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- Title: Lecture: The Two Christmas Annunciations
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- nevertheless true, that what our children learn as arithmetic and
- children to-day. They are nothing else; and their Mystery-character
- different matter to call upon the reasoning of children through the
- Title: Education for Adolescents
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- When children come to the age of puberty, it is necessary to awaken
- with children of this age ...
- that occur when the children have the feeling: The teacher just
- itself. If we have children of six or seven, then the course is
- the children must say to themselves: Great thunder and
- are immensely fond of their lower selves, produce in children of just
- children with an attitude that is inwardly moral through and through
- Title: Lecture: Past Incarnations of the Peoples of Today
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- all that is inculcated into the minds of children in the instruction
- not essential for children to get hold of the abstract idea of
- in the background. The minds of children who are taught history in
- Title: Memory and Love
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- children before the change of teeth, it is a question of their receiving
- Title: Necessity for Spiritual Knowledge: Lecture 1 (alternate translation)
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- good-will, how children should be taught, if you put it in
- Title: Necessity for Spiritual Knowledge: Lecture 2
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- quoted a characteristic example. Children in their 12th,
- Children and grown up people are quite satisfied to be lulled
- forces to be paralysed in our children up to their fifteenth
- exhortations to children up to fifteen years old and then
- the position to-day? Men are children; they act like children
- children when they do the same things as they did at the same
- age; they do not understand that children of to-day do the
- expect those who are now children to be as well behaved as
- that children now must be just the same as they were when
- they were children — a generation ago; children, who are
- children who are born in our time, cannot have the same
- respectable age had when we were children. We must realise
- Title: The Ten Commandments
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- you, I will disappear as the divine in your children, parents
- as the divine in your children, parents and grandparents and
- children, parents, grandparents capable of surviving, when you
- Title: At the Gates: Lecture III: Life of the Soul in Kamaloka
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- ye became as little children, ye cannot enter the kingdom of Heaven.”
- Title: At the Gates: Lecture VI: The Upbringing of Children. Karma.
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- Lecture VI: The Upbringing of Children. Karma.
- UPBRINGING OF CHILDREN.KARMA.
- critical judgment is aroused in a child, the better. But children ask
- of karma answers the great human question: why are children born into
- Title: At the Gates: Lecture VII: Workings of the Law of Karma in Human Life
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- the children, even to the third and fourth generations. This does not
- would not only be neurotic in the ordinary sense but children would
- Title: At the Gates: Lecture VIII: Good and Evil. Individual Karmic Questions.
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- of the task is that these evil races will not be like bad children in
- explanation of children born dead? In such cases the astral body may well
- Title: Tenth Lecture (First Scientific Lecture-Course)
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- when imparting scientific notions to the children. You will of
- not get our children into difficulties. But this at least we can
- service to you in the whole way you speak with the children about
- so as to get the children to think in connection with the
- the children who are entrusted to you.
- Title: Lecture: Younger Generation: Lecture II
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- the teachers must awaken the children and the young people.
- Title: Lecture: Younger Generation: Lecture V
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- words. from the Bible: “Except ye become as little children ye
- be moved by the Spirit. Then we shall become children again, that is
- Title: Lecture: Younger Generation: Lecture VII
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- children; school must be all joy for the child. Yes, those who speak
- children, so that the children laugh all the time, so that learning
- invisible children about the teacher of the thirty visible ones who
- give the children something under the assumption that they do not
- Title: Lecture: Younger Generation: Lecture IX
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- submergence. The question is: How must adults handle children between
- Title: Lecture: Younger Generation: Lecture X
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- the children experience in the colors what the colors as such are
- world. But we also let the children experience what the colors have
- speaks to the children about botany in a way that is not scientific.
- environment. Those who as children have most resisted this are those
- which may still be one for many children up to their sixteenth or
- Title: Lecture: Younger Generation: Lecture XI
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- the teacher is faced with a class in which there are children
- teacher consists in bringing the children not merely to our degree of
- them, we would find that as children they were fortunate to have been
- as he is at four or five. But in school we supply the children with
- the whole of the children's lives. The child is supposed to
- is heart-breaking to witness children being educated to define a
- Title: Lecture: Younger Generation: Lecture XII
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- feed their children through the feeling of how they themselves were
- children in the right way.
