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  • Title: Lecture: Three Epochs in the Religious Education of Man
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    • year 800 B.C. Then we see an epoch radiant in
    • will, feeling and by his earthly education, each of these three
    • times, when we must learn to understand this Mystery of Golgotha if
    • earliest Greek period, we find that they were of quite a different
    • the soul of man to-day, did not bear the same form in the souls of
    • the faculty of clear and conscious discernment, did not as yet exist.
    • before a body clothed me in my earthly existence, is living within
    • a kind of sheath, merely an instrument for the purposes of earthly
    • of soul — dreamlike though it was. And he knew with clear
    • conviction that before a physical body clothed him on Earth, he had
    • bodily life as was the case in earlier times. He looks upon birth as
    • pre-earthly existence and hence with equal certainty that they would
    • inner being or is imparted to him in ordinary life by earthly
    • physical life and move upon Earth; I am clothed in my physical body
    • brought thee into an earthly existence which is itself of a Divine
    • his earthly existence hallowed, although in his waking life he still
    • continued, man's early, dreamlike experience of soul and Spirit
    • years before the Mystery of Golgotha, men learnt to make use of their
    • What we to-day call “Nature” appeared before men as an
    • the soul. To the old riddle of man's earthly existence there was
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture I: Science, Art, Religion and Morality
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    • evidence that our previous activities are bearing fruit in current
    • last year, when the Goetheanum (at Dornach, Switzerland) —
    • second time last year, in the ancient university of Oxford. And perhaps
    • was a great joy to welcome them there, and we were delighted to hear
    • visited us this year at Stuttgart will have realized how essentially Waldorf
    • by the word ‘Pedagogy’ a treasured word which the Greeks learnt
    • for only so can this Course bear real fruit.
    • work deeply in our hearts, we are led to the most fundamental
    • another. In the first place we have all that man can learn of the
    • learn to understand the necessities of human progress.
    • substantial, using earthly matter and evolving architecture,
    • unveil her mysteries is conscious of an irresistible yearning for art
    • for experiences such as these were the essence of earlier
    • cannot grasp him. Why is this? Heretical as it sounds to modern ears,
    • this is the reason. The moment we draw near to the human being with
    • that does not merely contain pictures of fantasy, but pictures bearing
    • primitive and instinctive though it was in early humanity — was
    • our whole “objective” mode of thinking, this earth must
    • disappear, until at the end there will remain only the tomb of
    • earthly existence.
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  • Title: Education: Lecture II: Principles of Greek Education
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    • understanding with youth than was the case in earlier times.
    • nay even thousands of years, these souls have passed. The attempt
    • example nearest to hand — the day. Our relation to the
    • learn to know the nature of the inner forces of human beings if our
    • back to the earliest of those past ages which we feel to survive as a
    • bearer of this culture was the Gymnast, one who had not taken the
    • and activity of earthly man. Our understanding of Greek civilization,
    • it, there arises another ideal of education. Early in the Middle Ages
    • there appears an educational ideal for the men of highest
    • the earliest University Institutions, at the University of Paris in
    • “universal human.” Men had eyes and ears only for what
    • the times. We must bear this inner process of human evolution in mind
    • humanity for thousands of years in Asia, in the East, found its final
    • not the word) for years if the man be industrious, for months if he
    • ideal of one epoch appears to the eyes of another. For what steps
    • cult of the body, one-sided though this would appear to-day, to
    • Here, on earth, between birth and death, the soul and spirit must be
    • merely open his eyes to the earthly but also to the super-sensible.
