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- Title: Practical Course/Teachers: Lecture I: Introduction - Aphoristic remarks on Artistic Activity, Arithmetic, Reading, and Writing
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- such, but with manipulating this province of knowledge in order
- Title: Practical Course/Teachers: Lecture II: On Language - the Oneness of man with the Universe
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- superficial to wish to compare them directly, and translating
- by the dictionary is really the worst translating. If in
- Title: Practical Course/Teachers: Lecture III: On the Plastically Formative Arts, Music, and Poetry
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- from the calculating machine. This principle of forcing back
- — and contemplating nature in its beauty out of doors. We
- Title: Practical Course/Teachers: Lecture IV: The First School-lesson - Manual Skill, Drawing and Painting - the Beginnings of Language-teaching
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- what calculating is. But you have to be able to calculate
- Title: Practical Course/Teachers: Lecture VI: On the Rhythm of Life and Rhythmical Repetition in Teaching
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- types of memory. Firstly, the quickly or slowly assimilating
- Greek and Latin-Roman times were preserved. After the middle of
- the Graeco-Latin age, which we can admire profoundly in its
- “As the old Latin said: rem tene, verba
- “as the old Latin said. ...” And, of course, he has
- Title: Practical Course/Teachers: Lecture VIII: Education After the Twelfth - History - Physics
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- importance of not isolating him sharply from the other natural
- Title: Practical Course/Teachers: Lecture IX: On the Teaching of Languages
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- Latin; perhaps, too, if it proves necessary, Greek. From the
- who have learnt French or Latin up to a certain stage. The
- in translating so much from Latin into German (in this case the
- native tongue) and German back again into Latin. Much more
- by reading aloud, a pleasant delivery of the French or Latin
- statement; for instance, in Latin and French as well as in his
- the Latin or French teacher comes into the class; now the
- children must get out the books or exercise-books for Latin or
- the children of thirteen to fifteen are taught Latin by one
- sentence and a Latin
- referred to, we can hardly ever miss out the ‘I;’ in a Latin
- possible, in a stimulating, living lesson, to develop during
- child: “The Latin language has not yet developed the ‘I,’
- Title: Practical Course/Teachers: Lecture X: Arranging the Lesson up to the Fourteenth Year
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- assimilating something very foreign to the universe. But if we
- in Latin, French, English, Greek, to go on as soon as possible
- Title: Practical Course/Teachers: Lecture XI: On the Teaching of Geography
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- features relating to this study.
- The teacher must be the driving and stimulating element in the
- Title: Practical Course/Teachers: Lecture XIII: On Drawing up the Time-table
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- let us suppose the child has already learnt Latin or Greek. I
- try to make the children not only speak Latin and Greek but
- when one speaks Latin, another Greek. And I try to make the
- nature of the Greek and Latin languages. I should not need to
- with the larynx and chest; when he speaks Latin there is
- speaks that, and how it resembles Latin very closely. When he
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