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  • Title: Kingdom of Childhood: Cover Sheet
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    • Steiner presents here the idea of the three seven-year periods
    • of stressing the intellect too early; children's need for teaching that
  • Title: Kingdom of Childhood: About the Transcripts of Lectures
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    • Steiner presents here the idea of the three seven-year periods
    • of stressing the intellect too early; children's need for teaching that
    • beginning. As it is, the restriction was dropped more than a year
    • spiritual sight became ever more clearly defined, the edifice
  • Title: Kingdom of Childhood: Appendix to Lecture 5
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    • Steiner presents here the idea of the three seven-year periods
    • of stressing the intellect too early; children's need for teaching that
    • that it is the same. So that the proof is quite clear if you have a
    • course it can be drawn more clearly but I think you will understand
  • Title: Kingdom of Childhood: Contents
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    • Steiner presents here the idea of the three seven-year periods
    • of stressing the intellect too early; children's need for teaching that
  • Title: Kingdom of Childhood: Preface
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    • Steiner presents here the idea of the three seven-year periods
    • of stressing the intellect too early; children's need for teaching that
    • citizen of the spiritual as well as of the earthly world. Many of the
    • ideas which Steiner stressed forty years ago have since appeared
    • reader of these lectures must bear in mind that in giving them
    • Steiner assumed in his hearers some fundamental knowledge of that
    • establish. Some of his statements may therefore appear to have a
    • careful research and depth of study lie behind them. In general,
    • human being at all) unless you learn to rejoice in the great
    • whole story of man's development on the earth. There is therefore no
    • intervening years! Perhaps it is as difficult to put the right
  • Title: Kingdom of Childhood: Synopsis of Lectures
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    • Steiner presents here the idea of the three seven-year periods
    • of stressing the intellect too early; children's need for teaching that
    • year.
    • plant belongs to the earth. This is the true picture and gives
    • introduced till twelfth year. History should first be presented in
    • school life. Drawing of diagrams, from ninth year. Completion and
    • factor. Theorem of Pythagoras (11–12 years). Details given of a
    • clear, visual proof, based on practical thinking. This will arouse
    • seven years etheric body is an inward sculptor. After seven, child
    • has impulse to model and to paint. Teacher himself must learn Anatomy
    • twelve years) should be based on modelling. Between seven and
    • science teaching from twelfth year only, and connected with
    • Teacher' Meetings, the heart of the school. Every child
    • year. Healthiness of English weights and measures as related to real
    • English life. These can be introduced at an early age.
  • Title: Kingdom of Childhood: Lecture 1
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    • My dear Friends,
    • teachers who from the depths of their hearts do indeed recognise the
    • god-given, within his nature after he has descended from pre-earthly
    • life into earthly life? This is the kind of question which can be
    • known that willing, as it appears in the soul, is young, while
    • of life, these faults can be clearly seen in them. But in those who
    • my hearers shall really endeavour to direct their observation, even
    • and must learn something. Then one thinks how best to teach so that
    • the child can learn such and such a thing quickly. But what is a
    • child, in reality? A child remains a child for at most twelve years,
    • to learn by heart. I may have worked his memory too hard. If I do not
    • overloaded the memory of the child when he was eight or nine years
    • what the result will be, forty or fifty years later, of our
    • though I bought him a pair of shoes when he was three years old, and
    • each successive year had shoes made of the same size. The child
    • enough to go on wearing the same sized shoes! Yet this is what we are
    • we can still see quite clearly at work the effects of the child's
    • habits of life before birth or conception, in its pre-earthly
    • years of its life. You will say: A fine sort of spirit! It has become
    • his pre-earthly life? Well, my dear friends, suppose all you clever
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  • Title: Kingdom of Childhood: Lecture 2
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    • guide the child through the critical moment of the ninth year.
