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Searching Rudolf Steiner Lectures by GA number (GA0294)

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    Query was: vowel

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  • Title: Practical Course/Teachers: Lecture II: On Language - the Oneness of man with the Universe
    Matching lines:
    • diphthongs) we have the most important vowels, with the
    • try to produce a vowel by forming a sound in which a, o,
    • expressed in vowels. All vowels express inner soul-emotions as
    • This experience through the vowels is manifestly a pure inward
    • sounds. When we combine a vowel with a consonant, we always
    • vowels, in self-sufficing sounds, we should have a simple
    • present. In the degree in which the vowels refer to the sound
    • accompanies them. That is why you will find that the vowels
    • back to imitations of external things; vowels, on the other
    • The sympathies always reside in the vowels, the antipathies in
    • degree in which speech consists of vowels, it contains
    • principal vowel of the source of the difference:
    • something inward in its vowels, as indicating something
    • consideration of vowels and consonants. This feeling must
  • Title: Practical Course/Teachers: Lecture V: Writing and Reading - Spelling
    Matching lines:
    • drawings of external things — but never the vowels. The
    • vowels must always be made to render the human inner being and
    • which we hear in the vowel, from emotion. And then you must try
    • breath in a vowel. In this way you get drawings which can
    • represent to you in images the process by which the vowel-signs
    • arose. Vowels, you remember, are also rare in the primitive
    • the vowel only vibrates in an undertone between them. Among the
    • whip, etc.; on the other hand, the vowels are only faintly
    • usually sound the vowels much more than the natives do.
    • can always derive the vowels from drawing. If, for instance,
    • sign above it. In this way all the vowels can be extracted from
  • Title: Practical Course/Teachers: Lecture XIII: On Drawing up the Time-table
    Matching lines:
    • what a vowel is, and what a consonant is. If we could follow
    • vowel and the other a consonant. And we should be told:
    • the child can distinguish vowels from consonants. We must
    • In this all long vowels were pronounced short and all short
    • vowels long, and whereas the dialect quite correctly talked of

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