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    Query was: time
  

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: Practical Course/Teachers: Lecture I: Introduction - Aphoristic remarks on Artistic Activity, Arithmetic, Reading, and Writing
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    • methods which have evolved in our time on quite other
    • as spiritist circles sometimes do, that spirits wrote the human
    • time up to the twentieth year over it; we should never finish
    • drawn out isolated instances in this way for a time, we
    • are unable to show in their original setting for lack of time.
    • shreds. That is all the same paper. The first time, when I have
    • here to cultivate, at the same time as “object
    • time, it never can be retrieved. The forces active at that time
    • time, the individual concerned will not be equal to the battle
    • about it for a long time. But if you do not believe yourself
  • Title: Practical Course/Teachers: Lecture II: On Language - the Oneness of man with the Universe
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    • time, so that the sense-perceptions penetrate, and encounter
    • all the time the breast-activity, and you accompany it at the
    • same time with an image of it, with an activity of the head.
    • breath of 4 minutes by 360: if we multiply by 360 the time
    • the time spent between waking and sleeping in a year: and if,
    • out, occurring 72 times, and making 25,920 times in a day; our
    • waking and sleeping, occurring every day, 360 times in a year,
    • and 25,920 times in our whole life. Then you have a third
    • The time is now ripe for man to extract what is necessary
    • contents of human feeling as pertaining to the time between
    • teaching, for instance Herbart, so excellent for bygone times,
  • Title: Practical Course/Teachers: Lecture III: On the Plastically Formative Arts, Music, and Poetry
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    • but at the same time we must not neglect to approach human
    • cherished for a time deep in the soul, and then, after a while,
    • all a bad idea in olden times to make the children simply learn
    • the musical element. In the few words with which I sometimes
    • significant. The further back you go into olden times the less
  • Title: Practical Course/Teachers: Lecture IV: The First School-lesson - Manual Skill, Drawing and Painting - the Beginnings of Language-teaching
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    • on such sentiments as
    • sentiment, it must nevertheless be cultivated in the
    • soul. When you have talked with the child for a time about
    • something or other requiring manual skill. This can sometimes
    • from memory. But the second time, as before, you yourself show
    • patch in the same way. This will take some time; the children
    • it at another time. Now it will be well for the music-master to
    • like this is the time ripe for passing on to the first elements
    • in our time, for the following reason.
    • listener all the time participates with his ego in the physical
    • rest. They sometimes naively confess as much in these words:
    • will become increasingly less able to do so in these times,
    • In these times, of course, when people like to confuse
    • respect for language. When in very olden times, for instance in
    • sentimentality, feel tears in their eyes, for instance, at
  • Title: Practical Course/Teachers: Lecture V: Writing and Reading - Spelling
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    • and with colour for some time. It is absolutely a condition of
    • time to a moral-aesthetic attitude. Then go on to say:
    • can try some time to clothe in picture-form the essence of the
    • sometimes literally click their tongues, they have all kinds of
    • completely lost sight of in recent times. You can see this in a
  • Title: Practical Course/Teachers: Lecture VI: On the Rhythm of Life and Rhythmical Repetition in Teaching
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    • spheres, much is expected at the present time from the
    • psychology are sometimes of such a kind that only those people
    • without tampering with its meaning. For only after some time,
    • you recall that just at that time he conceived the first idea
    • after this year — of which Goethe at the time was still
    • and whom you have known for some time. If you train yourself to
    • known him for some time, so that you can ask yourselves:
    • psychic disposition at that time; it was unconsciously
    • all the time. But you do not fully understand how to treat the
    • understand it at the time. He will understand when it is
    • begin anew with the first class. For one must sometimes be able
    • time in the second week. The human organism conforms as closely
    • people who can remember a thing for a long time, even years,
    • conquest of our time: about the methods of experimental
    • you will sometimes have to acknowledge the connection of
    • Greek and Latin-Roman times were preserved. After the middle of
  • Title: Practical Course/Teachers: Lecture VII: The Teaching in the Ninth Year - Natural History - the Animal Kingdom
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    • timetable in addition to the other things. Before this
    • history. You must know, in the meantime, that in man we have,
    • hands for free movement and work. It is well at the same time
    • time a feeling of the difference between these two creatures.
