Newsletter 44: Friday 30 October 2026

**SACRED GEOMETRY SATURDAYS

Fundraising initiative to support the Anthroposophical Centre
Dates: October 31, November 14, 28.
Time:   9.30-12.00
Costs.  $60 for 3 sessions or $25 per session
Venue:  Anthroposophical Centre, 500 Nelson Street North, Hastings.
Join me, Margaret-Mary Farr, and have fun creating Sacred Geometry and colouring it using my handmade mineral and plant paints, made from local minerals/ rocks and plants.

This initiative arises to support the Anthroposophical centre, encourage the art of sacred geometry, and create a space to work artistically in this beautiful space.
Robin Bacchus will also offer some forms in these sessions.
Hope you can make it.
Please contact Margaret-Mary for enrolment.
Email: manawastudio@gmail.com
Txt: 0272484193

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Anthroposophic Meditation Workshop - Connecting to the angelic world

Hastings, Fri. 11. to Sun. 13. December 2026

Course leaders: Agnes Hardorp, Thomas Mayer

Course fee: 350 NZD or reduced rate 250

To register: meditation333@protonmail.com

More information about the course in Hastings: https://www.anthroposophische-meditation.de/english#c2660

Flyer is here.

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WALDORF EDUCATION

The first Waldorf School was founded, amid the social chaos in Germany following the first World War, by Emil Molt in 1919 in Stuttgart at the request of his factory workers who wanted a meaningful education for their children.  It was directed by Rudolf Steiner. 

Since the Stuttgart school opened its doors, more than 1,200 Waldorf or Rudolf Steiner Schools educating around 250,000 students have been established in 80 countries worldwide.  There are currently 11 schools in New Zealand and 24 Kindergartens. 

In a Waldorf School, teachers strive earnestly to respect the potential of each child and provide learning opportunities appropriate to age and need. 

Education of children unfolds in three stages:

Firstly, in the Kindergarten, the children are in the care of adults whose endeavour is to make every action worthy of imitation.  By striving to create a homely, holistic environment for the young child with appropriate activities to stimulate the imaginative faculties, the Kindergartener leads the children towards a reverence for all creation and an experience that the world is good (of god).  This transforms in later life to a respect for the freedom of each individual human spirit, which is the basis for a free cultural life in society. 

Secondly, in the Lower School, by approaching thinking not abstractly but through pictorial descriptions, stories and artistic activities, the teacher develops in the children a feeling for beauty and for justice.  For motivation, the joy of one's own and of others' participation and achievement is fostered rather than personal ambition (egotism) via competition and examinations.  Developing a pictorial understanding of the consequences of one's actions, remorse for hurt feelings and the desire to do better is used in discipline rather than intimidation, discrimination or negative comparison.  This lays a foundation for the feeling of equality of human souls, which is the basis for a healthy rights life in society. 

Thirdly, at secondary level in the Upper School, students continue their studies in all subject areas, balancing academic with artistic and practical activities.  The emphasis is on seeking the truth, on knowledge - knowledge of oneself, knowledge of the world.  From an awareness of the needs of the world and of one's own capacities arises the call of vocation.  A healthy world economy will grow when our work (production) focuses in a brotherly, sisterly way on meeting the needs of others rather than ourselves. 

In this way Waldorf Education supports the social ideals of Liberty, Equality and Fraternity. 

RB

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