- happens today: “Except ye become as little children ye cannot
- Title: Lecture: The Proclamations to the Magi and the Shepherds
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- children to-day was taught in the Mysteries to individuals specially
- taught to children at school. The mystery does not lie in the fact
- geometry to children by calling upon the intellect in an age when from
- Title: Cosmic New Year: Lecture V: The Dogma of Revelation and the Dogma of Experience. The Spiritual Mark of the Present Time. A New Year Contemplation.
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- children of employees and managers, a school founded on the impulses
- Title: Fundamentals of Anthroposophical Medicine: Lecture III
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- we get, for example, that strange disease in children that
- children's diseases that may be described as diseases of the
- be regulated from outside. The health of school children of
- Metabolism is connected with the limb organization. If children
- Title: Anthroposophical Approach to Medicine: Lecture II
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- certain diseases of children you will find, for instance, that a
- Title: Anthroposophical Approach to Medicine: Lecture III
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- study the most typical diseases of children, you may divide
- we get, for example, that strange disease in children which leads to
- the formation of a kind of purulent blood. All other children's
- of children, therefore, arise from two opposite sides. But it is
- school-children of this age is very dependent on hygienic and
- limb-organisation. If children are given the wrong kind of drilling
- In diseases of children before the change of teeth there is a
- very young child. We must seek the cause of children's diseases
- Title: Practical Course/Teachers: Lecture I: Introduction - Aphoristic remarks on Artistic Activity, Arithmetic, Reading, and Writing
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- children reading and writing we are teaching in the domain of
- activity of the human limbs. The children then feel
- agility they would dance with all little children, they would
- somehow join in the movements of all children. It is a
- most active in children in their third and fourth years.
- children would be quite different from what they are. They
- introduce children to art. When we introduce children to
- children. Try not to excite interest artificially by relying on
- children, to let the interest grow from the child's own
- Title: Practical Course/Teachers: Lecture II: On Language - the Oneness of man with the Universe
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- the inner contact with the children, which is far better than
- instruct and educate the Waldorf children and all that they
- of teachers with just this group of children. And you are the
- right teachers for these children because you have formerly
- developed antipathies for these children, and you free yourself
- children now. And we must cultivate sympathies in the right way
- children's temperaments.]
- Title: Practical Course/Teachers: Lecture III: On the Plastically Formative Arts, Music, and Poetry
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- fashion we can invite children to understand this living
- happen; I had addressed a few words to the children of
- staff and Dornach anthroposophists. The children had their
- Eurhythmists, the children came up and said: “Did you
- to say a few words to the children. It was the evening before
- the children were to be taken back again to Münich and
- all a bad idea in olden times to make the children simply learn
- introduce music to children.
- only the musical children must be given a musical education, is
- thoroughly false; even the most unmusical children should be
- to encourage the really musical children to appear in public.
- But even the unmusical children should be there, developing
- left undone to bring in touch with music the children
- paralysing theory, the children are taught from the elementary
- facts of music. The children should get a clear idea of the
- instance, when we go with the children we are teaching —
- introducing these children like this to nature we should always
- into the country with the children, and we draw their attention
- should refer the children to nature in quite a different way
- them. We should, therefore, never mention to the children,
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- Title: Practical Course/Teachers: Lecture IV: The First School-lesson - Manual Skill, Drawing and Painting - the Beginnings of Language-teaching
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- position to become familiar with children coming from all
- have, then, a group in front of you, of various children.
- The first thing will be to draw the attention of the children
- important to address the children somewhat in this way:
- the children this complex of idea is extremely important. But
- children by all possible means: the child must look up with
- young children. But such a practice, in the face of a real
- children do the same, as slowly as possible, for it will
- children out one by one and let them do
- line.” You help the children who are clumsy with their
- this way, then, see that you let the children do
- to whether the children can make a straight and a curved line
- on the board how a straight line is drawn and let the children
- front of the children, taking your educational impulses right
- like this very early with the children — a paint-box with
- let the children make each a blue patch just the same. When
- about half the children have done this you say: “Now we
- let the other children — avoiding as well as you can
- making the children jealous of each other — make a green
- patch in the same way. This will take some time; the children
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- Title: Practical Course/Teachers: Lecture V: Writing and Reading - Spelling
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- it.” Then, again, I simply let a number of children write
- will discover, or the other children will be drawn on until one
- Title: Practical Course/Teachers: Lecture VI: On the Rhythm of Life and Rhythmical Repetition in Teaching
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- instilled into the children's souls years before. In any case,
- greatly when the children are passed every year to a fresh
- children in earlier years. It is part of the teaching method
- children — to be able to attend to rhythmical repetition.
