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Searching Rudolf Steiner Lectures by GA number (GA0305)

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    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: Spiritual Ground: Lecture I: The Necessity for a Spiritual Insight
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    • — wished to see it applied in the education of children at
    • throughout the differing life-epochs. For in a child the spirit is
    • closer to the body than it is in the adult. We can see in a child how
    • the brain of a child when it is first born, according to our modern
    • seven year old child when we begin his primary education; it has
    • We must feel when we observe child life how necessary it is to have a
    • what takes place in the child day by day, what takes place in his
    • soul, in his spirit. We should consider how child life in its very
    • earliest days and weeks differs totally from later childhood, let
    • sleep a child needs in the early days of its life. And we must ask
    • when a child in early childhood needs nearly 22 hours sleep? The
    • life, is: Well it is not possible to see into the soul of a child, any
    • can guarantee a genuine insight into the inner texture of child life.
    • We look at a child. If our view is merely external we cannot actually
    • It is not so for one who comes to the observation of child life
    • few days. Then the child is fundamentally a different being up to his
    • problems confront us when we endeavour to sink deep into the child's
    • life and to ask. How does the soul and spirit work upon the child up
    • child when we have to educate and teach him in the elementary or
    • first period of a child's life up to the change of teeth, —
    • Maximum number of matches per file exceeded.
  • Title: Spiritual Ground: Lecture II: Spiritual Disciplines of Yesterday: Yoga
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    • what is working in a small child up to the time of changing its teeth
    • expressions of the child's nature which may appear to us even
    • manifestations of life in a tiny child. Here, as I said yesterday, in
    • are manifestations of life in the child; we perceive these with our
    • When a child first begins to say A (AH) it is filled with a kind of
    • immediately present to us. It streams out in the A. When a child
    • shape the vowel substance. When a child says Ma Ma — A twice over
    • — the gesture shows the child's need to reach out to its mother
    • would be what the child feels and experiences about its mother. M is
    • child. It is not what we have called “mind” in us that is at
    • work. That in a little child would not be a creative thing. That would
    • way just described which is at work in a child: it is this which forms
    • Suppose I am teaching a child of nine or ten years old. I want to tell
    • the child about immortality, the immortality of the human soul. If I
    • go into philosophic dissertations, however charming, the child at his
    • expositions. But if now I say to him: Dear child, see how the
  • Title: Spiritual Ground: Lecture III: Spiritual Disciplines of Yesterday and To-day
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    • repeat: This is not in the least necessary. For the body of the child
    • grow naturally into a spiritual treatment of the child. But our
    • immediately comprehensible to the child at whatever stage he may be.
    • given time when we put as many things as possible before the child in
    • what becomes of the sensation I have aroused in the child when the
    • child has grown into an older man or woman, or attained old age. He is
    • it is advisable for a child between the change of teeth and puberty to
    • needs to have an example set: In that case I shall tell the child
    • divine, spiritual world to the child. He believes me; and accepts what
    • receive in childhood unconsciously we do not understand. If in
    • childhood we could only accept what we understood we should receive
    • teach the child this must be kept in view.
    • for showing the child how man partakes of immortality. I was not
    • give the child, what image we are to place before his soul so as to
    • picture form to a child of eight or nine years, (for it was of
    • children we were speaking, and not of introducing things in this way
    • that the thing we tell the child is different from that into which it
    • calling a child unskilled, immature, “childish” (zappelig)
    • not only younger and more grown-up children, but childish and grown-up
    • therefore of child nature — as I was able to do that year. For,
    • Maximum number of matches per file exceeded.
  • Title: Spiritual Ground: Lecture IV: Body Viewed from the Spirit
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    • childhood and youth?
    • repeatedly stated — the child is entirely sense organ, entirely
    • organism. In a child it is as if every little blood corpuscle were
    • a somewhat exaggerated and pictorial way. The child is as yet entirely
    • child is exposed to sense impressions in a far greater degree than is
    • the nurture of a very young child, perhaps a tiny baby; a person with
    • of the child is a heavy hearted being, one to whom life has brought
    • The child who is growing up in the company of the adult is an
    • his sad feelings. For there is a subtle interplay betwixt child and
    • and all its physical consequences, the child being an imitator, takes
    • adult. The child cannot imitate the soul content of the sorrow, but it
    • since the spirit is still working into the child's whole organism, his
    • into himself. Thus the very condition of the child's organism will
    • This is the manner of a child's life up to the changing of the teeth.
    • seen by anybody who has the opportunity of observing a child during
    • on this subject. — But the child has more and more to adapt
    • place during the child's early years between heredity and adaptation
    • child. And we who stand at the child's side must endeavour so to guide
    • processes have to take place for the child to be able to model a
    • ourselves: there may be among the children a very intelligent being,
    • Maximum number of matches per file exceeded.
  • Title: Spiritual Ground: Lecture V: How Knowledge Can Be Nurture
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    • If the process of the change of teeth in a child is gradual even more
    • it is important to remember that the child is gradually changing from
    • treatment of a child in its seventh year or so — at the age, that
    • thing is to foster the development of the child's inherent capacities.
