[RSArchive Icon] Rudolf Steiner Archive Home  Version 2.5.4
 [ [Table of Contents] | Search ]


[Spacing]
Searching Rudolf Steiner Lectures by GA number (GA0226)
Matches

You may select a new search term and repeat your search. Searches are not case sensitive, and you can use regular expressions in your queries.


Enter your search term:
by: title, keyword, or context
   


   Query type: 
    Query was: child
  

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: Man's Being: Lecture I: On the Nature and Destiny of Man and World
    Matching lines:
    • little regarded: unless ye become as little children, ye may
    • point of our childhood. Each night, if we pass through it in
    • real sleep, we actually become children again with regard to
    • of twenty years, thus arriving at a stage before he was a child
    • body, gradually loses the freshness of early childhood and
    • children” who stand again within the heavenly realms, we
  • Title: Man's Being: Lecture II: Life between Death and a New Incarnation
    Matching lines:
    • below on earth, and again in their children, and again in their
    • children's children. Whereas the human beings were formerly
    • counterparts are of a most surprising nature. We see the child.
    • We see it before us in its physical body. The child develops.
    • This development of the child is the most wonderful thing to
    • observe how the child learns to walk. Immeasurably great things
    • entrance of the child's whole being into the state of
    • spatial dimensions. And the child's wonderful achievement
    • that we observe a child: how it first kicks its limbs awkwardly
    • child's single movements, in its search for a state of
    • Every child — unless some abnormal condition changes the
    • again the child, by an imitative process, adjusts itself
    • sound, every word formation shaping itself in the child, we
    • an individualized way. And when the child utters one word after
    • when the child, having learned to walk and speak, gradually
    • Thus, in looking at the child as it enters the world, we see in
    • forth from man's innermost depth when the child, having been
  • Title: Man's Being: Lecture III: Our Experiences at Night, Life after Death
    Matching lines:
    • sleep, we are carried back to our childhood, and even to the
    • state before our childhood, before our arrival on earth. Hence,
    • we became a truly conscious child? This question must be
    • similar when we look back into our childhood. In our fourth or
    • childhood as is the life of the human soul immersed every night
    • in the darkness of sleep. Yet the child is not wholly asleep,
    • the child learns, out of a life wrapt in dream and sleep, what
    • Something all-encompassing happens when a child learns how to
    • of the human body are changed at this time. The child, by
    • attain equilibrium. The child no longer falls down. By
    • to walk? The child, in performing such a grandiose mechanical
    • equipment, could not calculate how the child's human
    • What we, as a child, attain unconsciously is the most
    • Anyone viewing these things correctly will know that a child
    • child walking on his heels; employs different shadings of
    • between death and a new birth. The child, when learning how to
    • emotional element; and a child of normal development learns
    • speech. A child's thoughts actually develop out of the words.
    • the thought-organs. In the third stage, the child learns how
    • While encompassed by this dream and sleep state, the child
    • Maximum number of matches per file exceeded.
  • Title: Man's Being: Lecture IV: Man's Being, His Destiny and World Evolution - 1
    Matching lines:
    • back into his early childhood, we may uncover and reveal what
    • children. We are nevertheless free, even though we have sought
    • being's earliest childhood is especially revealing for the
    • children appear to us as utterly arbitrary; and yet they are
    • is indeed true that the child's actions imitate what goes on in
    • the child's surroundings. I have indicated in my public lecture
    • how the child, completely at one with his sense-organism,
    • every movement, in its moral significance. Hence a child who is
    • element connected with a choleric temperament. And the child
    • thoughts in a child's presence and say: Such thoughts are
    • permissible, because the child knows nothing about them. This
    • perceived by the child, especially during his earliest years.
    • The child is a subtle observer and imitator of his
    • child does not imitate everything, but takes his choice.
    • us assume that the child has before him a hot-headed, choleric
    • father who does many things that are not right. The child,
    • what takes place in the child's surroundings.
    • What the child absorbs, however, is absorbed only in the
    • waking state. Eventually the child goes to sleep.
    • Children sleep a great deal. And during sleep the child is able
    • Maximum number of matches per file exceeded.
  • Title: Man's Being: Lecture V: Man's Being, His Destiny and World Evolution - 2
    Matching lines:
    • need only to consider the stage of early childhood until the
    • unprejudiced observer. The child's entire
    • dependent upon his body as would a child were it to pass in
    • dependent on his body as does a child's soul today remain
    • child's soul is dependent on the change of teeth, and the
    • experience today during childhood the ascending line of growth,
    • childhood.
  • Title: Man's Being: Lecture VI: Man's Being, His Destiny and World Evolution - 3
    Matching lines:
    • exchanging presents — and, besides, children enjoy their
    • age, there is a tendency in our schools to educate children by
    • pedagogical way. If we can approach the child only by means of
    • with the child does not need external experiments. I wish,
    • instance, we are told: “A child's memory, his power of
    • diabetes. By overexerting a child's memory at the wrong
    • that is, by letting a child's memory remain idle — we
    • quickly eight, nine, or ten-year old children in the
    • purposes. Here the artistic element enters into the child's
    • movements. Similarly, we should relieve the child's head
    • to the child pictorially. For then he is not made to exert
    • rhythmic system never tires. Therefore the child's schooling,
    • those of the child's faculties are called forth which
    • calculate, however, that some subject exhausts the child in a



The Rudolf Steiner Archive is maintained by:
The e.Librarian: elibrarian@elib.com