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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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  • in the stars the same dead elements and substances as exist on
• Title: Education: Lecture II: Principles of Greek Education
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  • — to the element of soul. The training which in Greece was
  • reflects itself into the most elementary principles of education. For
  • those who judge from a fundamental, elementary feeling for human
  • element that I have already described, but something else. When we
• Title: Education: Lecture III: Greek Education and the Middle Ages
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  • year. The element of soul now weakens to a certain extent and the
  • mere Nature-principles, the elementary necessities of
  • been fostered in an elementary way up to the change of teeth —
  • those who were left to their elemental human destiny, without
  • child was led on by the elemental forces of growth to the time of the
  • possible. This conscious urge would burst forth with elemental,
  • what we call the elementary school age, that is to say, between the
• Title: Education: Lecture IV: The Connection of the Spirit with Bodily Organs
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  • the element of spirit in which we whirl around when we think, is
  • definite thought-element into speech, we again see in the dental
  • elements of his being just as the different properties of ideas are
  • And then the element of art arises. The abstract, theoretical and
  • work within one must, to begin with, mould the teeth. The element of
  • in order that the element of feeling in speech may come to expression.
  • the thought-element in speech, the hard thought-element is manifested
  • in the teeth, so is the soft, loving element of feeling manifested in
  • super-sensible, etheric element that permeates the body emerging
  • see the element of soul and spirit emerging at the age of fourteen or
  • following lectures I shall explain the new elements that appear in
• Title: Education: Lecture V: The Emancipation of the Will in the Human Organism
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  • elementary life-force which enables man to have also a living
  • freedom. You see one has also to value elements that were not present
• Title: Education: Lecture VI: Walking, Speaking, Thinking
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  • as it were, in this sense of taste. There is a strong element of
  • animality here, but we must never compare this element in the child
  • element of love should pervade the help we give to the child as he learns
  • element of truth in speech is taken into the whole bodily organism. A
  • elements are called upon and healthy forces are generated which then
  • purpose, contains another element in outward appearance. At the sight
  • it is a picture which arises. If we can feel this pictorial element
  • element into our work and to apply it in the making of toys, for then we
• Title: Education: Lecture VII: The Rhythmic System, Sleeping and Waking, Imitation
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  • imaginative element must dominate all that the child is given to do;
  • principle of the teaching, and this element demands that the teacher
  • musical element that true rhythm may prevail in the class-room. He
  • reacts as an impulse towards the more sobering element of the
  • alike must develop from the artistic element. Thus especially so far
  • elements into the gymnastic exercises given to children.
  • when we lead over artistic feeling into the intellectual element can
  • spiritual element in the body comes gradually to the surface. This
• Title: Education: Lecture VIII: Reading, Writing and Nature Study
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  • artistic element of painting and drawing. I have already said that if
  • contains an element of wonder, of astonishment. Eurhythmy will prove
  • elements contained in painting and drawing. We succeed in making the child
  • incalculable benefit to the child if we develop this element of feeling
  • teaching shall make a direct appeal to the element of feeling. The child
  • natural development, elements of soul-life that are dead and
  • simple, very elementary way, we begin by calling the child's attention
  • kind of elementary head. Thus we try to make the lower animal world
  • the lowest animals, then, we find at an elementary stage, the
• Title: Education: Lecture IX: Arithmetic, Geometry, History
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  • intellectual element is already in evidence, we begin by conveying a
  • whereas the more elementary concept requires the things themselves to
  • disturbing elements.
  • man. Whatever the subject-matter, the concrete human element must be
  • nine and twelve be filled with an element proceeding in this case not
  • you that the element of art must everywhere enter into the teaching of
  • history. The element of art comes into play when, as I often describe it,
  • generations. Another element too must pervade the teaching of
• Title: Education: Lecture X: Physics, Chemistry, Handwork, Language, Religion
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  • factory-spinning. They should also have some knowledge of elementary
  • to some element in the air, for instance, which the organism cannot
  • man and bring the human element to expression in quite different
  • European languages there is one that proceeds purely from the element
  • the element of pure feeling, feeling is nevertheless the basis of
  • this particular language; hence the elements of intellect and will
  • itself. By a study of other languages then, the elements of will and
  • particularly from the element of plastic fantasy, which, so to say,
  • chiefly in the element of will. Its very cadences, the structure of
  • out-breathed air. The element of will is living in this language.
  • call forth in man to a greater extent the elements of feeling, music, or
  • of speech, but also the inner, musical, soul element of the language.
  • the Waldorf School directly the child enters the elementary classes.
