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   Query type: 
    Query was: memory
  

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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  • the human memory from them. What really constitutes the substance of
• Title: Education: Lecture III: Greek Education and the Middle Ages
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  • Without being cultivated, a marvellous memory evolved in the Greeks
  • age have no longer any idea of the kind of memory that arose, even
  • habits formed, and then the memory arose from the body itself. A
  • marvellous memory was the outcome of a right culture of the body.
  • proof of the fact that we have no conception of the kind of memory
  • possessed by the Greeks, a memory which made it so easy for the
  • the memory, by the proficiency of the body. The soul developed itself
  • cultivate the memory. The memory absorbed what had been preserved by
  • historical tradition outwardly and remembrance and memory inwardly,
  • had to be cultivated by education. Memory was the first soul quality
  • And those who know what importance was attached to the memory
  • this cultivation of the memory — which was the result of an
  • soul. And to cultivate the memory, without doing violence to another
  • tradition and memory. Between the seventh and the fourteenth years
  • tradition and memory had to be cultivated, there were
  • stand on a memory foundation all his life long. Such is modern man,
  • who now desires to be inwardly free of tradition and of memory. And
  • based on tradition and memory. We have to educate in accordance with
• Title: Education: Lecture IX: Arithmetic, Geometry, History
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  • works on the basis of mechanical memory or mechanical knowledge, but
• Title: Education: Lecture XI: Memory, Temperaments, Bodily Culture and Art
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  • development of the child's memory and here it must be realized that
  • modern systems of education is to eliminate memory almost entirely.
  • Now both methods are wrong. The point really is that the memory ought
  • itself, the forces underlying the development of memory. During these
  • years of life therefore the memory must be left to develop without
  • of the memory is of the greatest importance. Through the whole of a man's
  • life the memory makes claims on his physical body. Unless there is an
  • all-round development of the physical body the memory will be
  • to the brain at once results in defective memory.
  • memory will injure the child for the whole of life, will even injure
  • we rightly unfold the faculty of memory? Above all we must realize that
  • a load on the memory in the period of life between the change of teeth
  • the physical body and allow the memory to unfold in the right way.
  • foundation for the full development of memory is laid when the whole
  • soul and come to the aid of memory in the physical body. In
  • elimination or an insufficient feeding of memory can ever be of
  • golden rules for the development of memory: Concepts load the memory;
  • say, we need not be afraid of working upon the memory afterwards. It
  • memory, for concepts carried too far into complexity have the same
  • effect. We must therefore carefully observe how the memory is
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