommend that all three of you work out a version for the phlegmatic child. This version is very important from the perspective of style. But if possible please try to Discussion Three 41 work this out tentatively today, then sleep on it and come to your final decision about the style tomorrow. It has been found by experience that when you have something like this to do, you can only discover its new form in a different spirit when, after the preparation, you allow it to pass through a period of sleep.
You cannot impart anything to a child but a vague idea of space. Indeed, the child’s imagination will suffer if expected to imagine solid bodies. You are assuming that the solid is the actual thing and the line abstract; but this is not so. A triangle is in itself something very concrete; it exists in space. Children see things mainly in surfaces. It is an act of violence to force a child into the third dimension, the idea of depth. If children are to apply their imagination to a solid, then they must first have the necessary elements within to build up this imaginative picture.