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  • Title: Lecture: Three Epochs in the Religious Education of Man
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    • A Lecture given
    • It is the 11th of 19 lectures given by Rudolf Steiner at Ilkley,
    • given at Ilkley, Yorkshire, on Sunday, August 12th, 1923. The
    • wholly given up to sense impressions, to all that the intellect can
    • humanity, to give the answer to a definite riddle that arose in the
    • Initiation Science was to give man this sublime teaching: “Know
    • upon Himself in the human body of Jesus of Nazareth. It was given to
    • this was the answer given by the Initiates in the earliest times
  • Title: Education: Lecture I: Science, Art, Religion and Morality
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    • words must be a reply to the kind greeting given by Miss Beverley to Frau
    • the invitation to give this course of lectures. I shall try to show
    • which I consider so important, and it gives me all the greater joy to
    • lie in previous activities and this very fact gives one the right
    • undertaking. I myself could only give the principles of education on
    • led to the invitation to give these present lectures. And in this
    • given up your time of summer recreation to listen to subjects that
    • to give expression to profound inner experiences, imitating with his
    • when the kind of thinking that otherwise gives itself up passively,
    • increasing tendency to-day to give oneself up to the mere,
    • energize their thinking into following the indications given by the
    • God-given morality. In those ancient days man felt: “If I have
    • morality. The earth-born knowledge which has given us our science of
  • Title: Education: Lecture II: Principles of Greek Education
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    • demands of any given epoch. To begin with, I want to describe to you
    • maltreatment of an abstract “spirit.” I will give you an
    • then gives himself up to the life that is freely unfolding, the soul
    • complete, is to see them (forgive this rather trivial analogy but in
    • which the Gods had given to man for his life on earth. And,
    • palæstric were then given over to the activities of the human
    • the lectures are intended to give a more detailed answer, an answer
    • humanity and we must then pass on to the answers that may be given by
  • Title: Education: Lecture III: Greek Education and the Middle Ages
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    • care of the home influences, which were thereby given full scope.
    • tradition. Since the Middle Ages man has given himself up to this
    • given which people want to remember! This would have seemed absurd in
    • the given factors of the moment. How, then, must we educate free
    • in our education will be to give the child, between its seventh and
    • be attained by man, who can give the child between the seventh and
  • Title: Education: Lecture IV: The Connection of the Spirit with Bodily Organs
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    • in any given epoch is naturally dependent on the general form of
    • philosophers, thinking that they may be able to give us self-knowledge,
    • education ought to be is given him but he is shown how to find a heap
    • School were first of all given a Seminary Course. It was not merely a
    • question of following the points of a given programme, but of
    • given them in the schoolroom. People do not think like this nowadays.
    • They think that what is given in the schoolroom is so much
    • intellectualism, something that it is necessary to give. But it
    • preliminary to-day, let me give an example which will explain how,
    • which the child was given over to public education. And now let us
    • imitative being and as such is wholly given up to its environment.
    • you will forgive the paradoxical expression. One becomes aware of the
    • until the fourteenth or fifteenth year; to have shown how this gives
  • Title: Education: Lecture V: The Emancipation of the Will in the Human Organism
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    • is given to all his blood. From the twenty-first year he sets the
    • opportunity to do this is given between the seventh and fourteenth
    • was given.
  • Title: Education: Lecture VI: Walking, Speaking, Thinking
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    • the teacher when, from hour to hour, he has learned to give really
    • this reason difficult to describe the education given at the Waldorf
    • only give examples of a practical way of dealing with the needs of
    • digest its food, it gives itself up in a most wonderful way to the
    • given up to the Cosmos in an imaginative, dreamlike existence. This
    • gravity in a way that will give balance. He does the same with the
    • child as it is at a given moment, but the whole of its journey
    • question will arise: ‘What kind of help are we to give in this process
    • speech will depend very largely upon whether we give him really wise,
    • element of love should pervade the help we give to the child as he learns
    • breathing process. We receive oxygen from the cosmos, and give back
    • think it desirable to give their little girl a beautiful doll as a plaything.
    • is laid down or open when it is lifted up! We often give our children
    • If we give the child the kind of doll made from a handkerchief, these
    • contrary, we give the child one of the so-called ‘beautiful’
    • of the playthings given to the child to-day.
