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Query was: number

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: About the Transcripts of Lectures
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  • to the general public; secondly, a great number of lecture-courses,
• Title: Kingdom of Childhood: Appendix to Lecture 5
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  • letters or numbers.) It is quite easy to do this proof if the
• Title: Kingdom of Childhood: Preface
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  • of teachers or intending teachers, no more than five in number
  • treat in quick succession an almost bewildering number of subjects.
• Title: Kingdom of Childhood: Synopsis of Lectures
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  • counting, each different number should be connected with the child
  • whole. Other numbers proceed from it. Building with bricks is against
• Title: Kingdom of Childhood: Lecture 1
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  • when an ever increasing number of destructive elements enter our
  • a body that has been prepared by a number of generations.
• Title: Kingdom of Childhood: Lecture 5
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  • counting, each different number should be connected with the child
  • numbers proceed from it. Building with bricks is against child's
  • kinds of theories are thought out for the teaching of number and
  • prevents one from the very start from dealing with number in a way
  • manner you can derive number out of what man is himself. You can lead
  • over to number from the human being, for man is not an abstraction
  • can pass on and say: “Look, you can find the number two
  • thus he will gradually learn to build up number out of life.
  • numbers with the Roman figures, because these of course will be
  • general principle, but in this way we can derive the idea of number
  • from real life, and only when number has thus been worked out
  • the numbers follow each other. But the children should take an active
  • numbers in order, 1, 2, 3, 4, 5, 6, 7, 8, 9 and so on, you should
  • the series of numbers, and thereby too we foster the child's faculty
  • teaching the children numbers, out of the reality of what numbers
  • are. For people generally think that numbers were thought out by
  • with the element of number.
  • children can then gradually learn the numbers up to a certain point,
  • question of a pure number the whole remains the same, but the single
  • addenda can change. This peculiarity of number, that you can think of
  • Maximum number of matches per file exceeded.
• Title: Kingdom of Childhood: Lecture 7
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  • about it? Of course the numbers can quite well be made up into a sum,
  • more girls than boys or more boys than girls or an equal number of
  • know if that is done in England too, giving the children numbers or
  • or numbers, simply characterises what the child is like, and what
• Title: Kingdom of Childhood: Questions and Answers
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  • in the question: By what must a number be multiplied in order to get
  • a certain other number?
  • whole into a definite number of parts. Here I proceed from the whole
  • to it that calculations are not made with abstract numbers, but with
  • numbers they become so alive in the child that one can easily pass on
  • number is not formed by the head, but by the whole body. The head
  • only reflects number, and it is natural that we should actually have
  • ten, or twenty at the highest, as numbers. Now we have the number ten
  • in particular, because we have ten fingers. The only numbers we write
  • numbers themselves as concrete things.
  • thing, and 2 is the number. I might just as well say: 2 dogs. But if
  • longer see it clearly, then we begin to treat the number itself as
  • no progress in calculation unless we treated the number I itself, no
  • number itself is treated as something concrete. And if you think this
  • by using these numbers with concrete things — one dozen,
  • the ninth and tenth years when abstract number as such can be
  • used in the teaching of the rudiments of number, e.g. the tables, in
  • they would like it better there. I have had really quite a number of