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Searching Rudolf Steiner Lectures by GA number (GA0307)

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    Query was: year

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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    • year 800 B.C. Then we see an epoch radiant in
    • years before the Mystery of Golgotha, men learnt to make use of their
    • thousands of years before the Mystery of Golgotha that man really
    • despair of the human body in death. About six hundred years
    • thought, the Buddha had the vision of death. Six hundred years
    • in the epoch that began about a thousand years before the Mystery of
    • exists subconsciously in the feeling life of man and he yearns for
    • its solution as deeply as he once yearned for the solution of the
  • Title: Education: Lecture I: Science, Art, Religion and Morality
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    • last year, when the Goetheanum (at Dornach, Switzerland) —
    • second time last year, in the ancient university of Oxford. And perhaps
    • visited us this year at Stuttgart will have realized how essentially Waldorf
    • unveil her mysteries is conscious of an irresistible yearning for art
  • Title: Education: Lecture II: Principles of Greek Education
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    • nay even thousands of years, these souls have passed. The attempt
    • humanity for thousands of years in Asia, in the East, found its final
    • not the word) for years if the man be industrious, for months if he
    • 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
    • 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
    • year. The element of soul now weakens to a certain extent and the
    • course of the first three life-periods: up till the seventh year man
    • to the fourteenth years he is a being of body-soul with a separate
    • 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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    • twentieth year or even later.
    • year, the child undergoes the change of teeth. He gets his second
    • 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
    • about the fourteenth or fifteenth year, there is once more a time of
    • years. Just as we must seek in the growth-forces of the teeth, in the
    • 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
    • fourteenth years, still bound up with the body. All the feelings of
    • about the fourteenth year of life. The same thing happens in the
    • fourteenth year takes on a form resembling the physical body of the
    • female and female the etheric male from the fourteenth year onwards.
    • about the fourteenth and fifteenth years a third human member
    • fourteenth or fifteenth years, this astral body works through the
    • physical organism and, at the fourteenth or fifteenth year, becomes
    • Maximum number of matches per file exceeded.
  • 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
    • about the twentieth or twenty-first year of life, the will is very
    • after the fifteenth year. Only at about the twentieth year does the
    • releases itself at about the fourteenth year and thinking at about
    • the seventh year at the change of teeth. The external processes that
    • twenty-first year are still less apparent and are therefore
    • and twenty-first years they should be acquiring not only outer
    • the twentieth or twenty-first year is hidden from such an age because
    • twenty-first year of life, approximately of course, man is not a
    • earthly gravity until about the twenty-first year. And in this
    • twenty-first year, the nature of these blood corpuscles is such that
    • their gravity preponderates. From the twenty-first year onwards, the
    • is given to all his blood. From the twenty-first year he sets the
    • twenty-first year onwards, with every tread of the foot there works
    • 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
    • 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
    • when the fourteenth or fifteenth year has been reached do the organs
    • the other, between the seventh and fourteenth years. In the middle
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture VI: Walking, Speaking, Thinking
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    • about the seventh year. A German writer, Jean Friedrich Richter,
    • years of life man learns more than in all his subsequent student
    • years. In his time there were only three academic years.
    • three years, and from then onwards to the seventh year, are much the
    • not at all the same being as in later life. In his earliest years the
    • years, for instance, man tastes his food in his mouth, tongue and
    • with the child, and especially so during these early years, this is
    • earliest years — the faculties of walking, speaking, and thinking.
    • for during the first years of life everything must be learnt from
    • first period of the child's education, up to the seventh year.
    • kinds of coercive measures, and then look at him in his fiftieth year, or
    • physically in later life. Years later it makes itself evident in the
    • the time when a child is learning to speak, for in those years the
    • the seventh year, a social task stands before us, inasmuch as a true
    • intellectual faculties are developed before the fourth or fifth year bears
    • given to the child before the fourth or fifth year, will he become
    • imagination in which his early years are passed. For if we allow his
  • 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
    • then, must understand that when the child has passed his seventh year and
    • evident that during the early years of school life (that is to say after
    • all-important early school years our teaching has a basic artistic
    • 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
    • or fifteenth years, to the age of puberty, he must unfold a free
    • of personal judgment is not ripe until the fourteenth or fifteenth year.
    • benefited if between the seventh and fourteenth years (approximately,
    • possible to achieve this if after the child has reached his seventh year
    • which, as we have seen, must be pre-dominant in the earlier years.
    • instance, between the ninth and tenth years, though with one child it
    • the ninth and tenth years. Outwardly, the child becomes restless; he
    • and tenth years; he cannot formulate this question mentally, he
    • watch for this moment between the ninth and tenth years and act
  • Title: Education: Lecture VIII: Reading, Writing and Nature Study
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    • the outer world between the ninth and tenth years. Hence when he
    • years. They are years when the sentient life of the soul must flow
    • year.
    • between the ninth and tenth years, gradually carrying it further
    • if up to the eleventh or twelfth years he is not introduced to the dead
    • tenth and the eleventh or twelfth years. If we can give the child
    • forty years of age, it should not be a mere repetition of something
    • we learnt at ten years of age. It ought to have changed its form,
    • ten, eleven or twelve years concerning the animal world must be
    • approaching his twelfth year, for he can
    • child has entered between the ninth and tenth years, into a
  • Title: Education: Lecture IX: Arithmetic, Geometry, History
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    • begin by saying to the child: “You are now ten years old, so
    • you were alive in the year 1913. Your father is much older than you
    • and he was alive in the year 1890; his father, again, was alive in
    • to his father (your grandfather), now you have reached the year
  • Title: Education: Lecture X: Physics, Chemistry, Handwork, Language, Religion
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    • ninth and tenth years. Only now does the child begin to realize
    • himself and the phenomena of the outer world. Up to the ninth year,
    • and twelfth years, and not until then, we may begin to teach about the
    • eleventh and twelfth years.
    • i.e. at about the seventh year. Until then, school is not really
    • himself and the world at large. Between the ninth and tenth years we
    • lecture.) From the eleventh or twelfth year onwards we shall find
    • be introduced until the child is between eleven and twelve years of
    • work when the child has reached the fourteenth and fifteenth years. In the
    • children are fourteen or fifteen years old, we begin to give
    • years ago, the so-called “Social Movement” of to-day
    • efficiency during the last sixty or seventy years. Great progress has
    • the last sixty or seventy years the outer configuration of
    • point lying between the ninth and tenth years the child still bears within
    • years the child is pre-eminently an imitative being. He learns his
    • it is of such far-reaching importance not to let the first three years
    • self-consciousness. Between the ninth and tenth years the child
    • when the change occurs between the ninth and tenth years in order to lead
    • between the ninth and tenth years and generally speaking the
    • or three preceding years in order to introduce the teaching of languages
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  • Title: Education: Lecture XI: Memory, Temperaments, Bodily Culture and Art
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    • years of life therefore the memory must be left to develop without
    • kind of teaching that is suited to his years. In the Waldorf School,
    • achieved in this direction between the seventh and twelfth years
    • albeit only from the ninth or tenth year and in a primitive way. It
    • between the eleventh and twelfth years, and that is the proper time,

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