    • And he knew: To regard the soul and spirit here on earth as being
    • prompted the Oriental, in considering the earthly evolution of the
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture III: Greek Education and the Middle Ages
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    • all-embracing truth in regard to education can be learned from the
    • seventh year of life, the Greek child was brought up at home. Public
    • teach, for the seventh year of life marks an all-important stage of
    • phenomenon characteristic of the seventh year of human life is the
    • first teeth which are discarded at the seventh year. It is incorrect
    • the seventh year unfolds for the first time at this age. It is
    • culmination at about the seventh year of life. Then it brings forth
    • The forces present between birth and the seventh year reach their
    • culmination with the appearance of the second teeth, and they do not
    • act again within the entire course of earthly life. Now this fact
    • enacted in the human being at about this seventh year of life Up to
    • the seventh year the human being grows and develops according to
    • seventh year. While the human being is developing his organs, his
    • inner being. Why is this? Now suppose new teeth were to appear every
    • seven years. (I will take an extreme illustration for the sake of
    • clarity.) If the same organic forces which we bear within us up to
    • the seventh year, if this unity formed of body, soul and spirit were
    • to continue through the whole of life, new teeth would appear
    • approximately every seven years! The old teeth would fall out and be
    • children as we are up to the seventh year. We should not unfold the
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture IV: The Connection of the Spirit with Bodily Organs
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    • twentieth year or even later.
    • life. That which appears at the top merely symbolically, and within
    • to observe this modern thought as it appears, let us say, in John
    • in John Stuart Mill and Herbert Spencer appears merely, so to say, as
    • must learn in the first place to perceive all that is not living, but
    • front of us. We must again learn to ‘see straight,’ to
    • by means of which we observe men, shall become human. We must learn
    • thought rises from the dim sleeping and dreaming life of very early
    • learns to think.
    • does the child learn to think? It learns to think because it is an
    • effect, the force that appears in the soul as thinking lies within
    • year, the child undergoes the change of teeth. He gets his second
    • forces in the course of earthly life up till death. They become
    • seventh and fourteenth years of life, with particular regard to his
    • characteristic qualities of soul, we find that what now appears
    • between the seventh and fourteenth years as qualities of soul, namely
    • in the child's thinking, worked up to the seventh year upon the
    • body I call the etheric body, which strives away from the earth out
    • earthly gravity. And just as we gradually learn to relate the
    • physical body to its environment, so do we also learn to relate the
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture V: The Emancipation of the Will in the Human Organism
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    • independent at about the seventh and fourteenth years of life
    • about the twentieth or twenty-first year of life, the will is very
    • after the fifteenth year. Only at about the twentieth year does the
    • releases itself at about the fourteenth year and thinking at about
    • the seventh year at the change of teeth. The external processes that
    • twenty-first year are still less apparent and are therefore
    • and twenty-first years they should be acquiring not only outer
    • instead of applying themselves to what they can learn from their
    • the twentieth or twenty-first year is hidden from such an age because
    • twenty-first year of life, approximately of course, man is not a
    • self-contained personality; he is strongly subject to earthly
    • gravity, to the earth's force of attraction. He struggles with
    • earthly gravity until about the twenty-first year. And in this
    • twenty-first year, the nature of these blood corpuscles is such that
    • their gravity preponderates. From the twenty-first year onwards, the
    • is given to all his blood. From the twenty-first year he sets the
    • sole of his foot on the earth otherwise than he did before. This,
    • twenty-first year onwards, with every tread of the foot there works
    • forces is strongest of all in the little child up to the seventh year
    • has its start in the head-organism. Up to the seventh year the head
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture VI: Walking, Speaking, Thinking
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    • education. My aim has been to speak to the human heart rather than to
    • time now it has been usual to hear in educational circles that this
    • the teacher when, from hour to hour, he has learned to give really
    • School. It is not a thing that can be ‘learnt’ or
    • about the seventh year. A German writer, Jean Friedrich Richter,
    • years of life man learns more than in all his subsequent student
    • years. In his time there were only three academic years.
    • three years, and from then onwards to the seventh year, are much the
    • not at all the same being as in later life. In his earliest years the
    • years, for instance, man tastes his food in his mouth, tongue and
    • with the child, and especially so during these early years, this is
    • comparison may help to make this clearer.
    • and ear, also extend over the whole organism of the child. Think of
    • in the adult, are localized in the ear. But all
    • now, bearing this in mind, we must observe how three faculties,
    • earliest years — the faculties of walking, speaking, and thinking.
