This study describes and analyzes the Hibernia School where the aim of curriculum articulation in its essential vertical and horizontal dimensions has been successfully converted into actual practice. (Curriculum articulation means the equal representation and integration of three major components--artistic, practical, and academic learning.) Chapter 1 describes the school's development from a factory training unit to a comprehensive school through continuous and direct communication with the societal and social environment. In chapter 2, working reports by Hibernia School teachers are presented as examples of the school's educational practice. The selection is based on pupil's ages and insights gained from developmental psychology with emphasis on examples where the way of combining handicraft-occupational, academic, and artistic education is most typical. In their style and formulation of concepts the reports also illustrate how the teacher's personality determines the manner in which he translates the ideas of Waldorf education into practice. Chapter 3 is devoted to methodological and conceptual premises of the Hibernia School. An attempt is made to show that the anthropological foundations of Rudolf Steiner's educational theory, on which its pedagogical concepts are based, are highly relevant to the problems dominating current discussion on educational policy. (YLB)