- Therefore select subjects for the children, make a note of
- too, after having tested the children in experimental
- introduce his children, first of all, to old grammar schools
- Title: Practical Course/Teachers: Lecture VII: The Teaching in the Ninth Year - Natural History - the Animal Kingdom
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- particularly when you have brought the children to the end of
- just when the children have passed their ninth year. We shall
- to children (in a rather different, more elementary way),
- children this stage is reached even before the ninth year, with
- the children have grown familiar with natural history in
- children that the limbs are affixed to the organism from
- sound.” It is well with children to evoke an idea of the
- children acquainted with the cuttle-fish. They will feel, while
- you describe the mouse, the children will notice how
- the children, which, from your different procedure in
- artistic description of the cuttle-fish so that the children
- the children a feeling of how the lower animals are heads which
- head. And you must awaken in the children a feeling for the
- the children if your teaching of natural history is
- appears to children between seven and fifteen years of age and
- Title: Practical Course/Teachers: Lecture VIII: Education After the Twelfth - History - Physics
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- But although it is left for you to translate into children's terms
- to children you will not be able to awaken in the child the
- the bigger children: “Here you have an electrical
- produced.” You then enlarge to the children on the
- in what we teach the children and in what later we teach young
- marvelling children. And such things are everywhere present,
- Title: Practical Course/Teachers: Lecture IX: On the Teaching of Languages
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- children coming in at widely different ages. Besides this, we
- apply a golden rule particularly to the older children whom we
- children of thirteen, fourteen, and fifteen years, we carefully
- the first week, for finding out what your children can already
- of time is wasted with secondary school children, for instance,
- of the children's thoughts in the foreign language than
- First of all, let us take the oldest children who are to be
- question with your children. You will select reading passages,
- and begin by calling on the children to read these passages
- aloud to you. You will save the time and energy of the children
- good plan with children for whom you wish to combine revision
- reproduced a phrase in his own words. There will be children
- does no harm. But first go through it with the children.
- It is especially necessary that children after the age of
- concerned with older children) to the fact that when he says
- to find one. This practice with the children really takes you
- your very manner of talking to the children — man's
- syntax with the children by forming sentences expressly
- instils rules into the children through their feelings without
- children write down the examples, too vivid an impression is
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- Title: Practical Course/Teachers: Lecture X: Arranging the Lesson up to the Fourteenth Year
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- other children for whom everything should be quite still
- painting and drawing with the little children as a morning
- of the children. Naturally we shall have to make compromises,
- the so-called less-gifted children generally speaking
- in the first stage we shall have the intelligent children who
- not therefore form an opinion too early as to which children
- get children who have gone through the most various classes.
- to what gives the children the greatest imaginable pleasure: to
- You will discover that it gives the children really great
- really feel the children in front of you like a choir which you
- Then comes the point to ascertain from the children what poems
- importance that anything the children have learnt by heart
- caused by reading aloud to the children in class while they
- do this without book himself, from memory, and for the children
- follow his reading: then, if possible, the children reproduce
- sufficiently practised, the children can take the book and read
- there will be inculcated in the children the habit of inventing
- details in education, such as letting the children, once they
- gradually to bring the children to the point of being able to
- it is also necessary to give the children orders: “Do
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- Title: Practical Course/Teachers: Lecture XI: On the Teaching of Geography
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- the lines we have discovered — to talk to the children of
- let the children cultivate the school garden, if they could be
- keep the children busy for some time at one subject, and then,
- Title: Practical Course/Teachers: Lecture XII: How to Connect School with Practical Life
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- children of his employees.]
