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Searching Rudolf Steiner Lectures by Translator (HarwoodD)

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  • Title: Spiritual Ground: Lecture I: The Necessity for a Spiritual Insight
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    • tradition, twenty years ago.
    • in recent years friends have come forward to carry it also into
    • all that bears lasting witness that man belongs to a super-sensible
    • we may formulate such beliefs into a cult. This can warm our hearts
    • seven year old child when we begin his primary education; it has
    • When we confront education earnestly it is demanded of us not only to
    • 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
    • can observe the arrangement of the human eye or the human ear in
    • twentieth year. We look upon everything as a continuous development.
    • seventh year or eighth year, — when the change of teeth sets in
    • about the fourteenth year, to puberty. And infinitely significant
    • the question of how a child learns to speak (I will not go into the
    • child actually learn to speak? Has he some kind of instinct whereby he
    • makes his own the sounds he hears about him? Or does he derive the
    • child one can observe that all speech and all learning to speak rests
    • the child up to his seventh year is a continuous imitation of what
    • contemplate the eye or the ear of an older person. For the child is
    • entirely sense-organ (i.e. a child up to the seventh year). His blood
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  • Title: Spiritual Ground: Lecture II: Spiritual Disciplines of Yesterday: Yoga
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    • of teaching and education. But from what I hear I gather we shall
    • expressions of the child's nature which may appear to us even
    • Thus we hear language spoken, we hear its sense content, but we do not
    • nearer to the soul than to the spirit but we do not perceive the full
    • someone finds our footprints; will he say: “Beneath the earth,
    • below there, are certain forces which have shaped the earth so that it
    • impressions. — The earth too has impressions when I have gone
    • To make the concept of spirit and soul yet clearer let me now turn to
    • impossible to do the same as was done hundreds or thousands of years
    • consciousness of our age, we want to get clear about ourselves? We
    • clear about nature? We experiment and bring our intellect to bear upon
    • himself when he wanted to learn about the spirit. Suppose we ask
    • underlies intellectual activity. He searched into this union between
    • not only in the heart, thought was in the very finger tips. From real
    • experience of the breath pulsing through him he learned how Spirit
    • world of appearance (the unreality) which can be perceived by sheer
    • gravity goes down through the root into the earth, how the formative
    • in the seventh year.
    • Suppose I am teaching a child of nine or ten years old. I want to tell
    • 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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    • disturbance to the mind; until the ascetic could bear physical
    • Let me make my meaning clear by an example: Suppose we observe the
    • Nowadays we cannot imitate this asceticism. In earlier ages it was an
    • It was a universal belief that one could learn nothing from those who
    • relation to knowledge, and we cannot learn of spiritual worlds in his
    • foundation of clear thinking. But upon the basis of this
    • intellectuality, of this clear thought, there must be built what can
    • think clearly. This is no slight on clear thinking. But in an age
    • Galileo clear thinking is almost a matter of course. — The pity
    • — But in point of fact it is easy to have clear thought when this
    • clear thought is attained at the expense of the fullness, of the rich
    • content of thought. Empty thoughts can easily be clear. But the
    • foundation of our whole future development must be clear thoughts
    • which have fullness, clear thoughts rich in content.
    • reviewed all this clearly in one's mind, one can try imagining —
    • These things do not come as a matter of course. It often takes years
    • to-day I was not ten years ago.” The inner content of the soul,
    • ahead, for example, to what we shall be in ten years' time, and set'
    • One has to consider, for instance, what one will be like in ten years'
    • the moment. But here the aim is: To learn to live in time, within the
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  • Title: Spiritual Ground: Lecture IV: Body Viewed from the Spirit
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    • It might perhaps appear as if the art of education described in these
    • appear to be the case. But this is only in appearance. For in reality
    • of the child is a heavy hearted being, one to whom life has brought
    • its first weeks or years. Science has produced an extensive teaching
    • characteristics until he is not merely the bearer of a heredity from
    • place during the child's early years between heredity and adaptation
    • particular period of life, up to the seventh year. But it is only one
    • organism. When we are born into the world we bear within us an
    • inherited organism. In the course of the first seven years of our life
    • Often, in earlier life, we know exceedingly well what we ought to do
    • sorrow and grief, then through one's sorrowful bearing one is damaging
    • realm. Then instead of yearning in dreamy mysticism for castles in the
    • child, up to the seventh year, nerve-senses activity, rhythmic
    • seventh year, we find the nerve-senses system no longer
    • system. Research is carried on in experimental psychology to find out
    • spiritually the matter appears in a very different light. The
    • of life the heart beats night and day. It is in his intellectual
    • business to educate him, namely, when he is a man and learns from life
    • must learn to perceive how what is bad can also be a divine thing,
    • What the spirit has to learn it learns because you have removed the
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  • Title: Spiritual Ground: Lecture V: How Knowledge Can Be Nurture
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    • treatment of a child in its seventh year or so — at the age, that
    • or seventh year to copy without more ado the signs which we now, in
    • will realise that there is no connection between what a seven-year old
    • be clear what this ‘pushing’ of a foreign body into a
    • child from his earliest years to wearing very small clothes, which do
    • make it clear to you by an example: We ask the child to say the word
    • In this way we come near to the way writing originated, for it arose
    • own activity, all that leads to his learning to write. He will learn
    • when parents come and say: My child is eight, or nine years old, and
    • cannot yet write properly, we must always answer: What is learned more
    • way. And just as life appears in manifold variety so can a teaching
    • appears quite differently. In the same way when the art of education
    • teach writing by means of art. Then reading can be learned afterwards
    • see to it that the musical element is appreciated as early as
    • moment I wished to show more by one or two examples how early
    • But we must bear in mind that in the first part of the stage between
    • to his eighth or ninth year these two things are still merged into
    • lacking in humanity in later years. And the teacher must be willing to
    • which the teacher learns to do only gradually, and in course of time.
