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Query was: read

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• Title: Practical Course/Teachers: Contents
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  • ARTISTIC ACTIVITY, ARITHMETIC, READING, AND
  • WRITING AND READING — SPELLING
• Title: Practical Course/Teachers: Editor's Preface
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  • countries. Schools are starting and are already promising good
• Title: Practical Course/Teachers: Lecture I: Introduction - Aphoristic remarks on Artistic Activity, Arithmetic, Reading, and Writing
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  • culture, of the reading and writing which you impart to the
  • child to-day. We read, but the art of reading has
  • In teaching the child the present form of reading, we teach him
  • or reading of its living essence. The reading and writing which
  • spiritual world than the reality living in reading and writing.
  • children reading and writing we are teaching in the domain of
  • the most exclusively physical. Our teaching is already less
  • entirely physical in reading and writing, and just this
  • have already seen a fish. Now just try to get a clear idea of
  • reading and writing artistically; we must permeate our whole
  • has spread from East Europe. This has occurred because the
  • up reading on drawing. In this way you will soon see that we
  • the coming to expression in reading and writing of its own
  • that what we are aiming at in reading and writing can naturally
  • up all our teaching on the process of evolving reading and
  • he sees, on his not merely reading with his eye, but on his
  • then not learn to read without his hand following the shapes of
  • that reading is never done with the mere eye but that the
  • already there, inherited.
  • positive way. If, in teaching the child to read and write more
• Title: Practical Course/Teachers: Lecture II: On Language - the Oneness of man with the Universe
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  • account you will readily make the above observation.
  • as you already saw from my previous lecture — much
  • is by 72, the result is again 25,920. Now really you already
  • form of pictures, whereas what is after death is already
  • another. If you read the old authorities on the art of
  • already present in the individual by appealing to his
  • teacher, of his reason, of his perception. Here already reside
• Title: Practical Course/Teachers: Lecture III: On the Plastically Formative Arts, Music, and Poetry
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  • the least true is drawing. Drawing as such already approaches
  • abstraction. We ought to produce already in the growing child a
  • within the child that he must be ready to wait for a perfect
  • onwards, and which — as I have already said —
  • Care must be taken that the child brings ready with him to the
  • already begun, to maintain sheer recitative in the lines, and
  • of the fact that many musical forms are already dying out
• Title: Practical Course/Teachers: Lecture IV: The First School-lesson - Manual Skill, Drawing and Painting - the Beginnings of Language-teaching
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  • to learn very many things in school? Well, you have already met
  • already achieved and what he is to achieve, too, through the
  • who have already grown older. Without awakening this sense in
  • he already understands, what he can already form an opinion on,
  • must try to continue the already suggested conversation with
  • “Look how grown-ups have books and can read. You cannot
  • read yet, but you will learn to read, and when you have learnt
  • to read you will be able, one day, too, to handle books and to
  • able to write letters later, for besides learning to read you
  • will learn to write. And besides being able to read and write,
  • of reading, and, in fact, particularly to the reading of
  • early as the first lesson about reading, writing, and
  • methods hitherto employed in learning to read and to write, but
  • read and write: with language, with grammar, syntax, etc. There
  • altogether; let us teach the child to read practically, by
  • putting reading passages before him: let us teach him to read
  • acquire a feeling which has also to a great degree already died
  • example, the name which already sounds so abstract to us to-day
• Title: Practical Course/Teachers: Lecture V: Writing and Reading - Spelling
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  • that the reading of printed characters should only be developed
  • from the reading of handwriting. We shall then try to find the
  • the reading of handwriting, and from the reading of handwriting
  • to the reading of print. I assume for this purpose that you
  • again seek the transition to what we have already mentioned as
  • the foundation of teaching in reading and writing. To-day I
  • assume, then, that the child has already come to the point at
  • in beginning to evolve writing and reading on the lines of your
  • These facts, of course, have already been observed by
  • educationists who have already drawn attention to the fact that
  • concretely. That is, several educationists have already rightly
  • already been attempted: and there, something else. For you will
  • world around him by writing organically and teaching reading
  • from the reading of what is written.
  • which you can read in the history of German literature —
  • already forgotten that Goethe could never spell properly, that
  • child's attention again and again — I have already
  • fact that he is growing up to an already finished life, which
  • already there. From this point of view, too, we must try to
• Title: Practical Course/Teachers: Lecture VI: On the Rhythm of Life and Rhythmical Repetition in Teaching
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  • quite naturally connect with what we have already so far
  • in reading, in the reading of a given passage. In order to
  • is given a reading passage, and the investigation is now
  • method is first to “dispose” the reader to the
  • reading passage, that is, first to introduce the person
  • concerned to the meaning of such a reading passage. Then, after
  • assimilation of a reading passage there should occur what is
  • a reading passage, then of passive assimilation, then of
  • reading passage is most effectively grasped, read, and
  • like this: You can remember a reading passage better when you
  • it is useful firstly to understand the meaning of a reading
  • for himself that a reading passage can be remembered better
  • can have anything to do with them who have already trained
  • mischievous reading of a meaning into things, and this is
  • meanings: reading, writing, etc.; for action inspired by will
  • he had already experienced. This is an extraordinarily
• Title: Practical Course/Teachers: Lecture VII: The Teaching in the Ninth Year - Natural History - the Animal Kingdom
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  • already practised to produce in the child, even at this early
  • Vienna the tale spread: Schröer had tried to examine the
• Title: Practical Course/Teachers: Lecture VIII: Education After the Twelfth - History - Physics
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  • already described as art, and derive from it writing and
  • reading and later go on to arithmetic; but I shall only pass on
  • a human sense-organ. If you want to do this you must already
  • respond. That is, you must have already shown the child the
  • you will have realized from the approaches already indicated
  • while it is already warm near the ceiling. In pointing this out
  • cold air contracts. Here you are already leaving everyday life.
