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• Title: Practical Course/Teachers: Editor's Preface
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  • Realization of Spiritual Values, Dr. Steiner lectured at
• Title: Practical Course/Teachers: List of Works
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  • Many are setting about to reform life, without really knowing
• Title: Practical Course/Teachers: Lecture I: Introduction - Aphoristic remarks on Artistic Activity, Arithmetic, Reading, and Writing
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  • realize the course which must be taken by education itself for
  • all, between the material of knowledge which is really
  • figures, but the reality that lives in the figure-forms. And
  • this living reality alone is of more importance to the
  • spiritual world than the reality living in reading and writing.
  • physical in arithmetic, and we are really teaching the soul and
  • Education and teaching must become a real art. Here, too,
  • merely copying the forms outside. But one must realize the
  • must realize that we are transporting the lower being of the
  • radiates what really creates the physical man. If we follow the
  • and fairy-tales, and if you have a real feeling for this, so
  • what he has been told. In this way you really appeal to the
• Title: Practical Course/Teachers: Lecture II: On Language - the Oneness of man with the Universe
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  • With my analysis in mind you can really see man as a being with three
  • whole person, for the activity of the senses as such is really
  • realize clearly that a meeting between sympathy and antipathy
  • there are really present an activity which takes place in the
  • You will easily see from this that speech is really built up on
  • understand speech if we really see it as fundamentally anchored
  • sound o is really nothing less than the action of breath
  • the meaning of sounds?” People have not realized that
  • and our palate are really intended solely to function as
  • really is that sympathy which is expressed in the
  • experience. And speech expresses a real synthesis, a real
  • by the dictionary is really the worst translating. If in
  • still not enriched by things which, after all, could be of real
  • sleeping really mean? The meaning of waking and sleeping is
  • is by 72, the result is again 25,920. Now really you already
  • the cosmos, what you are in reality, you can then say: “I
  • a thorough realization of the situation is their democratic
  • permeates us, shall we really be able to distinguish rightly.
  • really happens when one human being enters into a relation with
  • with which they cannot approach reality at all; they remain
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• Title: Practical Course/Teachers: Lecture III: On the Plastically Formative Arts, Music, and Poetry
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  • approach nature and other realms of the world in a merely
  • are really poles apart, although precisely through their polar
  • the Jewish element is especially disposed to the really musical
  • plastically formative. But they can only really be
  • the psychic spiritual realm that would result in the same error
  • unity, and the rest of the body, too, the human body is really
  • We ought really only to draw with the consciousness that we are
  • you will gradually realize that the form of nature really
  • realized.
  • like our performance too?” They had the real urge to
  • to encourage the really musical children to appear in public.
  • really produce music. For it should not be forgotten that all
  • early become familiar with real poetry. The individual to-day
  • really perfect recitation is one which particularly emphasizes
  • reality it is not difficult to understand; only they are not
  • so very prominent in our school-life, and what is really
  • you find what we really call music. You have the distinct
  • what is still to be; we retrieve it for reality out of the
  • this consecration it is really transformed into a kind of
  • concrete practice can be ranged in the realm of the
• Title: Practical Course/Teachers: Lecture IV: The First School-lesson - Manual Skill, Drawing and Painting - the Beginnings of Language-teaching
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  • arisen lately, but you will have to aim at things of real value
  • to the reason why they are really there. It is extremely
  • that he really sees almost a kind of higher being in the people
  • the ideals that are to be realized. Proceed to reflect with the
  • young children. But such a practice, in the face of a real
  • contrary it is our task to introduce real life-fullness into
  • how can we really educate the child from the first,
  • that the child realizes: This is not only repeated by one
  • What do we really do when we elevate unconscious speech into
  • listening, particularly to verbs, is in reality always a
  • arbitrary, but it is in reality the activity of the listening
  • really learn to listen. In making this activity normal you
  • elevate it into a real Eurhythmy. People will learn from
  • from their speeches that they have really not heard the whole
  • address a socialistically minded audience, but they really only
  • is really to educate our children so that they take thought
  • they really listen to each other. It is extraordinarily
  • really is. It is much cleverer, of course, than all of us.
  • well. But in the light of reality that is all nonsense. It is
  • claim that such outward signs are really characteristic of
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• Title: Practical Course/Teachers: Lecture V: Writing and Reading - Spelling
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  • with living reality. But you must never omit to write up the
  • your aid ideas which evoke real experiences of past history.