    • say that the child learns to walk because this is the most evident feature
    • of the process. But this learning to walk is in reality the bringing of man
    • arms and hands. The whole organism finds its orientation. Learning to
    • for during the first years of life everything must be learnt from
    • Maximum number of matches per file exceeded.
  • 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
    • about the seventh year, and in studying this period it must above all be
    • remembered that up to the seventh year the child is working, as it
    • man bears within him throughout his earthly life the results of the
    • prepare his physical organism to be the bearer of moral and spiritual
    • then, must understand that when the child has passed his seventh year and
    • evident that during the early years of school life (that is to say after
    • although man devotes to it one-third of his earthly life. This
    • rhythmic system. Breathing and the action of the heart continue without
    • all-important early school years our teaching has a basic artistic
    • letters and you must learn them,’ I am overstraining the mental
    • go through life feeling that his body is “of the earth
    • earthly,” that it is of no value and must be overcome. Then he
    • this abstract public opinion, outer influence is brought to bear on the
    • the child should be encouraged to learn some kind of musical
    • instrument at the earliest possible age, for this involves direct
    • organism itself? No artistic feeling is brought to bear on the
    • for the modem study of them is all book-learning, based on documents
    • earthly existence we hold man to be the most precious creation
    • to us here on earth?
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  • Title: Education: Lecture VIII: Reading, Writing and Nature Study
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    • learns to read. The reason for this is that in writing the whole
    • learnt to form a mental picture of waves and flowing water. We now call the
    • he then learns to write. Or we may let the child draw the form of the
    • can develop nearly all the consonants. In the case of the vowels we
    • the outer world between the ninth and tenth years. Hence when he
    • first comes to school, we must make all outer things appear living.
    • we respond to the demands of his innermost being in these early
    • years. They are years when the sentient life of the soul must flow
    • year.
    • must learn to feel the forms of the various letters. This is very
    • understanding of an outer world in which he must of necessity learn
    • we can then introduce something he can learn in the best possible way
    • between the ninth and tenth years, gradually carrying it further
    • then make him learn its name, the number of its stamens, the petals
    • aware of being forced to learn it, and those who teach botany to a child
    • Similarly, the plant only has meaning in its relation to the earth,
    • always begin by showing how it is related to the earth and to the sun.
    • number of lessons. Here (drawing on the blackboard) is the earth; the
    • roots of the plant are intimately bound up with the earth and belong
    • to it. The chief thought to awaken in the child is that the earth and
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  • Title: Education: Lecture IX: Arithmetic, Geometry, History
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    • brought to bear on the life of spirit or soul.
    • hand, all that is learnt of man's relation to the animal kingdom
    • and the child gradually learns to draw an inner form corresponding to
    • teaching mathematics and physics from earliest childhood up to the
    • child is learning to count. As a rule we learn to count by being made
    • nations to-day the concept of number that is clearly held in the mind's
    • be clearly present in the mind.
    • the earth and the different animal species in their connection with
    • the earth and the earth itself as an organism, when he can see in the
    • later from the earlier seems to him like so much unmusical strumming
    • begin by saying to the child: “You are now ten years old, so
    • you were alive in the year 1913. Your father is much older than you
    • and he was alive in the year 1890; his father, again, was alive in
    • to his father (your grandfather), now you have reached the year
    • finally to his very early ancestors. Thus the sixtieth generation
    • are made to appear as if they themselves were ancestors. The whole of
    • from the qualities of space, but from the qualities of heart and soul.
    • from the heart. And so we must present it as far as possible in the form
    • rooted in his organism: “Why should I learn all these things?