  • the child. I have already mentioned in another connection what
  • is then read by the telegraph operator at the other station.
  • dash is T, and so on. In this way we can read off what passes
  • those verbal definitions of which we have already spoken. For
  • than those now spread all over the world, e.g. the Relativity
  • This already gives you a considerable idea of how the
• Title: Practical Course/Teachers: Lecture IX: On the Teaching of Languages
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  • the first week, for finding out what your children can already
  • do. You will have to repeat what they have already done. But
  • reading should be done, and there should be far more expressing
  • to select carefully what you intend to read in the language in
  • question with your children. You will select reading passages,
  • and begin by calling on the children to read these passages
  • pleasant reading by the child and to achieve, where possible,
  • by reading aloud, a pleasant delivery of the French or Latin
  • reading passage, with accurate pronunciation, etc. Then it is a
  • reading passages. Simply let the child tell in his own words
  • language, of first taking a reading passage through, and then
  • language, in conversation, to take reading passages as I have
  • already described, and again to practise the turning of the
  • they must translate; now they are to read. By this time
  • up and ready to go on with new work. But if we teach as I have
  • sentence the ‘I’ is there already inside the verb.” You
  • teaching if this is allowed to consist of correct reading,
  • — first reading yourself and letting them repeat it; then
  • have the reading-passage retold and thoughts about it formed
• Title: Practical Course/Teachers: Lecture X: Arranging the Lesson up to the Fourteenth Year
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  • have already begun to consider the lessons for the various
  • drawn forms and we shall then go on to reading.
  • procedure: it is important that you do not first take reading
  • reading. Writing is, in a sense, more living than reading.
  • Reading isolates man very much, in the first place, and
  • in teaching writing at least, the thread which connects the
  • we must be clear in our minds that we have already crossed the
  • with drawing again, and to teach writing before reading.
  • grammar. At this point the human being is already capable,
  • Here we begin to teach syntax. The child is only really ready
  • apply to man, as I have already explained: light refraction
  • I have already emphasized the fact that we shall, of course,
  • or other memorized reading passages they have previously
  • applied to the store of things already memorized, so that this
  • caused by reading aloud to the children in class while they
  • repeat a reading passage verbatim or to recite a poem, but to
  • follow his reading: then, if possible, the children reproduce
  • what they have listened to, without first reading it at all.
  • sufficiently practised, the children can take the book and read
  • simply give them for homework to read in their book the passage
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• Title: Practical Course/Teachers: Lecture XI: On the Teaching of Geography
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  • Then you go on — you have already created the necessary
  • which rye grows, etc. You have already taught the child, of
  • that the sea is very vast. You have already begun to draw it
  • from the foundations already laid. When — as I said
  • the first lesson, read in the second, etc., but we deal for
  • only go on later to reading, when the child can already write a
  • little. He learns to read a little, of course, while writing.
  • the time suitable for going on, from what you have already
• Title: Practical Course/Teachers: Lecture XII: How to Connect School with Practical Life
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  • geography on the lines already described as in a resume. That
  • specialize already at school.
• Title: Practical Course/Teachers: Lecture XIII: On Drawing up the Time-table
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  • on different occasions already that we must agree, with regard
  • compromise with conditions already existing. For we cannot, for
  • already far more pronounced characteristics of old age —
  • up to speak. He began to read off his very tedious abstract
  • great deal of simple talking with the children. We read to them
  • them. But we do not adapt reading-passages which do not fire
  • the fantasy; we use, wherever possible, reading-passages which
  • “artikel.” Now I have already indicated how a noun
  • and above that, so that certain powers which are already dried
  • others together. You have spread just as much on your square as
  • let us suppose the child has already learnt Latin or Greek. I
• Title: Practical Course/Teachers: Lecture XIV: Moral Educative Principles and their Transition to Practice
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  • everything already, and looking out for other things to do.
  • ready to be distracted. That our children to-day are such rough
  • any evil like the spreading of alcoholic consumption in the
  • human world. The spread of evils such as alcohol is due to the
  • course, already seen them: any substance which is
  • have to inform themselves later from reading or from other
  • but produce egoism. If you read about nutrition in physiology,
  • if you read a synopsis of rules about the care of the health,
  • the inner instinct of food and health is already dying down,
  • already emerged the power to comprehend what comes into
  • reading; then up to twelve, when we introduce to him the uses
  • activities still partly prompted by instinct, but already very
  • book-keeping could be studied later; this already requires more