    • And only through this slow and gradual learning can one come really to
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  • Title: Spiritual Ground: Lecture VI: The Teacher as Artist in Education
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    • particularly clearly when we observe the development of boys and girls
    • between their eleventh and twelfth years. Usually only what we might
    • Between the 11th and 12th year a very great change takes place in the
    • puberty. When the child is nearly ten years old the beat and rhythm of
    • inner nature — to his own heart. So that between his 9th and 11th
    • years the human being builds up his own rhythmic system in the way
    • which corresponds to its inner disposition. When the 11th or 12th year
    • to the 11th year the bone system is entirely embedded in the muscular
    • years the skeleton adapts itself to the outer world. A mechanic and
    • 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
    • the skeletal system. This means: Between the 11th and 12th year the
    • Causality in life. Before his 11th year a human being has in reality
    • no understanding of cause and effect. He hears the words used. We
    • year, the bone system, which is adjusting itself to the outer world,
    • chemistry, mechanics before his 11th year in too intellectual a way we
    • Neither, before his 11th year can he inwardly participate in thy
    • when we give him a picture of the earth in the manner I described
    • muscular system is soft. But if before his 11th year we teach the
    • namely about his 11th or 12th year, what we present to him in thought
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  • Title: Spiritual Ground: Lecture VII: The Organisation of the Waldorf School
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    • must be studied. One must learn to know its arrangements as an
    • nose or the ear if one is to accomplish something. It is not a
    • the emotions and impulses of the years 1918 and 1919, after the end of
    • 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
    • the first year we could not count on being able to carry out our ideal
    • method of education however ideal it is must tear a man out of his
    • compromise. In a memorandum, I asked to he allowed three years grace
    • in their 9th year, should have accomplished a certain stage, and
    • the 9th to the 12th year. At the end of the 12th year the children
    • Thus the heart of the Waldorf School, if I speak of its organisation,
    • virtue of its heart. Now what matters in these staff meetings is not
    • we now have nearly 700. And these children are of all classes, so that
    • 8:15, in summer a little earlier. The special characteristic of this
    • higher classes, children of 11, 12, or 13 years old what it comes to
    • It might be objected that the children may forget what they learn
    • last weeks of the school year so as to gather up, as it were, all the
    • year's work. In this manner, the child grows right into a subject.
    • in the youngest classes of the school; and a child learns to speak in
    • also, the child learns the language without the meaning being
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  • Title: Spiritual Ground: Lecture VIII: Boys and Girls at the Waldorf School
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    • From the things I have already said it may perhaps be clear to you
    • him about one child who has a certain disorder of the heart, and
    • accordance with the demands of life. Just as we must learn something
    • before we can do something in other spheres, so must we learn
    • with the child's parents and learn from them what diet the child as
    • of the Waldorf School have been with those of fifteen or sixteen years
    • of 15 and 16 years old. And we have with these very special
    • is due to the fact that during these 14th, 15th and 16th years the
    • these years the brain behaves as though it were congested with blood.
    • troublesome behaviour and difficulties among 14, 15 and 16 year old
    • nothing to social evolution on the earth: and before one can wing
    • preparation has to take place on earth.
    • this highest creation of divine, spiritual beings upon earth.
    • It is found necessary at the end of a school year to take stock of the
    • work done by a child during the year. This is generally called: a
    • end of the school year resembles a little biography, it is like an
    • the year, both in school and out.
    • whole of the next year at school. The child learns this verse by heart
    • and bears it in mind. And the verse works upon the child's will, or
    • year by year.
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  • Title: Spiritual Ground: Lecture IX: The Teachers of the Waldorf School
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    • educating come to be 14 or 15 years old and reach puberty. At this
    • will only re-appear later in life in all manner of disguises. It is
    • which begins to appear about the 10th year. At this age girls begin to
    • of the earth's gravity by growth, engages the fundamental being of
    • the human being whether a certain organic phenomenon appears at one
    • 10th and 12th year than they do the male organ-ism. In a certain sense
    • the female organism between the 10th and 12th year partakes even
    • Please realise the importance of this: between the 10th and 12th year,
    • very special way. During these years the blood circulation is, as it
    • pulse and breath between 10 and 12 years, even if done with external
    • earlier periods of his life. And so in boys it is the nervous system
    • these years, the form and content of language, or of the languages he
    • has learned, have an enormous influence upon him. The ideas of men
    • world, that is, of this earthly environment.
    • Thus: in girls a year or two sooner is implanted some-thing of the
    • surrounding universe; in boys earthly environment is implanted through
    • You see when people hear that a spiritual outlook or spiritual values
    • cranks who scorn the earth and all material things. And then comes the
    • appears, people think it is not concerned with material things, or
    • the outer appearance of matter. It is just the materialist who loses
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