    • give loving help to the child at play we must realize how many inner,
    • lovingly and give them what their own being needs. We should not inflict
    • inner life and give him such toys as he can himself inwardly understand.
    • out’ with our brains. But we ought not to give them what adult
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  • 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;
    • no attention is given to the consideration of the state of sleep,
    • may give himself up to a purely mystical life of soul and spirit,
    • the orders we give are really an in-streaming of the will into our
    • children are often given to do. The idea is (everything is
    • child. He is given this or that exercise merely because it is
    • body. If we give children these conventional gymnastic exercises,
    • hand we can give cur educational methods an artistic form (and remember,
    • is given only such physical exercises as his artistic work creates a need
    • elements into the gymnastic exercises given to children.
    • likes or dislikes what kind of education should be given to our
    • — the teacher to whom we give a spontaneous, and not a forced
    • education must be to give man an understanding of the spirit in
  • Title: Education: Lecture VIII: Reading, Writing and Nature Study
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    • (after the change of teeth) all teaching should be given in an artistic,
    • that we have been able to give the child some idea of flowing water; he has
    • the child is given a mental picture which can lead over to the letter which
    • differently. Suppose, for instance, we give the child an imaginative
    • himself and this living outer world. We must give him the feeling
    • give the child dry, abstract ideas instead of living pictures,
    • given sufficient time to speaking of the plant world in living pictures,
    • usual in our own school days. To give the child a plant or flower and
    • has sufficient inner vitality it is easy to give the child at this
    • Having given
    • also gives an idea of the inner kinship between the earth and all
    • been given living ideas of the growth of the plants, we can pass on
    • to give an idea of the face of the earth by connecting the forces at work
    • tenth and the eleventh or twelfth years. If we can give the child
    • brings forth the different forms of the plants, we give him living
    • Yet it is constantly being said that the ideas we give to children
    • grows. The child must be given mobile concepts, concepts whose form
    • cannot be roused if we only give the child what is nowadays called
    • teaches us nothing! Rather must we give the child an idea of what is
    • child. He must first be given ideas and concepts of what is living.
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  • Title: Education: Lecture IX: Arithmetic, Geometry, History
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    • Education can only be filled with the necessary vitality and give
    • are merely terms.) Inspiration gives insight into the so-called
    • Whereas lessons on the plant and animal kingdoms should be given at a
    • given these exercises for a certain time, he will proceed to others.
    • thing. Briefly, by working in this way, we give the child an idea of
    • already given of someone who is puzzling over a problem in the
    • Waldorf School) will give you an excellent idea of how to bring concreteness
    • Moreover, at the same time and by other means we can give an idea of
    • then let the child himself perceive how the given sum can be divided
    • real aspect is given; moreover in life we want eventually to get at
    • whatever it may be, we give one main lesson on the same subject for
    • have been rightly given, however, the previous subject will go on
    • than to allow the results of the teaching given during a period of
    • given its right place. The plants must be studied in their connection with
    • all healthy teaching of history given to a child between the ages of
    • should be given that has not previously been a matter of deep experience
    • body of teachers must be such that every teacher is given ample time to
    • make himself completely master of the lessons he has to give.
    • If we give history lessons in school from note-books, the child comes
  • Title: Education: Lecture X: Physics, Chemistry, Handwork, Language, Religion
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    • children are fourteen or fifteen years old, we begin to give
    • of the child; it is given in the form I have already described in connection
    • seven. By this means we endeavour to give our children something that
    • quite wrong. Anthroposophy has been given for grown-up people; one
    • point has been to recognize from their age what should be given to
    • that the religious teaching given at the Waldorf School — and a
    • the aim of the religious teaching given at the Waldorf School to an
    • given this free religious instruction, and for those who have left
    • age of the child is associated with the religious teaching given at
    • as given to grown-up people is naturally not introduced into the Waldorf
    • instruction given at the Waldorf School in so far as social
    • mankind. Our one and only aim is to give the human being something
  • Title: Education: Lecture XI: Memory, Temperaments, Bodily Culture and Art
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    • with health and sickness in the child. To give an example: a teacher
    • with an abnormally high colour, the memory has not been given enough
    • to do. This child must be given things to memorize and then we must
    • during the period of growth, are given an impulse that proceeds from
    • we begin to give painting and drawing lessons at a very tender age of
    • given cases, we must promote an understanding of art as a necessary
    • teaching we give on the subject of art. If the teacher himself is



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