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Here are the matching lines in their respective documents. Select one of the highlighted words in the matching lines below to jump to that point in the document.

• Title: Tree of Life/Knowledge: Lecture I: Tree of Life - I
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  • multiplicity by withdrawing, as it were, into external
• Title: Tree of Life/Knowledge: Lecture II: Tree of Life - II
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  • If I wished to make a drawing of the
• Title: Tree of Life/Knowledge: Lecture IV: Harmonizing Thinking, Feeling and Willing
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  • that (Drawing 1, yellow) must certainly go out to a
• Title: Tree of Life/Knowledge: Lecture V: Tree of Knowledge - I
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  • arable land, meadow, or what you will (a drawing was made), and
• Title: Tree of Life/Knowledge: Lecture VI: Tree of Knowledge - II
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  • really made a drawing of the human being, it would look far more
  • (as in the drawing), if he had really only developed in this way,
  • outside into the interior (see drawing).
• Title: Lecture: Philosophy and Anthroposophy
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  • in still earlier times, drawing upon the various teachings of ancient
• Title: Meditative Knowledge of Man: Lecture II: The Three Fundamental Forces in EducatioN
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  • those that need to be used especially in drawing, painting and writing. We
  • drawing, for what these forces really strive for is to pass over into
  • sculptural activity, drawing, etc. These are the forces that have their
  • dentition is completed, to introduce the child to drawing and painting,
  • the soul sphere, then we have children who have no talent for drawing, for
  • year, which I make use of when he learns drawing or writing
  • an apollonian element as we teach the plastic arts, painting and drawing.
  • devotion to the world. That which lives itself out in painting and drawing,
  • motion we execute as men in painting, in drawing, in graphic activity. When
  • out of your forms and strokes. In drawings we actually have such barbed
  • retarding its influence. For this reason our drawing classes will have
  • their best effect, if our study of drawing begins with man. If you study
  • children draw eurythmic gestures and then let drawing and finally writing
  • in the other case a more intellectual element through drawing and painting.
  • drawing and then smooth it out somewhat, so that the result is not what the
• Title: Meditative Knowledge of Man: Lecture III: Spiritual Knowledge of Man as the Fount of Educational Art
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  • a drawing, a form of any kind living in our environment, that is, anything
• Title: Meditative Knowledge of Man: Lecture IV: The Art of Education Consists of Bringing Into Balance the Physical and Spiritual Nature of the Developing Human Being
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  • drawing. In history, for example, it can be done excellently when you
  • much drawing and too many images can also easily lift the ego out of the
  • makes such a child that has become fanciful through too much drawing or
  • and drawing, by observing what he has drawn or written he comes into
  • and at the same time this section of the organism is withdrawing from you.
• Title: Social Understanding: Lecture II: Social Understanding Through Spiritual Scientific Knowledge
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  • spread out around us (see horizontal line of drawing). You will only have a
• Title: Buddha and the Two Boys: Lecture II: The Gospels, Buddha and the Two Boys of Jesus
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  • of exploring how the event of Palestine presents itself, without drawing on
• Title: Leonardo's Spiritual Stature: Lecture
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  • first place. Since he showed talent in drawing early on, he was
  • talent in drawing could be exploited. The young Leonardo was
  • execution. — The drawing still exists in which he
  • Drawings by him exist in which he sketched a particular feature
  • again and again — drawings he then wanted to use for
  • secrets of Nature in an original manner by means of drawing
  • Leonardo da Vinci: Drawing of a Horse
  • again to the drawing that rightly counts as a self-portrait, to
• Title: The Worldview of Herman Grimm in Relation to Spiritual Science
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  • himself in an immediate way to the human soul, in drawing our
  • backwards, drawing her after him, the whole magnificent figure
• Title: Impulse for Renewal: Lecture I: Anthroposophy and Natural Science
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  • amounts to 180 degrees, where, by drawing a line parallel to
  • meant that if one made a drawing of something like that, it had
• Title: First Class, Vol. I: Lesson 3
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  • in physical life; not by drawing breath. You stand there by
• Title: First Class, Vol. I: Lesson 4
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  • drawing under, except that one specifically describes the
• Title: First Class, Vol. I: Lesson 8
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  • following [drawing again]: thinking (yellow) is freed,
  • had pressed them into each other. [Around the first drawing an
  • oval is drawn.] Here [in the second drawing on the right] the
  • drawing]; and the moon lies between feeling and willing - which
  • but into it. [In the drawing a yellow oval.] For just as we
  • the drawing 4 horizontal arrows are added.]
  • is revealed [Drawing: white arrow pointing downwards]; here we
  • are seeing thinking in the will [drawing: red descending from
• Title: First Class, Vol. II: Lesson 12
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  • image [drawing begins on the image above]: an eye looking
  • I: when we say “I” [drawing: circle with the word
• Title: First Class, Vol. II: Lesson 13
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  • Imagine the following [drawing]: these are human legs
  • of the earth, which are of course invisible. [drawing: arc
  • Then we imagine [drawing] interweaving clouds
  • with interweaving warmth [drawing: yellow], sending the
• Title: First Class, Vol. II: Lesson 17
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  • [the second drawing is made]:
  • first drawing],
  • first drawing],
• Title: First Class, Vol. II: Lesson 18
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  • [Drawing on the blackboard: red]
  • What is expressed here in the drawing is spirit. It
  • the word “Ist” in the red lines of the drawing
• Title: First Class Lessons: Lesson XXVI (recapitulation)
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  • then you will find in what is felt above as thinking [drawing:
  • thinkers. Within [drawing: yellow] are the creating cosmic
  • there, but avoid drawing anything except the outline of the
  • verse belongs to this [the drawing of the gray figure and the
  • belongs to this. [The drawing of the red rotating form and the
  • belonging to the third verse [This drawing and the third verse
• Title: Community Building
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  • life, and Anthroposophical will. In the drawing of every line,
  • This is a powerful bond of union; it is really a drawing, not
  • actual forces into the world of the senses, ft is a drawing out
• Title: Community Building
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  • fault-finding — for drawing away into open publicity that
• Title: Polarities in Evolution: Lecture 1: Evolution and Consciousness, Lucifer, Ahriman
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  • withdrawing into ourselves. The human ancestor who was
• Title: Polarities in Evolution: Lecture 3: Political Empires
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  • drawing your attention to things that give our public
• Title: Polarities in Evolution: Lecture 5: How the Material Can Be Understood Only through the Spirit
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  • same drawing can also stand for something different.
• Title: Polarities in Evolution: Lecture 6: Materialism and Mysticism, Knowledge as a Deed of the Soul
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  • withdrawing from outer life and entering deeply into
• Title: Polarities in Evolution: Lecture 7: Materialism, Mysticism, Anthroposophy, Liberalism, Conservatism
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  • of today, drawing a conclusion that may be bold but