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    Query was: childhood
  

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: Education: Lecture I: Science, Art, Religion and Morality
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  • childhood. Before this can be understood, an inner, plastic force
• Title: Education: Lecture III: Greek Education and the Middle Ages
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  • childhood.
  • the seventh and fourteenth years — the forces of childhood
  • times. In effect, the conservation of the forces of early childhood
  • ‘childhood’ is still going on? How shall we educate now
  • forces of childhood on into the second period of life between the
  • of childhood must remain in the human being up to the time of earthly
  • able to preserve the forces of early childhood into the period of
  • our education be to enable us to implant in the age of childhood that
• Title: Education: Lecture IV: The Connection of the Spirit with Bodily Organs
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  • childhood, this whole process is bound up with what is happening in
  • childhood. With the same degree of intensity as it teethes, the child
• Title: Education: Lecture VI: Walking, Speaking, Thinking
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  • many people ‘nerves’ to-day? Simply because in childhood there
  • constitution, for in childhood body, soul and spirit are one.
• Title: Education: Lecture VII: The Rhythmic System, Sleeping and Waking, Imitation
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  • from early childhood to the school age is marked by the change of teeth at
  • imitative period of his childhood from birth up to the time of the
  • exercises in childhood will lead in later life to flabbiness of the
  • learnt in childhood to feel sympathy with goodness and antipathy to
• Title: Education: Lecture IX: Arithmetic, Geometry, History
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  • whole period of childhood, though naturally in a form suited to the
  • teaching mathematics and physics from earliest childhood up to the
• Title: Education: Lecture XI: Memory, Temperaments, Bodily Culture and Art
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  • childhood. Modelling too is cultivated as much as possible,