- to children of twelve to fourteen, fifteen, and sixteen. If
- Yes, indeed, this “sort” of essay which children
- impression on the consciousness of the growing children. I am
- you want children to gather round you so that you can convey to
- powers in the world, and you do it with children who come just
- But if, after the children have written business letters in the
- Title: Practical Course/Teachers: Lecture XIII: On Drawing up the Time-table
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- connection with the pupils, with the children, immediately at
- cannot risk letting our children, after the first or second
- children educated and taught outside our school. After nine
- years of age, of course, by our methods our children should
- happen that our children were required to show in some way, let
- good thing for the children that they should be able to do just
- course, we are concerned with children, with pupils who have
- chief mistake attendant to-day on the teaching of children
- too much. We shall consequently get children coming in with
- even senility — than children between twelve and fourteen
- children who come into the school at twelve to fourteen, and to
- not to estrange children too greatly from modern life.
- great deal of simple talking with the children. We read to them
- getting the children to tell again what they have heard us tell
- music and gymnastics and Eurhythmy with the children in the
- all, with six-year-old children or with children at the most a
- few months over six. With such children you can quite well
- children of six to seven of ideas which play a part in
- of children at the beginning of their school life.
- children near the end of the school life, at the age of
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- Title: Practical Course/Teachers: Lecture XIV: Moral Educative Principles and their Transition to Practice
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- tell the needs of all children at any age. Let us put side by
- of giving an object lesson, you discuss with the children the
- ready to be distracted. That our children to-day are such rough
- speaking, particularly when the children have not been spoilt
- not make him egoistical. If the children are not taught in
- children of seven or eight with precepts of nutrition, with
- the older children some reference to rules of health and
- community of children in school, will remind us every day of
- something to the children in the years from twelve to fourteen.
- consciously is non-existent. If children are very precocious
- Title: Practical Course/Teachers: Concluding Remarks
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- school, in his behaviour with the children. That is the first
- Title: Study of Man: Lecture I
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- depends on his thoughts about the world. Children must learn to
- You will have to take over children for their education and
- instruction children who will have received already (as you
- first years of the child's education. But when we receive the children
- children. There is a big difference; and the difference is not merely
- shall certainly find that however much the children may laugh at us,
- the children. So that we enter the classroom with the conscious
- words, not only all that I say to the children in the way of
- the children, in body and soul.
- Title: Study of Man: Lecture II
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- develop this, as well as feeling and willing, in the children, and to
- give the children images we are taking up this cosmic activity again.
- Title: Study of Man: Lecture III
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- Equal importance of teachers of children of all ages. Twofold division
- to-day in the background of all teaching with younger children
- use directly in one's work with the children, but which it is
- Title: Study of Man: Lecture IV
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- authority and let the children educate themselves. Something dreadful
- the children accompanied with all sorts of racket. Then, when the
- What do we commonly find advocated? That children should have the same
- repeatedly works powerfully on the children's will.
- Title: Study of Man: Lecture VI
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- in thinking, sleeps in willing, dreams in feeling. Types of children
- view, you will not wonder that the children differ with regard to
- awakeness of consciousness. For you will find that children in whom
- the feeling life predominates are dreamy children; if thought is not
- fully aroused in such children they will certainly incline to
- children through strong feeling. And you can reasonably hope that
- Children who brood still more and are even dull in their feeling life,
- backward children, you would be very far from understanding the
- in the region of the will; he may be one of those children who, out of
- have many such children, but in a case of this kind you can call the
- children, and educative for the child himself and get him to
- Title: Study of Man: Lecture VII
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- lives, for he has to understand the children who out of these very
- Title: Study of Man: Lecture IX
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- Therefore in dealing with children of primary school age we must
- something pre-eminently scientific; it must be brought to the children
- children of all ages who bear the result of former teaching. The
- children will have been taught in conclusions, judgments and concepts,
- build on the knowledge that the children have already acquired, for
- with classes of all ages. You will thus find that the children's souls
- early days you will have to be very careful not to worry the children
- conclusions are too firmly fixed in the children's souls it is better
- teach the children to form judgments. You must be absolutely aware of
- children beforehand anything that is related to conclusions, and not
- children? It must be a living concept if man has to live with it. Man
- possible. If in Natural History we give the children simply what is to
- when in teaching the children Morse telegraphy you arouse a feeling of
- Thus to give children concepts of this kind, which have to do with the
- Fallersleben, I aimed at giving a moral without pedantry for children
- outlook of childhood, that children are a race who believe in the
- keep in mind that children of primary school age want always to live
- we must make our teaching a thing of enjoyment for the children
- it that the things he talks about to his children are artistic.
