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Query was: children

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: Kingdom of Childhood: Cover Sheet
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  • of stressing the intellect too early; children's need for teaching that
  • is concrete and pictorial; the education of children's souls through
  • 'whole', then the parts, to the children's imagination.
• Title: Kingdom of Childhood: About the Transcripts of Lectures
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  • of stressing the intellect too early; children's need for teaching that
  • is concrete and pictorial; the education of children's souls through
  • 'whole,' then the parts, to the children's imagination.
• Title: Kingdom of Childhood: Appendix to Lecture 5
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  • of stressing the intellect too early; children's need for teaching that
  • is concrete and pictorial; the education of children's souls through
  • 'whole,' then the parts, to the children's imagination.
• Title: Kingdom of Childhood: Contents
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  • of stressing the intellect too early; children's need for teaching that
  • is concrete and pictorial; the education of children's souls through
  • 'whole,' then the parts, to the children's imagination.
• Title: Kingdom of Childhood: Preface
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  • of stressing the intellect too early; children's need for teaching that
  • is concrete and pictorial; the education of children's souls through
  • 'whole,' then the parts, to the children's imagination.
  • children of varying intellectual abilities study both together as a
• Title: Kingdom of Childhood: Synopsis of Lectures
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  • of stressing the intellect too early; children's need for teaching that
  • is concrete and pictorial; the education of children's souls through
  • 'whole,' then the parts, to the children's imagination.
  • Detailed observation of children and its significance. In second
  • violet and the blue sky. Children's questions. Discipline dependent
  • Seating of children according to temperament. Re-telling of stories.
  • metamorphosis cf simple figures, to give children feeling of form and
  • embroidery. Children's Reports — characterization, but
  • teach children to draw a tree in shading, speaking only of light and
  • lessons provided for the other children. Plan of such teaching
• Title: Kingdom of Childhood: Lecture 1
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  • realities of the body, so that as teachers of children we are quite
  • only in the so-called “good children.” In their case, as
  • spirit cannot properly take hold of the body; such children are
  • the so-called good children offer resistance to the spirit.
  • children who make a great deal of healthy noise, who shout properly,
  • heredity, but when children have good strong second teeth that can
  • in the proper way. There are children who at ten years of age are
  • just like children of four — mere imitators. Others are quite
  • unreproved; but we can see better in children than anywhere else how
  • the children when they first come to school.
  • if, after the change of teeth, the children's education is directed
• Title: Kingdom of Childhood: Lecture 2
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  • Detailed observation of children and its significance. In second
  • accomplished over the inherited characteristics. Children become
  • children are quite worthless. The things which are introduced as
  • course of the nineteenth century. The children certainly learn a
  • io believe that it really is something suitable for children, but it
  • In Germany the children remain in the “Kindergarten”
  • other hand, if we were simply to have the children there in the
  • we were to do all kinds of things that the children could copy out of
  • in the pre-earthly existence, then indeed the children would become
  • it is so important, especially for little children, that as a teacher
  • Children
  • freshness, but there are still children to be found who in their
  • or pencil correctly. Most children hold them wrongly, and this is
  • needed in the way the children hold their pencils or pens. You must
  • never learn enough in this direction. Look at the children from
  • child himself, for there are many things hidden away in such children
  • who walk strongly on their heels. On the other hand the children who
  • able to get much out of these children, but when you are with them
  • so-called beautiful dolls that are so often given to children
  • symbolising activity. Children should have as few things as possible
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• Title: Kingdom of Childhood: Lecture 3
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  • And in these things it is not only a question of giving children
  • similar manner we must consider how to introduce our children to the
  • arouse in the children the thought: This is a picture of man. If you
  • is good for the children to laugh too, for if they always see the
  • brought in and you can make the children laugh this is the very best
  • anything with the children.
  • has brought this about. But to talk to children under eleven or
  • not speak to the children about minerals, Physics or Chemistry. None
  • a strange experience: three or four children were told that they had
  • You should not arouse in the children the idea that staying in to do
  • System and give them a lecture on it. At first the children were
  • subtle method of changing the subject made the children feel ashamed.
  • children are brought to a sense of shame in this way without drawing
  • children active in spirit, and much will be balanced out in the class
  • must never fall into the faults which he is blaming his children for.
  • which he has noted down the questions he wants to ask the children
  • of these things then you will see that the children have subconscious
  • of children who are taught by their teacher out of a book.
• Title: Kingdom of Childhood: Lecture 4
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  • violet and the blue sky. Children's questions. Discipline dependent
  • Seating of children according to temperament. Re-telling of stories.
