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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
    • seven year old child when we begin his primary education; it has
    • 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 child up to his seventh year is a continuous imitation of what
    • entirely sense-organ (i.e. a child up to the seventh year). His blood
    • in the process of development of the eye, in the very early years.
    • I am myself, it was made in the year in which I was born. Now the
    • its environment in the manner in which, in later years our eye dwells
    • accomplished with the child in his earliest years.
    • the 7th and 14th or 15th year from
    • far more significant for a child between seven and fourteen years to
    • teachers of children from seven to fourteen years being able to give
    • demanded by the first year? What is demanded up to the seventh year?
    • children up to the tenth year must be quite different, and different
    • every single year, nay, in every single week, — this constitutes
    • in his early years, so, in his later years he becomes a follower, one
    • attendance; roughly between the 9th and 11th year there is a critical
    • Maximum number of matches per file exceeded.
  • Title: Spiritual Ground: Lecture II: Spiritual Disciplines of Yesterday: Yoga
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    • impossible to do the same as was done hundreds or thousands of years
    • in the seventh year.
    • Suppose I am teaching a child of nine or ten years old. I want to tell
  • Title: Spiritual Ground: Lecture III: Spiritual Disciplines of Yesterday and To-day
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    • 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'
    • years of life than in the three years at the university.
    • But just consider what it means when, say, in my thirty-fifth year
    • You were only nine or ten years old, may-be, at the time, and you did
    • picture form to a child of eight or nine years, (for it was of
    • is transformed in later years — what would be the sense of
    • take on the direction of the Waldorf School — founded that year
    • therefore of child nature — as I was able to do that year. For,
    • entering into human nature came to me more than 35 years ago.
    • more than 35 years ago. Not until a few years back, in my book
    • speak of these things for the erst time. A period of thirty years lay
    • until I had passed my fiftieth year that I ventured to publish these
    • apparent to me more than thirty years ago, and which have been made
    • years old. But naturally the ideal thing is for children to receive
    • It is this that I realised 35 years ago to be wrong. For the only part
    • had to do 35 years ago, when I was engaged in verifying the original
  • Title: Spiritual Ground: Lecture IV: Body Viewed from the Spirit
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    • its first weeks or years. Science has produced an extensive teaching
    • 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
    • inherited organism. In the course of the first seven years of our life
    • 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
  • 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
    • child from his earliest years to wearing very small clothes, which do
    • when parents come and say: My child is eight, or nine years old, and
    • 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
    • May I mention a personal experience in this connection, Years before
    • years old who was exceedingly backward in his development. Up to that
    • — and not psychical progress only, — that a year and a half
    • his profession, but only when he was nearly forty years old.
    • Thus between his ninth and tenth year the child comes to be able to
    • child's life, between his ninth and tenth year, to which I have
    • year girls begin to grow at a quicker rate than the boys. Growth in
    • Between the tenth and fifteenth year the outward differentiation
    • for a child about its tenth year. And here we must be able to follow
    • eleventh or twelfth year. After he has learned to separate himself
    • particularly between the 16th and 24th years.
    • with mathematics in the right way during these past years we should
  • Title: Spiritual Ground: Lecture VI: The Teacher as Artist in Education
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    • 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
    • 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
    • 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
    • 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
    • mechanics before his 11th year they clog his brain, they congest, and
    • make the brain hard, so that it develops migraine in the latter years
    • separate historical pictures or stories before his 11th year, if I
    • children over 12 years old, suddenly become inattentive to the lesson
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  • Title: Spiritual Ground: Lecture VII: The Organisation of the Waldorf School
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    • 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
    • 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
    • higher classes, children of 11, 12, or 13 years old what it comes to
    • 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.
    • years old can he understand grammar — namely, when he reaches an
    • this is about the standard reached by the 6th school year. Many of
    • children of 10, 11, 12, 13 and 14 years old. So far only these older
    • Dornach by a little American boy of about nine years old. (Tea cosy;
  • Title: Spiritual Ground: Lecture VIII: Boys and Girls at the Waldorf School
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    • 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
    • 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
    • year by year.
    • the custom of keeping back a child a second year in the same class so
    • that his mind unfolds in his 11th year, we shall then be putting the
    • child in the class for 11 year-old children one year too late. This is
    • at least we have had many good results in these first few years.
  • 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
    • which begins to appear about the 10th year. At this age girls begin to
    • 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
    • these years, the form and content of language, or of the languages he
    • Thus: in girls a year or two sooner is implanted some-thing of the
    • A boy of 14 or 15 years old echoes in his being the world around him.
    • a fifteen year old boy. For at this age all the powers of the human
    • the 15 or 16 year old boy.
    • years of childhood into the 14th, 15th and 16th year, why then, ladies
    • episode which occurred last year in the Waldorf School. One day when I
    • slight shifting of teachers for the following school year. At the
    • outset of the next school year, I allotted the teaching of languages
    • years of western civilisation we have entered deeply into
    • years. The child is naturally averse to intellectualism. And yet all
    • of a certain degree of maturity, i.e. over 14, 15, or 16 years old,

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