    • This educational principle demands that the child shall develop the
    • be done satisfactorily when the child is not required at the very
    • Now it is a thoroughly unnatural thing to require a child in its sixth
    • child is naturally disposed to do — and these letters. Remember,
    • confront a young child with these letters we are bringing to him an
    • child's organism really means. It is just as if we habituated the
    • child from his earliest years to wearing very small clothes, which do
    • and writing to the child in a wrong way. An art of education founded
    • the child. It does not merely say: the individuality must be
    • taking reading as the starting point. For with a child the first
    • endeavour to lead over what the child does of its own accord out of
    • make it clear to you by an example: We ask the child to say the word
    • we get the child to experience the word “fish.” From
    • would affect the child like a demon, something foreign thrust into his
    • writing arose so as to give it in the same manner to the child. What
    • deriving the letter form for the child from life itself. While you say
    • Maximum number of matches per file exceeded.
  • Title: Spiritual Ground: Lecture VI: The Teacher as Artist in Education
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    • believe we can benefit the child simply by thinking: what bodily
    • movements should the child make to become physically strong P But if
    • we want to make the child's body strong, capable and free from
    • cramping repressions we must reach the body during childhood by way of
    • puberty. When the child is nearly ten years old the beat and rhythm of
    • If you observe children under eleven years old you will see that all
    • children of over 12 years old you will see from the way they step how
    • man a true child of the world, only now must he live with the mechanic
    • For this reason, you see, when we teach the child mineralogy, physics,
    • Now this enlightens us as to how we should treat the soul in children,
    • before the bone system has awakened. While the child still dwells in
    • it dwells in man — the child can go along with it because his
    • child the principle of the lever or of the steam engine he can
    • physics, mechanics and dynamics at the right time with the child,
    • — the experience the child has of his own bone-system. And what
    • we say to the child unites with the impulse and experience which comes
    • from the child's body. Thus there arises, not an abstract,
    • it is intellectual; all this leaves the child out of account, the
    • child is, as it were, impermeable to our vision. The child is like
    • experience the child artistically, to see him as an artist would.
    • Maximum number of matches per file exceeded.
  • Title: Spiritual Ground: Lecture VII: The Organisation of the Waldorf School
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    • The second thing is the children, and here at the start we were faced
    • house to house canvassing for children, we received the children of
    • the workers in his factory. Thus, at the beginning, the children we
    • proletarian children. These 150 children were supplemented by almost
    • all the anthroposophical children in Stuttgart and the neighbourhood;
    • so that we had something like 200 children to work with at the
    • foundation of proletarian children, and the anthroposophical children
    • their application between a child of the proletariat and a child of
    • child brings different habits with him into the school from those of
    • children of other status. And these contrasts actually turned —
    • often it is not easy to rid the children of all they bring with them
    • it with good will. Nevertheless, many children of the so-called upper
    • Well, as I said, here on the other hand were the children. These were
    • purely in accordance with knowledge of man, to give the child week by
    • week, what the child's own nature demanded.
    • school of 8 classes, so that we had in it children from 6 or 7 to 14
    • or 15 years old. Now these children came to us at the beginning from
    • considered suitable for a child of 8 or 11 years old. So that during
    • children we had in each particular class. Nevertheless this would only
    • put through an education and finished with, a human being is the child
    • Maximum number of matches per file exceeded.
  • Title: Spiritual Ground: Lecture VIII: Boys and Girls at the Waldorf School
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    • bring about. It aims at bringing up children to be human beings strong
    • The teacher must have a complete vision of the child organism; and it
    • child this must be done, and with that child the other.
    • organism of the children and what one could observe in it, and I told
    • him about one child who has a certain disorder of the heart, and
    • that is happening when a child plays, a little child. Play involves a
    • knowledge. A child wants to investigate the objects he plays with and
    • the child's soul — an activity unconstrained as yet into any form
    • does not satisfy. For if we guide the child's play so as to content
    • digestive system depends upon how his play is guided in childhood.
    • There is a fine, a delicate connection between the way a child plays
    • Suppose children show an extreme form, a pathological form of what we
    • child is tending to become pathological, — and this is far more
    • with the child's parents and learn from them what diet the child as
    • the child's pathological melancholy. He will probably find, — to
    • he will probably find that the child has been getting too little sugar
    • peculiarity of the melancholic child is that a certain substance i.e.
    • the liver. Now, m the melancholic child this is out of order, and one
    • must advise the mother to put more sugar into the child's food; in
    • Now, in the sanguine child you will find precisely the opposite: most
    • Maximum number of matches per file exceeded.
  • Title: Spiritual Ground: Lecture IX: The Teachers of the Waldorf School
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    • the children you look in quite a different way upon a child who has
    • reached puberty — a child who has just passed through that stage
    • — you look upon this child in quite a different way from that of
    • quite new children — not the same children as before. And this
    • change in each child comes, in some cases, remarkably quickly, —
    • children in his charge may fail to perceive that he is suddenly
    • years of childhood into the 14th, 15th and 16th year, why then, ladies
    • the children of the Waldorf School there is no grudge against the
    • existence, the children have come to love their teachers. But these
    • children of the top class, these boys and girls of 15 and 16 now had a
    • children had blurted out this sort of thing, — namely snub them
    • talked to them. And I spoke to the children — but at this age of
    • certain things in the world had entered into the children. And since
    • Now the children said a great deal that was rather remote from the
    • children eagerly assented. And all that was necessary was to arrange a
    • with the children. For in the course of the last four or five hundred
    • years. The child is naturally averse to intellectualism. And yet all
    • think a kind of mental language that is incomprehensible to children.
    • people and children. This gulf must be bridged by teachers such as the
    • this hidden unconscious disgust in children by surfeiting them with
    • Maximum number of matches per file exceeded.
  • Title: Esoteric Development: Lecture IV: The Attainment of Spiritual Knowledge
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    • the same time, was working in our childhood, forming and molding the
    • judgments occur in life. We develop as children, and grow up.

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