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Searching Rudolf Steiner Lectures by GA number (GA0307)

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    Query was: seven

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: Education: Lecture II: Principles of Greek Education
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    • and taught the youths who were entrusted to him in the seventh year
    • seventh year of life onwards, can, if it is rightly permeated with
    • must carry out dance-like movements from his seventh year onwards.
  • Title: Education: Lecture III: Greek Education and the Middle Ages
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    • seventh year of life, the Greek child was brought up at home. Public
    • education was not concerned with children under the age of seven.
    • teach, for the seventh year of life marks an all-important stage of
    • phenomenon characteristic of the seventh year of human life is the
    • first teeth which are discarded at the seventh year. It is incorrect
    • the seventh year unfolds for the first time at this age. It is
    • culmination at about the seventh year of life. Then it brings forth
    • The forces present between birth and the seventh year reach their
    • enacted in the human being at about this seventh year of life Up to
    • the seventh year the human being grows and develops according to
    • seventh year. While the human being is developing his organs, his
    • seven years. (I will take an extreme illustration for the sake of
    • the seventh year, if this unity formed of body, soul and spirit were
    • approximately every seven years! The old teeth would fall out and be
    • children as we are up to the seventh year. We should not unfold the
    • The fact that the physical force decreases in the seventh year and
    • course of the first three life-periods: up till the seventh year man
    • is pre-eminently a being of body-soul-spirit in one, from the seventh
    • seventh year he must be taken away from his parents' house, from the
    • school at an earlier age, before the end of the seventh year. We may
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture IV: The Connection of the Spirit with Bodily Organs
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    • follow the further development of the child. At about the seventh
    • seventh and fourteenth years of life, with particular regard to his
    • between the seventh and fourteenth years as qualities of soul, namely
    • in the child's thinking, worked up to the seventh year upon the
    • begins to assert itself in the child from the seventh year onwards.
    • already happens during the first seven years, for the whole process
    • the period of life at about the seventh year is significant in
    • The indication of seven-yearly periods is approximate. But round
    • takes place in the being of man between the seventh and fourteenth
    • about the seventh year of life and becomes a function of soul, so we
    • tutelage from the seventh to the fourteenth year, the child's
    • body. Thinking is already free; feeling is, between the seventh and
    • the seventh or eight years and then gradually frees itself. It is
    • the child to teach between the ages of seven and fourteen. And then,
    • from the bodily constitution. How wonderful in a child of seven are
    • organic activity! When the seven-year-old child utters the labial
    • fourteen or fifteen utters them. When the seven-year-old child utters
    • at the seventh year of life as independent thinking-power, so do we
    • between the seventh and fourteenth years, therefore, can only
  • Title: Education: Lecture V: The Emancipation of the Will in the Human Organism
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    • independent at about the seventh and fourteenth years of life
    • the seventh year at the change of teeth. The external processes that
    • forces is strongest of all in the little child up to the seventh year
    • has its start in the head-organism. Up to the seventh year the head
    • opportunity to do this is given between the seventh and fourteenth
    • years. For at the seventh year, the head, which is the bearer of
    • seventh year. It settles down, as it were, and looks after its own
    • the other, between the seventh and fourteenth years. In the middle
    • between the seventh and fourteenth years we set up a true
    • seventh and fourteenth years, we have to bring his thinking into a
    • fourteenth year and thinking at the seventh year.
    • seventh year. We only acquire true reverence for the development of
    • the seventh and fourteenth years will be an outer significant sign of
    • seventeenth centuries for a different kind of education arose because
    • consider civilized mankind in the sixteenth or seventeenth centuries
    • and seventeenth centuries, came forward with a significant statement
    • place during the sixteenth and seventeenth centuries. Whither then
    • characteristically in the sixteenth and seventeenth centuries
  • Title: Education: Lecture VI: Walking, Speaking, Thinking
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    • about the seventh year. A German writer, Jean Friedrich Richter,
    • three years, and from then onwards to the seventh year, are much the
    • first period of the child's education, up to the seventh year.
    • the seventh year, a social task stands before us, inasmuch as a true
    • his infant thought up to the age of six or seven in the processes of
  • Title: Education: Lecture VII: The Rhythmic System, Sleeping and Waking, Imitation
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    • about the seventh year, and in studying this period it must above all be
    • remembered that up to the seventh year the child is working, as it
    • age of seven by ourselves living a moral and spiritual life at his side.
    • then, must understand that when the child has passed his seventh year and
    • the age of seven) all true education must develop from the foundation
    • seventh year the child is through and through an imitative being, but from
    • itself. Up to the second dentition, at about the seventh year, the
    • around him. From birth to the age of seven, the environment is the
    • model which the child copies. But from the seventh to the fourteenth
    • benefited if between the seventh and fourteenth years (approximately,
    • possible to achieve this if after the child has reached his seventh year
  • Title: Education: Lecture VIII: Reading, Writing and Nature Study
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    • ages of seven and nine-and-a-half, it is therefore essential that all the
    • ages of seven and nine-and-a-half. Thinking, feeling and willing are
  • Title: Education: Lecture X: Physics, Chemistry, Handwork, Language, Religion
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    • i.e. at about the seventh year. Until then, school is not really
    • If educationalists had followed this principle some sixty or seventy
    • efficiency during the last sixty or seventy years. Great progress has
    • the last sixty or seventy years the outer configuration of
    • seven. By this means we endeavour to give our children something that
    • seven and ten, we let plants, clouds, springs, and the like, speak their
    • there is if we teach a seven-or-eight-year-old child about the New
  • Title: Education: Lecture XI: Memory, Temperaments, Bodily Culture and Art
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    • achieved in this direction between the seventh and twelfth years

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