    • I can do that too, later on, so there is no need for me to learn them
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  • Title: Education: Lecture X: Physics, Chemistry, Handwork, Language, Religion
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    • ninth and tenth years. Only now does the child begin to realize
    • himself and the phenomena of the outer world. Up to the ninth year,
    • bear in mind the way in which after this age we lead on into botany and
    • child into a true relationship with the world around him. He learns to
    • know the plants in their connection with the earth and studies them all
    • from this point of view. The earth becomes a living being who brings
    • only of course the forms contained in the earth, the plants, have a
    • world and with the whole earth is of great value to the well-being of
    • of the animal species spread over the earth, we help to bring him
    • and twelfth years, and not until then, we may begin to teach about the
    • minerals and rocks. The plants as they grow out of the earth are in
    • this sense related to stone and mineral. Earlier teaching about the
    • nearest to him, when in thought and feeling he has grasped the life
    • eleventh and twelfth years.
    • i.e. at about the seventh year. Until then, school is not really
    • himself and the world at large. Between the ninth and tenth years we
    • lecture.) From the eleventh or twelfth year onwards we shall find
    • be introduced until the child is between eleven and twelve years of
    • work when the child has reached the fourteenth and fifteenth years. In the
    • learnt in some measure to understand them.
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  • Title: Education: Lecture XI: Memory, Temperaments, Bodily Culture and Art
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    • faculties it is our task to unfold in accordance with what we learn
    • years of life therefore the memory must be left to develop without
    • is necessary: our teachers must learn to understand matters connected
    • knowledge possessed by nearly everyone on the subject of education, I
    • to bear the weight upon them and so on. The essential thing is to
    • kind of teaching that is suited to his years. In the Waldorf School,
    • willing are under-developed and it has become very dear to our
    • hearts. A child whom we cannot have in a class because of a weakness
    • Since however in earthly existence the being of soul and spirit can
    • We may tell him for, instance, to touch the lobe of his left ear with
    • achieved in this direction between the seventh and twelfth years
    • into his practical teaching, what he has learnt from observation of
    • child and he learns of cause and effect in nature, it is essential to
    • albeit only from the ninth or tenth year and in a primitive way. It
    • and events of their environment. Learning to see is what we must
    • learn, if we are to stand rightly in the world. And if the child is
    • to learn to observe aright, it is a very good thing for him to begin
    • as early as possible to occupy himself with modelling, for what his
    • in the world which ought to flow into the heart and soul of man.
    • especially those of the heart and will. We must of course begin with
    • Maximum number of matches per file exceeded.
  • Title: Gegenwärtiges Geistesleben und Erziehung: Erster Vortrag
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    • Sommerkurses gearbeitet haben, den allerherzlichsten Dank
    • gefunden wurde von der Bearbeitung des sinnlichen Stoffes zu
  • Title: Gegenwärtiges Geistesleben und Erziehung: Dritter Vortrag
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    • hin, daß der menschliche Organismus so geartet ist,
    • herausgearbeitet aus dieser Naturgrundlage.
  • Title: Gegenwärtiges Geistesleben und Erziehung: Vierter Vortrag
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    • Weltanschauung, in ihre Philosophien hineingearbeitet. Da
  • Title: Gegenwärtiges Geistesleben und Erziehung: Sechster Vortrag
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    • Hand den bildhauerischen Stoff bearbeitet: da geht alles in
    • Gehirn auf der einen Seite so bearbeitet, daß der Geist
  • Title: Gegenwärtiges Geistesleben und Erziehung: Achter Vortrag
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    • Menschheitsentwickelung eine irgendwie geartete
    • gleichgeartet.
    • genannten Epoche in einer ganz anderen Weise geartet als in
    • Menschenseelen im alten Orient geartet waren, aus dem uns
  • Title: Gegenwärtiges Geistesleben und Erziehung: Zehnter Vortrag
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    • richtig gearteten Unterricht eine ungeheure Lebendigkeit im
    • man mit einer nicht äußerlich gearteten, sondern
    • innerlich gearteten Anschauung beginne, daß man in dem
    • gearbeitet hat.
    • hat der Ätherleib in der Nacht fortgearbeitet; der Mensch
  • Title: Gegenwärtiges Geistesleben und Erziehung: Zwölfter Vortrag
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    • mehr dahin gearbeitet werden muß, die feinen, intimen

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