    • the same time show the child that when the mouse is climbing or
    • into legs and arms, occurs for the first time in man, and is
    • horse, and the human being. At the same time you will notice
    • times there have been many improvements, but it cannot be said
  • Title: Practical Course/Teachers: Lecture VIII: Education After the Twelfth - History - Physics
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    • is, the time when the child has completed his ninth year and is
    • consolidated, so that from this time onwards we can
    • the twelfth and thirteenth year. At this time of life the
    • impulses, and these will have to be timed in the curriculum to
    • the same time not to accommodate yourself too much to it in
    • these: that it is sometimes still “cold to the
    • has been warm for some time.” In this way you have set
    • short time, now for longer, the circuit is closed either for a
    • short or a long time, while it is interrupted when there is no
    • apply the current for a short or long time, something is heard
    • demands of the modern world. At the same time, by acting on the
  • Title: Practical Course/Teachers: Lecture IX: On the Teaching of Languages
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    • We shall have to make room in our time-table, for instance, for
    • time lies in translation from the foreign language and
    • of time is wasted with secondary school children, for instance,
    • aloud to you. You will save the time and energy of the children
    • side as independently as possible. There was a time when the
    • will take you yourself a great deal of time to discover
    • they must translate; now they are to read. By this time
    • taught simultaneously. A tremendous amount of time is lost when
  • Title: Practical Course/Teachers: Lecture X: Arranging the Lesson up to the Fourteenth Year
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    • yourself to ancient times and imagine, in my place, a Greek
    • at about nine years of age. At the same time, of course, the
    • Here, too, the time has come when, using geometrical forms, we
    • the chemical. We can also go on to history. All this time we
    • us, at the same time and in the same classroom as a lesson with
    • matters are involved in the drawing up of the time-table and we
    • later on the time-tables of modern schools for the purpose of
    • particularly economical and what wastes time. Delay is
    • follow in the books in front of them. That is nothing but time
    • to do nothing at the time but listen to him; not, that is,
    • right-angle. At the same time it has the size of half the area
    • in this way. You will save a great deal of time and, besides
  • Title: Practical Course/Teachers: Lecture XI: On the Teaching of Geography
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    • some time to give the child an idea of the economic connection
    • will only understand for the time being in a general way, and
    • the earth at this time. It is, however, important to show
    • And at the same time we are dealing with what he can understand
    • this point, saving up everything else for a later time, we
    • demarcated time-table, which we do not want in any case.
    • the same subject of study for some length of time. We receive
    • We do not draw up a time-table according to which we write in
    • longer periods at a time with things of the same nature. We
    • subjects, too, we set definite time-limits within which they
    • keep the children busy for some time at one subject, and then,
    • allow the appalling waste of time and energy involved in taking
    • the time suitable for going on, from what you have already
    • teaching which lays down beforehand the teacher's time-table
    • with a time-table marked out like Regimental Orders, but follow
  • Title: Practical Course/Teachers: Lecture XII: How to Connect School with Practical Life
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    • was, of course, just at the time in which materialism reached
    • if, at this time, you let him write essays on all kinds of
    • sentimentalism about the world, on the gentleness of the lamb,
    • too sentimental and abstract. That is why people have become so
    • “Lord, Lord,” is sometimes considered an
    • modest divine activity, not just a sentimental lip-service, you
    • a sentimental turn; on the contrary, it must be directed into
    • chitter-chatter at tea-time. Far more attention should be given
    • single individual who has not been at one time trained to write
    • with sentimental idealism from thirteen to fifteen, he
    • particularly in business life a very deep-seated evil that time
    • time-table is that as teachers and instructors we should be
    • to the ideal time-table, to compare it with time-tables which
  • Title: Practical Course/Teachers: Lecture XIII: On Drawing up the Time-table
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    • which should spring the actual timetable. Now I have told you
    • the time being, create for the Waldorf School the entire social
    • will continually frustrate the ultimate ideal time-table of the
    • Waldorf School if we know in what relation the ideal time-table
    • stands to the time-table which we will have to use at first
    • exist the time-tables of the outside world. In these
    • time-tables all kinds of educational aim are required, and we
    • ideal time-table would really have to have other aims than
    • time-table. This is the case with the beginning of our course
    • whom, for the time being, we are to give, as it were, the
    • do justice to our ideal time-table, and we must do our utmost
    • time with the child this telling of stories and retelling of
    • the ideal time-table we would not do this in the first school
    • prevailing time-table we ought to use German terms and not say
    • have been presented with the usual time-table for the first
    • Another feature of the time-table for the first year will
    • able to do this in spite of the outside time-table — so
    • stories for a fairly long time, and to let him repeat them, and
    • pay attention all the time to correct speaking on our part, we
    • usual school time-table — we can spend as long as we like
    • Maximum number of matches per file exceeded.
  • Title: Practical Course/Teachers: Lecture XIV: Moral Educative Principles and their Transition to Practice
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    • the time-tables which were issued fifty or sixty years ago, you
    • year in the different subjects. The time-tables were at the
    • this stage you are just in time to intercept the last
    • need to accept it as a subject in the school time-table, but
  • Title: Practical Course/Teachers: Concluding Remarks
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    • last fortnight. The time, of course, has been so short that I



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