- Title: Study of Man: Lecture X
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- such feelings they pass over to the children by underground ways.
- words in order to make yourself understood by the children. If
- between you and the child. Then you will be one with the children.
- the children as a whole. Pedagogy in the true sense must be built on
- Title: Study of Man: Lecture XI
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- children the conventional reading and writing of to-day in a merely
- F on the board for the children, and let them look at it
- bodily development of his children, and he must notice what they look
- This is why it is so important to keep the children right through
- children on to another teacher every year. And, to look at the matter
- to know his pupils. He gets to know those who are typically children
- the other hand who are typically children of memory, who easily notice
- does so by twice passing the children in review, as I have explained.
- children grow differently from children endowed with a good memory.
- Title: Study of Man: Lecture XIII
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- allow children to have too much fat producing food. It causes their
- children tend to get fat because they are weak but with normal
- children it is always possible to prevent excessive fat by giving a
- the teacher of those children entrusted to his care, he must also work
- where children are concerned. Therefore for children it is best of
- Title: Study of Man: Lecture XIV
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- way. The teacher could say: Suppose we have three children; the
- teaching has a wonderful influence on children in their later years.
- children. For this reason no one can be a good primary teacher unless
- serve him, especially when it comes to the older children. But this
- Title: Anthroposophy Science: Lecture VIII
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- children. Until recently he hadn't told me of his intentions
- Title: Dear Children: Lecture I: Address at the Christmas Assembly
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- Dear Children
- Dear children!
- “What are my dear Waldorf children and their teachers doing
- [“Yes!” shout the children.]
- me. You see, dear children, I have to think about how you have been spending
- beautiful schoolhouse. [“Yes!” shout the children.]
- Dear children, you have reason to
- Waldorf children doing?” And I also said to myself,
- the children.” And then I had to think of how you look forward
- And you know, my dear children, I
- was especially pleased when I was in the classes and some children
- black sack and administers symbolic punishments to children who
- You see, my dear children, there are
- children, we can fly into the element of the spiritual, and we have
- hard and pay attention as children, and if we have teachers that are
- work and paying attention, then my dear children, something stays
- children.] Now, that is what you should always say. That is what you
- Now, my dear children, when you have
- parents will be glad and say to themselves, “Well, our children
- children, let me still say a few words to those who have accompanied
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- Title: Dear Children: Lecture II: Address at a Monthly Assembly
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- Dear Children
- Dear children!
- children” — that is, for you who are here because you
- lovingly the first grade teacher had helped the children make some
- curious about. And so I ask you, children, do you still love your
- teachers? [“Yes!” shout the children.]
- people will grow up to be, since as children they were filled with
- Title: Dear Children: Lecture III: Address at the Assembly at the End of the First School Year
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- Dear Children
- My dear children!