  • metamorphosis cf simple figures, to give children feeling of form and
  • children then receive from you will live on in their minds and souls
  • lesson which we see impresses the children, then we shall make a
  • before the children in this awkward manner. But here indeed the
  • yourself: Something is leading me karmically to the children so that
  • — these children I shall only meet in later years, again
  • a question of the teachers at all but of the children.
  • than to give the children something in picture form between the
  • for this reason we try to let the children in the Waldorf School
  • at seven years of age the children are given over to a teacher who
  • you tell the children a story of this kind they will most certainly
  • in the right mood, so that when the children have heard the story
  • children that they looked up to him with unquestioned love. What was
  • the result? When the first thrilling story had been told the children
  • the children like a steam pump; there must be a variation, as we
  • children ask questions; we should be able to see from the face and
  • also explain to the children why the lamb gave the answer that he
  • children like this for some time. Then you will find that one
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• Title: Kingdom of Childhood: Lecture 5
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  • the numbers follow each other. But the children should take an active
  • teaching the children numbers, out of the reality of what numbers
  • the children. In fact there is nothing better in life than making the
  • children can then gradually learn the numbers up to a certain point,
  • children play with boxes of bricks, and build things out of the
  • children. We
  • you can then proceed to show the children that when you have
  • the children for instance: “Look, there is a certain number of
  • skilful. You should teach the children to count from their own bodies
  • good to accustom the children actually to count up to twenty with
  • children of eleven or twelve you can quite well take Geometry up to
  • of areas, and the children will enjoy it immensely when they have
  • quite well and can always do it again. But most of the children,
• Title: Kingdom of Childhood: Lecture 6
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  • children of school age we shall still have to take into account
  • the organs, so that you can then get the children to model or to
  • an integral part of the Waldorf School method. Our children paint
  • Now if you simply let the children work freely it is very interesting
  • if you like, as our children often do, in mud, for if you have
  • the change of teeth and puberty demand it, to give the children
  • from which the children can gradually learn what melody, rhythm and
  • beat are, and so on; but first you must accustom the children to sing
  • learn to play an instrument. As early as possible the children should
  • choose a wind instrument, as the children will learn most from this
  • can be a hair-raising experience when the children begin to blow. But
  • lesson which for German children is either English or French. In
  • children simply learn to speak in the language, connecting their
  • the children, for they have not been taught to compare the language
  • the children exactly what I am saying here, but in the course of your
  • least some feeling for the thing itself, so that the children feel
  • slightest difficulty in bringing Eurythmy to the children. If they
  • are healthily developed children they will want it. You will always
  • discover something that is pathologically wrong with children who do
  • when they were quite little children they wanted to learn to speak,
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• Title: Kingdom of Childhood: Lecture 7
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  • Children's Reports - characterization, but no grading. Contact with
  • the children through these early years of school life.
  • too much attention has been paid to the intellect in children between
  • children a mineral and say: this is what you would find if you were
  • and letting the children observe how it begins to burn; you must draw
  • thought out a scheme whereby the children should always be allowed to
  • has been found that when the children are properly taught in lesson
  • the more you develop the pictorial element with the children and the
  • fatigue on the part of the children.
  • work with children of Elementary School age we must see to it that we
  • compositions, when the children have to write about something and
  • let the children write a composition about anything that you have not
  • children; then the child should produce his composition under the
  • influence of what you yourself have said. Even when the children are
  • “aliveness” in the children.
  • done in the following way: The children were told that one man was
  • children were then told that when they add up these ages they will
  • reality we should make the children do nothing, even in play, that is
  • like, which have been thought out for the children, are really bad.
  • We must make it a rule only to let the children do what is an
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• Title: Kingdom of Childhood: Questions and Answers
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  • How to teach children to draw a tree in shading, speaking only of light
  • for the other children. Plan of such teaching described, of which the
  • now finding that there are not only children but also teachers who
  • group of children. I show them that the sun is shining in from this
  • precede Latin in teaching) can only be taught when the children are
  • you have only to do the exercises in front of the children, for the
  • “dissenting” children, children whose parents were of no
  • children, and for this we have a special method.
  • form suited to the children.
  • time we can only introduce to the children a kind of Nature-religion
  • Religion lessons. In the class teaching all children are introduced
  • children in a Rudolf Steiner School, in forms adapted to their ages.
  • children. All this is in the nature of an
  • for the children, inspired by feeling and the
  • and forms of worship are provided for children of different ages.
  • great devotion in the hearts of the children.
  • children are gradually led to an understanding of the Christ Mystery,
  • overflowing. We have all kinds of children coming into them from the
  • children come; neither do we wish the school to acquire the
  • constrained us to introduce this free Religion teaching. But children
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