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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: Lecture: Three Epochs in the Religious Education of Man
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  • because the human race has passed through different conditions of
  • assumed the form of Nature-religions because man felt the need for a
  • embalmed their corpses because they; experienced the terror of death,
  • because they were aware of the kinship of the physical body (in which
  • Because of their fear of
  • Who descended from the stars, because they do not know that the stars
• Title: Education: Lecture I: Science, Art, Religion and Morality
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  • contrary, we hold that because Anthroposophy can at all times efface
  • crossing it. When he applies the science that is valued because of
  • be held that this approach to man is unscientific because it makes
  • the question, because words are the only available media — one
  • in this hall — begin to yawn, because they imagine that
  • thinking ought to be passive, and then they fall asleep because they
• Title: Education: Lecture II: Principles of Greek Education
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  • body as a secondary activity. And because the Middle Ages made use of
  • because we did not consider the free light of the sun good enough for
  • aspect of ancient oriental spiritual culture may possibly cause some
  • bodily nature of man? He was justified because his philosophy did not
  • revelation of man because his fundamental conviction was that in
  • gave its name to the places of education in Greece because it was the
  • have done so because we must probe very deeply if we are to discover
• Title: Education: Lecture III: Greek Education and the Middle Ages
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  • the course of human life as a whole, because it does not occur again.
  • teeth because everything in this period of life is still interwoven.
  • ‘gymnastic’ because the divine education of the human
  • because the whole human being acquired habits of life whereby the
  • out of this bodily proficiency. And because of this self-development
  • during the Middle Ages assumed this character because, in the first
  • necessity. Because education was of such a kind that it obscured this
• Title: Education: Lecture IV: The Connection of the Spirit with Bodily Organs
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  • fatigues and strains the human being, perhaps even causes nervous
  • It only seems strange because as a result of modern culture, people
  • does the child learn to think? It learns to think because it is an
  • teething! All these teething troubles arise because the process of
  • because the etheric body now takes over the responsibility. The teeth
• Title: Education: Lecture V: The Emancipation of the Will in the Human Organism
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  • the twentieth or twenty-first year is hidden from such an age because
  • raised because these things are taken as a matter of course. But one
  • And because here on earth man has the opportunity of bringing about
  • state this truth quite frankly, because to utter it seems almost like
  • accident; they are there because in the dental sounds the head, in
  • seventeenth centuries for a different kind of education arose because
  • LOGOS, is only accepted at all because it forms part of tradition.
  • to educate by means of sense-perception, because the
  • programmes; it will only develop from reality. And because man
  • himself is soul and spirit, because he has a physical nature, a
• Title: Education: Lecture VI: Walking, Speaking, Thinking
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  • the intellect. This is most essential for the teacher because, as we
  • say that the child learns to walk because this is the most evident feature
  • Now because
  • Speech does not arise merely because a movement of the right hand
  • Many later defects in the digestive system are caused by a child's
  • many people ‘nerves’ to-day? Simply because in childhood there
  • because it very well knows the evil results of this; the moral
  • never realized as such because men's minds are not directed to the
  • This ‘beautiful’ doll is a fearful production because for
  • although he may say he would like to be a chauffeur! Why? Because
• Title: Education: Lecture VII: The Rhythmic System, Sleeping and Waking, Imitation
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  • because modern civilization is not conducive to the development of
  • cause fatigue, and since they everywhere come into play, we may say
  • that all life's activities cause fatigue. But in the case of the
  • like this. The world could only emanate from the Divine because the
  • Now because we
  • kind of movement in games or in gymnastics, because only so will he
  • child. He is given this or that exercise merely because it is
  • waking life can thus cause a right life of sleep in which all the organic
  • because they hinder the development of the human being. It would be far
  • fidgetiness caused by most modern systems of bodily training are
  • of course) we have been able to accept a truth not because we see its
  • for this — but because we feel that the teacher whom we revere
  • averse from evil that we turn naturally to the good because the
  • and goodness because he has been able to express them in artistic
  • to remain spirits, and so invisible, intangible, because men are too
• Title: Education: Lecture VIII: Reading, Writing and Nature Study
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  • because it is recognized in the child's mind as an activity in which
  • it is difficult as yet to speak openly, because modern science regards it
  • then understand that because man bears the spirit within him, he is
  • mirrored in the various species of animals. Only because man bears
  • world, but he is at the same time raised above the animals because he
• Title: Education: Lecture IX: Arithmetic, Geometry, History
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  • In the morning we have solved the problem. Why? Because the etheric
  • little foundation for this pride. We count up to 10 because we sense
  • objection that because the subjects will be forgotten it cannot be
  • cause of the second; we may describe how in the history of art,
  • sequence of cause and effect. But before the age of twelve, the child
  • has no understanding for the working of cause and effect, a principle
  • ponder over anything because if rightly prepared it is there
• Title: Education: Lecture X: Physics, Chemistry, Handwork, Language, Religion
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  • conception of cause and effect and this must now be elaborated
  • and imaginative. Abstract reasoning from cause to effect should not
  • incomprehensible to many people to-day because the teaching they
  • destiny has grown beyond man's control simply because education has not
  • pictures things in its notation of sounds. Because this is so, the
  • so, because we have not reached a point of being able to face the
  • begin teaching foreign languages at this early age, because up to the
  • because of their materialism, but in point of fact they are
  • principle has been introduced simply because people cannot think
• Title: Education: Lecture XI: Memory, Temperaments, Bodily Culture and Art
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  • natural colour because his face begins to be excessively red. The
  • hearts. A child whom we cannot have in a class because of a weakness
  • very long they do not want to leave the helping class because they
  • child and he learns of cause and effect in nature, it is essential to
  • when he must learn in physics the link between cause and effect in
  • cause and effect. When we come to the plant-world, however, it is