- for you, my dear children, and for humankind? What does it mean that you
- You know, my dear children, that I
- [“Yes!” shout the children.] And you know, you always
- to say to you. You see, my dear children, here with us it should not
- Then, my dear children, I would like
- yes, my dear children, if we did not educate the spirit, we would not
- to us and help us think about what is right. That, dear children, is
- speaking to the teachers, but you children can also hear it and can
- we have to work on the children so that when we are old, something
- will have happened to the children that can prevent unhappiness and
- Dear children, when your teachers
- things, and it is the day when you children should feel how grateful
- hearts of the children — this spirit that is imbued with love,
- real human love. This is why I want you children to feel that not
- You see, dear children, you must
- dear children, now on this last day of our first school year in the
- grades, the children received brief characterizations of their
- Title: Awakening to Community: Lecture I
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- origin was anthroposophy; the only question is whether children who
- anthroposophy has given birth to many children, but the children have
- Title: Awakening to Community: Lecture II
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- which even the youngest children are exposed in modern schools, made
- Title: Awakening to Community: Lecture VI
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- as children. Let us take an ideal example. Someone finds himself in
- Title: Fruits/Anthroposophy: Lecture 1 (Summary): Effects of Modern Agnosticism
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- teachers try to place things before children in such a way that they
- need not be altered when the children grow up. But what is presented
- to children should be so given that it develops with the child during
- Title: Spiritual-Scientific Consideration: Lecture 1: Prelude to the Threefold Commonwealth
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- year old children were working in the coal mines, and
- consisting of man and wife, two children, manservants,
- Title: Spiritual-Scientific Consideration: Lecture 2: Esoteric Prelude to an Exoteric Consideration of the Social Question I
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- education, no education of children at all, if we did not
- Title: Esoteric Studies: Lecture I: Cosmic Aspect of Life Between Death and New Birth
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- coming to an end now. Children and their nurses and educators
- the children's souls, on their imagination! People do say: The
- children no longer believe in the stork — because those
- Title: Esoteric Studies: Lecture II: Establishment of Mutual Relations Between the Living and the So-called Dead
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- that in the past I had to instruct many children. I had to
- instruct several children in a family where only the mother was
- discover the potentialities and talents of these children
- these children of whom I am speaking, something remained
- in which the children were being treated by the relatives nor
- influence had an effect on the children. And it was not until
- souls of his children — it was not until then that I
- on the children — it was then that I succeeded in my
- that of the father — into the souls of the children. This
- thought into the children's souls. But that often proves
- Title: Reincarnation and Karma: Lecture IV
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- in childhood, in the way that children now are convinced of the truth
- root, even in the minds of children? — I am not speaking now of
- does not mean that anthroposophists who have children should
- enable it to take footing, even in the minds of children?
- Title: Deeper Education: Lecture I: Gymnast, Rhetorician, Professor: A Living Synthesis
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- will discover that if you speak to children with this kind of
- textbooks that are so popular, the children really understand
- nothing; you torment the children, bore them, call forth their
- to the children in a living way. We must begin at this point
- might as well expect children to find eating and drinking
- is lacking in us when our teaching bores the children.
- can achieve something with children only by being human beings,
- Title: Deeper Education: Lecture II: Forces Leading to Health and Illness in Education
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- that they cannot have yet as children. We must impart such
- demands made upon our children from outside in preparation for
- Title: Deeper Education: Lecture III: A Comprehensive Knowledge of Man as the Source of Imagination in the Teacher
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- merely teach children trivial mental conceptions has no real
- stand before the children in a morose, surly mood. Such a mood
- but as a teacher confronting children it is possible to
- Title: Esoteric Lessons Part III: Stuttgart, 5-18-'13
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- evolution would always have stayed at the same point. School children
- Title: Esoteric Lessons Part II: Stuttgart, 1-1-11
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- eve for the sake of children and sick people.
- Title: Curative Eurythmy: Lecture 8
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- then demonstrated, one does a great deal to help weak-looking children
- — children who only feebly carry through their bodily functions
- the head. When it is fitting to treat corpulent children by means of
- Title: The Three Fundamental Forces in Education: Lecture
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- passes over into the psychic, children result who have no
- unconsciously, and that is why children are musical to such a
- Title: Universe, Earth and Man: Lecture I: The Egyptian period, and the present time.
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- cloud out of which develop a great number of similar little children,
- ye Greeks, ye remain children all your lives, and in your childish
- Title: Universe, Earth and Man: Lecture II: Ancient Wisdom and the new Apocalyptic Wisdom. Temple sleep. Isis and the Madonna. Past stages of Evolution. The bestowing of the Ego. Future Powers.