    • seven years a second life organism is gradually built up in the
    • spiritual pre-earthly world is weak, then this second life organism
    • seven years till about fourteen, a kind of victory is gradually
    • example the human eye or ear. What is the characteristic of such a
    • place. The child during the first seven years is really completely
    • seven years is really an eye. If something takes place in the child's
    • so in the first seven years, and according to this the organism
    • implanted tendency in the early years will then remain through the
    • are that matters; if you are good this goodness will appear in
    • appear in your gestures — in short, everything that you do
    • can learn what is good or bad, that he can learn this or that, but to
    • course of the nineteenth century. The children certainly learn a
    • great deal there, they almost learn to read. They are supplied with
    • until their seventh year so that the above remarks apply to all
    • in the pre-earthly existence, then indeed the children would become
    • seven years of life and not what you express outwardly in words as a
    • third and fourth year, but before then the child has quite special
    • early years are wholly sense-organ, though life is not easy for such.
    • year he became a splendid Eurythmist and developed a great
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  • Title: Kingdom of Childhood: Lecture 3
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    • plant belongs to the earth. This is the true picture and gives the
    • kingdom. Minerals should not be introduced till twelfth year. History
    • child reaches his ninth or tenth year he begins to differentiate
    • when the child has passed his ninth or tenth year we must introduce
    • hair or a rose, it is another. In ten years' time the stone will be
    • hair of the earth. For the plants belong to the earth just in the
    • very long way. And when you realise that the small clod of earth
    • it, then you will see how necessary it is to manure the earth in
    • the plant; the earth lives with the plant.
    • some plants which blossom in the spring, about May or June, and bear
    • fruit in autumn. Then they wither and die and remain in the earth
    • earth forces out of their environment. If this is the earth, then the
    • the living earth itself has as it were withdrawn into the tree. Under
    • plants, for the earth is an organism and the plants are like the hair
    • of this organism. The child must be able to see that the earth and
    • the plants belong together, and that each portion of soil bears those
    • earth, and to give the child a clear feeling that the earth is a
    • the earth. People speak of the earth as having the force of gravity.
    • This is spoken of as belonging to the earth. But the plants with
    • their force of growth belong to the earth just as much. The earth and
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  • Title: Kingdom of Childhood: Lecture 4
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    • school life. Drawing of diagrams, from ninth year. Completion and
    • you how between the change of teeth and the ninth or tenth year you
    • must always be able to bear being clumsy and awkward. A man who
    • you will say you ought never to be a teacher if you have to appear
    • And those before whom it behoves me not to appear clumsy and awkward
    • — these children I shall only meet in later years, again
    • working of human destiny in repeated lives on earth. See Rudolf
    • can come back to in later years and make use of to arouse certain
    • seventh and eighth years, and later, perhaps in the fourteenth and
    • fifteenth years, to come back to it again in some way or other. Just
    • at seven years of age the children are given over to a teacher who
    • saw the blue sky — indeed she was overcome with fear, but she
    • did not yet know why she felt such great fear. Then a dog ran by, not
    • she stayed all day long, hiding in her fear from the great big
    • dawn she had no fear. It made her glad at heart and happy to see the
    • dawn. As the dawn faded the pale blue sky gradually appeared again
    • be afraid again and thought she would only hear from the lamb what
    • “Dear lamb, do tell me, will the great big violet up there come
    • appeared to her as Divine Love, which was streaming towards her from
    • in the right mood, so that when the children have heard the story
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  • Title: Kingdom of Childhood: Lecture 5
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    • (11-12 years). Details given of a clear, visual proof, based on
    • and that you did once learn to count, but actually you do not really
    • fortieth year he can say to himself: Now I understand what in my
    • eighth or ninth year, or even earlier, I took on authority. This
    • to bring them nearer to the child's understanding.
    • thus he will gradually learn to build up number out of life.
