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Query was: kind

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• Title: Kingdom of Childhood: About the Transcripts of Lectures
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  • mankind.
• Title: Kingdom of Childhood: Preface
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  • give a lively picture of the kind of teaching Steiner wished to
  • like to see abolished) as leading to a far more mobile kind of
• Title: Kingdom of Childhood: Synopsis of Lectures
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  • Einstein's Theory. The Kindergarten — Imitation of life.
• Title: Kingdom of Childhood: Lecture 1
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  • feeling and experience of how mankind is evolving in civilisation and
  • life into earthly life? This is the kind of question which can be
  • is really a question of developing the concept of a kind of
• Title: Kingdom of Childhood: Lecture 2
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  • seven years till about fourteen, a kind of victory is gradually
  • observe the eye you can certainly see what kind of process takes
  • the things that we are usually advised to do with Kindergarten
  • Kindergarten education are usually extraordinarily
  • cleverness of what has been thought out for Kindergartens in the
  • Kindergarten methods weaklings in body and soul are bred for later
  • In Germany the children remain in the “Kindergarten”
  • Kindergarten and so conduct ourselves that they could imitate us, if
  • we were to do all kinds of things that the children could copy out of
  • being and human life. What kind of school plan you make is neither
  • having programmes of this kind. What matters is that we should have
  • would only cultivate more power of observation of this kind, the
  • ground, others trip along on their toes, and there can be every kind
  • kind of way you should experience the changing of the teeth through
  • “fish.” Let the child draw or paint some kind of fish.
  • the consonants. They can be worked out from a kind of
  • something that has been simplified from a picture, but the kind of
  • writing. The teacher lets the children make all kinds of forms, let
  • knows what kind of hocus-pocus going on, and in V B, you might find
  • they were human. You must not “ensoul” them out of a kind
  • Maximum number of matches per file exceeded.
• Title: Kingdom of Childhood: Lecture 3
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  • consequences for his whole life, for this kind of plant knowledge
  • find out what kind of soil each plant belongs to; the art of manuring
  • what kind of conception people have today of the origin of geological
  • at something which is not a reality at all. This kind of
  • cannot grow in wax. Ideas of this kind are completely contradictory
  • to him by the kind of Botany teaching which is usually pursued,
  • this: here is one kind of animal (I am representing it
  • the possible kinds of animals on the earth. How are they related to
  • this first kind of animal (see drawing), but modified, not in its
  • entirety. Then comes another kind, but again not the whole of it.
  • one direction more than in others, one kind of animal would be
  • has many kinds of smell; just think how a dog specialises in his
  • kinds we may give the child in an artistic form what he himself finds
  • kinds of forces at work below, which throw these waves up. So it is
  • effective than employing some crude kind of punishment. If the
• Title: Kingdom of Childhood: Lecture 4
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  • of all kindle in our own souls what we then have to work out for
  • ourselves; but first it must be enkindled in the soul. If once or
  • you tell the children a story of this kind they will most certainly
  • every imaginable kind of question. Your task in all this is really to
  • are given in this story can grow with the child. You have all kinds
  • and later on the kind loving words of advice uttered by the lamb. And
  • exercises of the following kind. It does not matter if they are
  • drawing a.) and you must try in all kinds of ways to get him to feel
  • on. You can thus make the child do all kinds of curious exercises,
  • child can learn to do all kinds of exercises in a quick alert manner.
  • kind of thinking that will last him his life. He will become
  • no doubt object that in this kind of teaching the children will
• Title: Kingdom of Childhood: Lecture 5
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  • kinds of theories are thought out for the teaching of number and
  • being of the child with this kind of counting or with similar things
  • short lecture course of this kind it is only possible to explain the
  • learns to do sums. The child ought to be familiar with this kind of
  • general culture of mankind pass unnoticed. Nowadays no one is
  • kind of living mobility into your work. All pedantry will disappear
  • then you will see that through this childlike kind of
  • fingers and toes, and this is then a meditation, a healthy kind of
  • the Theorem of Pythagoras can be taken as a kind of goal in the
  • course all kinds of proofs can be found for this, but the proof ought
  • understood in a flat, dry kind of way; it is much better to forget it
• Title: Kingdom of Childhood: Lecture 6
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  • occur in the human organism, and consequently know what kind of forms
  • yourselves must have a kind of artistic conception of the human
  • For then you suddenly begin to have quite a different kind of
  • kind of loose cloud, in which the child lives. Then it draws itself
  • upon the spinal column. Our nerves are really a kind of lyre, a
  • musical instrument and inwardly feels a kind of well-being in the
  • up melodies and rhythms. To show you the kind of inner picture you
  • marvellous thing. In the cow a kind of image of the whole world is
  • without any kind of theory: nothing more than simply singing little
  • should really only be a kind of memorising instrument, is of course
  • the worst possible thing for the child. Another kind of instrument
  • that fundamentally any kind of school teaching before this time is
  • .” With the abstract kind of relationship to language
  • There must be present an inner feeling of joy of this kind, or at
  • and all kinds of sport are something quite different from Eurythmy.
• Title: Kingdom of Childhood: Lecture 7
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  • real life, not abstractions. Einstein's Theory. The Kindergarten
  • this, but pass over to all kinds of intellectual things when the
  • register when a child becomes tired in any kind of mental activity,
  • What is the result? The result is that with teaching of this kind the
  • ingenious examples of the same kind. In many places I have found that
  • this kind of thing has repercussions in ordinary life, and that is
  • what it can lead to, if theories arise out of a kind of thinking
  • find, for instance, in the “exemplary” Kindergartens that
  • different kinds of work are thought out for the child to do. In
  • themselves also learn how to do certain kinds of work which are done
  • be taught to produce the kind of thing you see nowadays when you look
• Title: Kingdom of Childhood: Questions and Answers
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  • to find the part: that is one kind of division. In the other kind of
  • concrete is just that kind of Arithmetic which one uses most in real
  • Is there anything of that sort? Nothing of the kind exists at all.
  • side. The sun falls upon something and makes all kinds of light, (see
  • perform all kinds of exercises on the bar except the most valuable
  • certain kind of religious instruction should be given them also. We
  • with a kind of “religious naturalism,” shall I say, in a
  • time we can only introduce to the children a kind of Nature-religion
  • overflowing. We have all kinds of children coming into them from the
  • reputation of being an Anthroposophical School of a sectarian kind.
  • various pastors. When you ask, then, what kind of religious teaching
  • If the children come to a Kindergarten Class at five or six years
  • with them also. It would be right for this age. Some kind of language
  • have a Kindergarten Class for the little children, it would be quite