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Query was: child

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: Lecture: Younger Generation: Lecture II
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  • help saying: Nature is round the young child too, for example. But in
  • its life of soul-and-spirit the little child derives nothing from
  • Nature. The little child has to get something from Nature by coming
  • What should we make out of the child? How should we inculcate this or
  • themselves the question: What pleases me in the child, and how can I
  • get the child to be what I like? But such questions have no
  • the teachers must awaken the children and the young people.
• Title: Lecture: Younger Generation: Lecture III
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  • and the ideas of nature evolved in “childish” times. No
  • point of view it is childish. But now let us put aside the modern
  • a little child, he needs the greatest amount of sleep. If ever a
• Title: Lecture: Younger Generation: Lecture IV
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  • what in his opinion a child has, namely, a life of instinct, impulses
• Title: Lecture: Younger Generation: Lecture V
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  • words. from the Bible: “Except ye become as little children ye
  • does not become like the child before puberty, one cannot enter the
  • Kingdom of Heaven. Childlikeness, youthfulness, must be brought into
  • child. Out of a science of language such as Fritz Mauthner has
  • this sense we must return to childhood and learn a new language. The
  • language we learn in the first years of childhood gradually becomes
  • be moved by the Spirit. Then we shall become children again, that is
  • to say, we shall carry childhood on into our later years. And that we
• Title: Lecture: Younger Generation: Lecture VI
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  • feeling, especially about the growing child.
  • growing child, when looked at with this consciousness, reveals from
  • to week, from year to year. Observed in this way, the child becomes a
  • human being must develop from childhood so that there may be awakened
  • must have confidence in the human being.” But when a child
  • when the human being confronts us as a child and reveals his soul to
  • surely as the child, from its first movement on earth, is a human
  • confidence we bring to an adult. When we meet the child as teacher or
  • in a certain respect. The child comes into earthly existence from a
  • — “We confront the child who has been sent down to us by
  • solvers of all riddles — we confront the child with confidence
  • in God.” Yes, in face of the child, confidence in man becomes
  • man to man, will assume a religious coloring in relation to the child
• Title: Lecture: Younger Generation: Lecture VII
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  • children; school must be all joy for the child. Yes, those who speak
  • children, so that the children laugh all the time, so that learning
  • the child joy, but perhaps a good deal of toil and woe, in such a way
  • that the child as a matter of course submits to it. It is very easy
  • to say what should be given to the child. But childhood can be
  • is often much cleverer than the one to be seen. In the child, for
  • invisible children about the teacher of the thirty visible ones who
  • childhood became one with what their fathers and grandfathers had
  • these things flow together in what lives in the soul of the child,
  • because the child takes in a great deal that is based on tradition.
  • The modern human being sees only that he acquired it as a child. The
  • content, which did not lead him into his own childhood but to his
  • give the children something under the assumption that they do not
• Title: Lecture: Younger Generation: Lecture VIII
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  • out of our childhood from the depths of the soul. We must look to the
• Title: Lecture: Younger Generation: Lecture IX
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  • suppose that a three-year-old child were to resolve not to pass
  • seventh year, but this child were to say: It is weary work to go
  • solution — that when the child enters earthly existence he
  • of teeth, the child just imitates. Out of this power of imitation
  • speech is learnt. Speech is, so to speak, poured into the child just
  • earthly existence. But the child should not come to a more and more
  • the eighteenth year the child cannot know anything, so he must be led
  • diploma, it sometimes happens that when the child is not more than
  • imitation, which up to the change of teeth is natural in the child,
  • submergence. The question is: How must adults handle children between
  • when the teacher stands in front of the child again as — in an
  • infant has towards its mother's breast, or as the small child
• Title: Lecture: Younger Generation: Lecture X
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  • Education of the Child from the Standpoint of Spiritual Science. On
  • cured of certain childlike religious ideas by the Lisbon earthquake,
  • everything was for him. He tells how as a small child he began to
  • the length of his childlike episode, and you will find that with
  • child — for in the child there is always a being who is
  • the child is very similar. But let us awaken in the child what it
  • the children experience in the colors what the colors as such are
  • world. But we also let the children experience what the colors have
  • showing the child symbols or allegories, but we shall do it in an
  • child gradually puts down figures out of which the letters then
  • the child today are B, G, or any other sign that has developed
  • relationship. The child must acquire an aesthetic relation to it.
  • Everything is exterminated in the child because the written
  • characters are not human; and the child wants to remain human.
  • does not leave the human being alone even in earliest childhood. It
  • speaks to the children about botany in a way that is not scientific.
  • child before he is ten, and it is not until he is at least eighteen
  • environment. Those who as children have most resisted this are those
  • which may still be one for many children up to their sixteenth or
  • “I too shall one day give the breast to a child, but now it is
• Title: Lecture: Younger Generation: Lecture XI
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  • child still has the faculty of grasping the world with his whole
  • child, however, tastes with its entire organism and therefore with
  • child learning to speak. For then the head which has to take part in
  • the head is lost today with the change of teeth in early childhood.
  • has the child lived itself into the adults around him that what he
  • the child who experiences it with his whole being. Therefore primary
  • personal relation of the child to the man who is alive and active
  • years of childhood, but to a feeling for the whole man in the soul of
  • between the period of the change of teeth and puberty the child is
  • teacher as coming out of pre-earthly existence. A young child has the
  • say that this would not matter in the primary school. If the child is
  • the teacher is faced with a class in which there are children
  • teacher consists in bringing the children not merely to our degree of
  • existence. Then it is really the child who educates himself through
  • through our own behavior the child can educate himself. We send the
  • child to primary school in order to rid him of troublesome elements.
  • rid of, that the child escapes conditions under which he cannot
  • of the child's soul than the teacher who is inartistic and
  • instruction and education, during the child's life between the
  • the teacher that works through to the child and which the child is
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• Title: Lecture: Younger Generation: Lecture XII
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  • as today only the child confronts grownups, with comprehension of the
  • feed their children through the feeling of how they themselves were
  • should have forces of growth within us. What we have in us as a child
  • experience through true knowledge of man. We really become childlike
  • children in the right way.
  • happens today: “Except ye become as little children ye cannot
  • which worked in us during childhood, we could never be educators.
• Title: Lecture: Younger Generation: Lecture XIII
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  • human being, yes, even from the child. Here the power of the
  • much from the child as he gives to the child. Whoever cannot learn
  • from the child what he brings down from the spiritual world, cannot
  • teach the child about the mysteries of earthly existence. Only when
  • the child becomes our educator by bringing his message to us from the
  • spiritual world will the child be ready to receive from us tidings of