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Query was: soul

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• Title: Kingdom of Childhood: Cover Sheet
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  • is concrete and pictorial; the education of children's souls through
• Title: Kingdom of Childhood: About the Transcripts of Lectures
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  • is concrete and pictorial; the education of children's souls through
• Title: Kingdom of Childhood: Appendix to Lecture 5
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  • is concrete and pictorial; the education of children's souls through
• Title: Kingdom of Childhood: Contents
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  • is concrete and pictorial; the education of children's souls through
• Title: Kingdom of Childhood: Preface
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  • is concrete and pictorial; the education of children's souls through
  • concrete and pictorial: the education of the soul through wonder and
• Title: Kingdom of Childhood: Synopsis of Lectures
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  • is concrete and pictorial; the education of children's souls through
  • nourishment. The teacher's task to give “soul milk” at
  • on the right mood of soul. The teacher's own preparation for this.
  • seven and fourteen soul qualities are paramount. Beginnings of
• Title: Kingdom of Childhood: Lecture 1
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  • teacher's task to give "soul milk" at the change of teeth and
  • on the basis of a true knowledge of man in body, soul and spirit.
  • we wish to acquire a knowledge of the soul, we, with our present-day
  • relating to the soul is merely a name, a word. For even with regard
  • in the soul in reference to these things. What the so-called
  • known that willing, as it appears in the soul, is young, while
  • willing is a youthful thinking in the soul. Thus everything
  • pertaining to the soul contains youthfulness and old age, existing in
  • Naturally, even in the soul
  • these realities of the soul in the same way as he can of the
  • feel helpless. But as there is no science of the soul the teacher is
  • unable to speak about the human soul as the modern physician can of
  • concerns itself with the whole man, body, soul and spirit; and these
  • aspects of body, soul and spirit, in such a way as will give a
  • feeling for the fact that the soul too must grow! If I furnish a
  • doing with the soul. We furnish the child with ideas which do not
  • expansion. We are constantly squeezing the soul into the ideas we
  • badly as the body generally fits the soul, you would discard it at
  • outer nature, by our parents and so on; it is a model. The soul
  • The soul nature which came
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• Title: Kingdom of Childhood: Lecture 2
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  • specially interesting to follow the qualities of soul which now
  • his childish organism into spirit, soul and body. Health for the
  • soul of the child is spoilt by it. Even down into the body, right
  • Kindergarten methods weaklings in body and soul are bred for later
  • their own inner impulse of soul, as they have been accustomed to do
  • who bear a true knowledge of the human being in their souls are able
  • releases the inner life of soul and brings a smile to the face. Sour
  • the soul life. The sense-organs do not think; they perceive pictures,
  • the child's sense experiences have already a quality of soul, it is
  • not a thought that emerges but an image, albeit a soul image, an
  • you bring before the child something of an inner soul quality and
  • lifeless objects as though they were “ensouled,” and that
  • because he endows it with a quality of soul.
  • “ensoul” the object, but he does not yet distinguish
  • they were human. You must not “ensoul” them out of a kind
  • has no soul, whereas the dog has a soul. The first difference he
  • to the fact that he has a soul. One can indeed treat all things that
  • receives the very best foundation for his soul life when in this way
  • we nourish his instinctive soul qualities of fancy. This must be
  • the child in body, soul and spirit as an absolute unity. This must be
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• Title: Kingdom of Childhood: Lecture 3
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  • plant world was then something that the child's soul could receive as
  • say according to their soul qualities first of all, we find cruel
  • greatest variety of soul qualities, and we characterise each single
  • is really the truth about these soul qualities of man and the
  • more academically, the synthesis of all the different soul qualities
  • definite way, with his whole life of soul, body and spirit.
  • in his own soul, in the hidden depths which he brings with him into
  • be educated in a healthy way in his soul life.
  • one part of his soul life; in the depths of human nature, even in the
• Title: Kingdom of Childhood: Lecture 4
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  • on the right mood of soul. The teacher's own preparation for this.
  • children then receive from you will live on in their minds and souls
  • a feeling for the inward life of the soul. A teacher or educator must
  • something in the soul which may indeed sprout and grow. You may then
  • 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
  • child's soul so that it grows with his growth, something which one
  • in their souls. This is very important, and it all depends on whether
  • well as the bad, will depend on your own mood of soul. You can
  • teacher must come into his class in a mood of mind and soul that can
  • of the child's mind and soul, for it is this which will enable him to
  • contrasting feelings which are rooted in the human soul. And even
  • as the world-ocean. Your soul is a drop in this ocean of God. But as
  • great sea, so your soul is the same as the great God is, only it is
  • upon you wherever you may be. For the human soul is like an
  • what is there in their souls.
  • thereby save the children from what can work such harm in their soul
• Title: Kingdom of Childhood: Lecture 5
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  • significance, for in truth man is permeated with soul and spirit in
  • soul. You must always be thinking of how you can bring life, not
  • not only affect the soul life but the physical body also, causing
  • education of spirit, soul and body as a unity.)
  • soul quality of your teaching; you must build on the fact that here
• Title: Kingdom of Childhood: Lecture 6
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  • one, upon which the soul and spirit are now at work.
  • already told you that if the spirit-soul is strong, then during the
  • of soul.
  • soul from within, in which case there is a vowel, or else it is the
  • you can see how vital it is that if the human soul is not to become
  • make perhaps a similar movement, but in this case, the inner soul
  • the realm of soul. In Gymnastics and in Sport man feels as though
  • soul life flow outwards and thereby becomes a real expression of the
• Title: Kingdom of Childhood: Lecture 7
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  • Between seven and fourteen soul qualities are paramount. Beginnings
  • nine-and-one-third the child takes in everything with his soul. There
  • is nothing that the child would not take in with his soul. The trees,
  • child's soul life. From about nine-and-a-third to about
  • between the soul quality which he sees in himself and what is merely
  • Thus we have the soul quality and the living quality. Then from
  • between what is of the soul, what is living, and what is dead, that
  • in the book Riddles of the Soul and in various lecture
  • about, but it is good because of the soul qualities in it, because of
  • School which are the heart and soul of the whole teaching. In these
  • is of soul in the world, with all spirit in the world. So that the