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- For example, let us take the simple conception 3 x 3=9. Children form
- but if you accustom children, to begin with, not for too long, to
- children. How little people of the present day understand such things
- Title: Astronomy Course: Lecture I
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- whereas before they had all been as children, but because
- Title: Astronomy Course: Lecture VIII
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- treat the individual children both in our teaching and in
- Title: Social Basis For Primary and Secondary Education: Lecture I
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- of children is to be based. Here we must have in mind that whoever is
- years specified, is to be given to children in accordance with the
- — of which children can absorb an extraordinary amount when it is
- sphere children today learn a great deal only to forget it, only to be
- Title: Social Basis For Primary and Secondary Education: Lecture II
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- for the education of children concerning the very root of our modern
- Title: Social Basis For Primary and Secondary Education: Lecture III
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- children, at all stages of school life. When a small child enters a
- friends, that the schoolrooms for our children are veritably a barbaric
- needs to take a quite different course during children's growing years
- while another has the education of his children to think of. This must be
- Title: Introductory Words to the First of Four Educational Lectures
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- According to that, we should have to teach the children in
- educational principle. When we are teaching the children about
- class, the 6-7 year old children; now our teaching will always
- feeling: you are growing while you are helping the children to
- the children there grows in you a certain power. Sometimes you
- other children, owing to their special gifts, you will have had
- eight and nine-year old children by working with them; at the
- make you peculiarly fitted to accomplish more with the children
- that the quality which you bring about in the children will not
- children; on the whole they become individualities. We cannot
- extraordinary significance for the souls of children. And if we
- Title: Meditative Knowledge of Man: Lecture I: The Pedagogy of the West and of Central Europe: The Inner Attitude of the Teacher
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- children in such a way that when they are grown up and the opportunity
- to train children to deal with objects, say plants or animals, in such a
- facts about plants or animals, so that it is made difficult for children to
- teaching to begin with, let us say, the six or seven year old children in a
- having the feeling: 1 am growing by helping the children grow. I am
- much, but a certain capacity grows in me by working with the children. From
- Through the special gifts of other children we will have learned certain
- eight and nine-year-old children what I could learn only in this way. At
- particularly fitted to accomplish more with the children entrusted to you.
- quality of what you are able to make out of the children will not be much
- extraordinary importance for the souls of the children. And if we can let
- Title: Meditative Knowledge of Man: Lecture II: The Three Fundamental Forces in EducatioN
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- the soul sphere, then we have children who have no talent for drawing, for
- children musical to such a high degree. All of this they are taking up into
- children draw eurythmic gestures and then let drawing and finally writing
- Title: Meditative Knowledge of Man: Lecture III: Spiritual Knowledge of Man as the Fount of Educational Art
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- different kind of memory pale children have compared with children who have
- that the power of inventiveness you will need for teaching children will be
- Title: Meditative Knowledge of Man: Lecture IV: The Art of Education Consists of Bringing Into Balance the Physical and Spiritual Nature of the Developing Human Being
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- children who are inclined to theosophy bring with them at birth
- children or the young people that air, which consists of oxygen and
- fascinated by that which takes place in individual children, because even
- learn remarkable things, if we get to know children in this manner, if we
- children. We do not take it amiss when such a thing is said by laymen; they
- consider certain things which are difficult for the children to overcome
- pure joy for the children. Or think of certain tendencies in children and
- not be pleasurable for children but that they will have to experience them
- different one, namely: to gain through our pedagogical art the children's
- love in children, then more than joy and pleasure will be developed in them
- Title: Community Building
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- children. Just imagine the ideal instance: that anyone should
- of that time when they lived together as children. Memory lies
- Title: Polarities in Evolution: Lecture 2: East, West, and the Culture of Middle Europe, the Science of Initiation
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- into everything we do as we teach and train the children.
- Title: Polarities in Evolution: Lecture 5: How the Material Can Be Understood Only through the Spirit
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- would teach anthroposophy to the children — we
- teach. This brings the souls of the children to life;
- Title: Polarities in Evolution: Lecture 6: Materialism and Mysticism, Knowledge as a Deed of the Soul
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- bring children's trumpets and rattles when someone is
- Title: Polarities in Evolution: Lecture 7: Materialism, Mysticism, Anthroposophy, Liberalism, Conservatism
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- reality of the spirit this sometimes sounds like children
- Title: Polarities in Evolution: Lecture 10: Transition from the Luciferic to the Ahrimanic Age and the Christ Event to Come
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- teaching children in your school and you will note that these children
- find that children you teach at school in the years and decades ahead
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