    • earthly life. It is there for beauty's sake, it is true, because our
    • spiritual activities are concerned it is really not nearly so much in
    • man's former earth-life. The head is a metamorphosis of the former
    • life on earth, and the fact of having a head only begins to have a
    • real meaning for man when he knows something of his former earth
    • between his big toe and the next toe and learn to write with his
    • learn as counting. And when you have worked in this way for a time it
    • learn to count in the way indicated in the diagram, 1, 2, 3, 4 and so
    • children can then gradually learn the numbers up to a certain point,
    • learns to do sums. The child ought to be familiar with this kind of
    • tiny little caricatures of demons, and our learned scholars would not
    • something we should particularly bear in mind in the teaching of
    • the wood as a whole, and only when you come near it do you perceive
    • already learnt to count, and so that we get a clear idea of the whole
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  • Title: Kingdom of Childhood: Lecture 6
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    • In first seven years etheric body is an inward sculptor. After seven,
    • child has impulse to model and to paint. Teacher himself must learn
    • twelve years) should be based on modelling. Between seven and fourteen
    • them thoroughly. We must get a clear picture of the child between the
    • change of teeth and puberty; we must know that in the years before
    • he changes his teeth, for during the first seven-year period it is
    • be clear in our minds that the independent activity of the etheric
    • body in the first seven years has to put forward all the independent
    • artist in the child in the first seven years; it is a modeller, a
    • change of teeth at the seventh year. Then it can work as an activity
    • first seven years of life the etheric body has been carrying out
    • have learnt about the lung or the liver, or let us say the
    • the lung is not symmetrical. One half is clearly divided into two
    • segments, the other into three. Before you learn this you are
    • any more than you could put the heart on the right hand side of the
    • yourselves therefore should really try to learn anatomy by modelling
    • which latter is emancipated and free at the seventh year, but also of
    • between the seventh and fourteenth year? It does not really come to
    • being drawn inwards between the seventh and fourteenth year, and when
    • teaching singing or music with the clear feeling: every child is a
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  • Title: Kingdom of Childhood: Lecture 7
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    • of science teaching from twelfth year only, and connected with real
    • - Imitation of life. Teacher' Meetings, the heart of the school.
    • these three sections that we must bear in mind when we have to guide
    • the children through these early years of school life.
    • child or without him bears the character of a unity. I have shown you
    • things in quite an elementary way up till the twelfth year. The third
    • section extends from the twelfth year up to puberty, and it is really
    • indeed say that from the seventh year to about nine-and-a-half or
    • “living.” We can now speak of the whole earth as living.
    • approaches his twelfth year. Only then should we begin to speak about
    • make it clear to ourselves that this is really how things are: in the
    • approaching his twelfth year, for this lifeless world must be grasped
    • a collection of minerals, but start from the earth, the soil, and
    • configuration of the earth; then we can speak of how the mountains
    • we have given a clear description of the mountains we can show the
    • later years. See Rudolf Steiner: The
    • child develops from the head downwards in the early years of his
    • year. Rhythm of breathing, rhythm of the blood, the whole rhythmic
    • think; you breathe all day long. Your heart beats at night as well as
    • the head has as little to do with it as possible, but the heart, the
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  • Title: Kingdom of Childhood: Questions and Answers
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    • Not before the ninth year. Healthiness of English weights and measures
    • of English life. These can be introduced at an early age.
    • first school year
    • multiplication and division which here appears most clearly.
    • early on it should be pointed out to the child that it is possible to
    • first school years it is really only in the method of expression that
    • is very important that the child should learn such things.
    • multiplication and division in the first school years, but it should
    • turning point of the ninth and tenth years. Up to this time keep to
    • have done that for two or two-and-a-half years and have really seen
    • and tenth years of which I have spoken.
    • longer see it clearly, then we begin to treat the number itself as
    • early, before all the trees were already stripped! “A
    • the ninth and tenth years when abstract number as such can be
    • surfaces in light and shade, and out of these a face appears. To
    • of black and white or colour. Lines will then appear of themselves.
    • shade or in the colour do the “drawing lines” appear.
    • explain this matter more clearly, so that there shall be no
    • Its only value is that it is a fashion dear to the English people,
    • Drill or Gymnastics one simply learns from anatomy and physiology in
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