  • element of grammar. This applies to the mother-tongue as well. Real
  • the element of pure pedagogy plays an important and essential part in
  • is based on the purely human element and associated moreover with a certain
  • introduce the elements of morality and religion into the school for
• Title: Education: Lecture XI: Memory, Temperaments, Bodily Culture and Art
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  • dealing with children, it is not enough to notice how in illness an element
  • teaching during the Elementary School period is informed with artistic
  • teaching slowly or stimulating the element of will into greater
  • balance the inorganic, lifeless elements in nature-study by leading
  • playing, we develop the element of will in the human being. This
  • the pure element of music, rhythm, measure, melody from everything
  • musical element. By leading the child into the sphere of art, by
  • elements which a human being needs for all-round development of his
  • organic structures connected with the element of music.
  • understanding of art then we are bringing the human element
  • civilization, the purely human element. To this end, not only must
• Title: Gegenwärtiges Geistesleben und Erziehung: Erster Vortrag
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  • wir dieses Erdendasein wiederum mit einer elementaren,
• Title: Gegenwärtiges Geistesleben und Erziehung: Zweiter Vortrag
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  • elementar aus der Menschennatur heraus urteilen, ihr Wort
  • natürlich-elementare Weise in einer geistigen Weise
• Title: Gegenwärtiges Geistesleben und Erziehung: Dritter Vortrag
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  • werden, dem rein natürlichen, elementar
  • mitbekommen hat aus dem vorirdischen Leben und rein elementar
  • denjenigen verrichtet werden, die man ihrem elementaren
  • elementaren Kräfte seines Wachsturns bis zum Zahnwechsel
  • Bewußtseinstatsache würde mit elementarer,
• Title: Gegenwärtiges Geistesleben und Erziehung: Fünfter Vortrag
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  • ist das, was wie eine elementare, innere Lebenskraft die
• Title: Gegenwärtiges Geistesleben und Erziehung: Siebenter Vortrag
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  • Elemente. Und wenn heute das Unterrichten viel zu wünschen
  • einer frühen Arterienverkalkung. Das festigende Element,
  • Künstlerischen elementar hervorgeholt wird, so entsteht
• Title: Gegenwärtiges Geistesleben und Erziehung: Achter Vortrag
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  • diese in elementarer Lebendigkeit innerlich empfundene
  • einem religiösen Element, trotzdem er sich vom Aufwachen
• Title: Gegenwärtiges Geistesleben und Erziehung: Zehnter Vortrag
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  • weil durch den Elementarbegriff schon die Dinge selbst als ein
  • religiöse Element, das moralische Element, in die
  • diese Art das künstlerische Element hineinkommen muß.
  • Dieses künstlerische Element kommt in die Dinge dann
  • Menschen unmittelbar elementar hervorquillt, daß nichts
• Title: Gegenwärtiges Geistesleben und Erziehung: Elfter Vortrag
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  • Beschreibung sein, dann soll das imaginative Element
  • ganz und — gar aus dem Gefühlselemente hervor, hat
  • Intellektualisierung des Gefühlselementes
  • angenommen, aber sie geht aus dem Gefühlselemente
  • hervor, so daß das intellektuelle Element und das
  • Willenselement bei dieser Sprache weniger dem Menschen
  • aus dem Elemente der plastischen Phantasie, die sozusagen die
  • Europa, welche vorzugsweise auf das Willenselement hin
  • Willenselement gerichtet ist, daß der Mensch
  • Willenselement in der Sprache. — Andere Sprachen sind da,
  • innerlich-seelisch-musikalische Element der Sprache. Und die
  • Kindes in die Elementarschule zu beginnen.
  • muß, das ist, daß eben erst in jenem Lebenselemente
  • Wortes wiederum das religiöse Element, und was ihnen
  • pädagogisch-didaktische Element eine
  • der Mensch es als verhärtetes Element durch das Leben
  • Element hineinzubringen, was wir in der Waldorfschule
  • religiös-sittliche Element in der richtigen Weise in die
• Title: Gegenwärtiges Geistesleben und Erziehung: Zwölfter Vortrag
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  • gerade im Elementarschulzeitalter.
  • es dahin, das Willenselement beim Menschen in der Weise
  • artistischen, künstlerischen Element, sondern wenn wir
• Title: Gegenwärtiges Geistesleben und Erziehung: Abschiedsansprache: Vierzehnter Vortrag
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  • Verstehen wir uns durch tiefere Elemente der Seele, verstehen
  • noch im sinnlichen Elemente. Die Sprache, die angestrebt wird
  • bildlich ist das gemeint — im reinen Elemente des