  • D, which should really be
  • but so that he discovers the real transition from the form first
  • willed. Humanity continually feels the urge to realize such
  • in reality he made mistakes all his life, especially in his
  • have really lost much that might still awaken us to-day to some
  • must everywhere be realized in concrete detail, not by
• Title: Practical Course/Teachers: Lecture VI: On the Rhythm of Life and Rhythmical Repetition in Teaching
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  • far more exactly what the Waldorf School really means than can be
  • who is really one of the Herbartian school.
  • really an extreme symptom of decadence. But that there exist
  • remarkable realization that the actual state of his soul in the
  • realizes, but what he had assimilated earlier. This makes a
  • quackery in comparison!” You will have to realize that
  • more than is realized. But it definitely prevails in opposition
  • must realize, of course, that we live at the beginning of a new
  • realized.
• Title: Practical Course/Teachers: Lecture VII: The Teaching in the Ninth Year - Natural History - the Animal Kingdom
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  • their ninth year and can really only continue your teaching
  • ourselves in method so far that we have realized the nature of
  • really grasp it in this artistic description.
  • complex in formation, but it is really only a transformed
  • cuttle-fish, which is really all head and nothing else, can
  • animal cannot be lazy with its arms because it cannot really be
  • that you should never really omit the human being in describing
  • really remained quite unknown, or at least unfruitful in the
  • Letters and Jean Paul's educational doctrines have really
• Title: Practical Course/Teachers: Lecture VIII: Education After the Twelfth - History - Physics
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  • up with the real knowledge of the child's development at this
  • as the real compendium of all other kingdoms of nature, to the
  • the astral body is only really born as an independent
  • in the form of stories in real historical form. And if you have
  • so that in the remodelled form he realizes the underlying
  • arrived at a real conception of history. They have been more
  • properly and with understanding. For what are you really doing
  • physical process which really occurs in man himself, namely in
  • of real humanity lives in historical impulses, but the power
  • the same quality, and this understanding does not really emerge
  • years of age, but it ruins human nature, it really un-suits it
  • you will have realized from the approaches already indicated
  • concepts which can really quite well remain in the unconscious,
  • should let the child realize such things as, for instance,
  • people, contradictions of this kind, which really torture
  • rejoices in the realization of a new fact of life. In a word,
  • all this explanation of the telegraph apparatus is really only
  • an object of intellectual consideration. You really do not need
  • blunt our feelings to the realization of physical processes.
  • it succumbs to gravitation.” But that really means
• Title: Practical Course/Teachers: Lecture IX: On the Teaching of Languages
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  • exclude everything which is really only a burden to the
  • language teaching, for this is of real importance for our
  • cannot study a foreign language in school without really
  • to find one. This practice with the children really takes you
  • “economy” really is only a benefit to the pupil. It
  • air, you must realize that they feel little inclination, after
  • about it at table. But you must really say things which the
  • for if children are really interested in the lesson such life
  • are really not quite sitting. And let us take a delight in the
• Title: Practical Course/Teachers: Lecture X: Arranging the Lesson up to the Fourteenth Year
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  • Here we begin to teach syntax. The child is only really ready
  • You will discover that it gives the children really great
  • really feel the children in front of you like a choir which you
  • work should really be done in the school itself. In a foreign
  • then only work connected with real life: the writing of
  • what really happens in life. To have compositions written in a
  • life, is really, in the deepest sense, a monstrosity. We ought
  • does not really belong to this elementary school course. But
  • about what they have really seen, and not practise free
  • for it does not really belong to this stage of childhood.
  • is horrible. For what is really obvious in life should not be
  • in the given figure) and make the children realize — if
  • hypotenuse. And if, as a teacher, you realize what is taking
• Title: Practical Course/Teachers: Lecture XI: On the Teaching of Geography
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  • the other subjects ought really in many ways to culminate in
  • of his surroundings. In fact, we really work out with the
  • vividly a little mountain village situated really high up, you
  • teaching of manual skill is really no substitute. And the
  • encourage the child to do things which are really done in life,
  • Geography can really be a vast channel into which everything
• Title: Practical Course/Teachers: Lecture XII: How to Connect School with Practical Life
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  • realize that particularly in the last of these stages of life
  • without the ghost of a notion of the real nature of
  • the realization of influences from this source.
  • realization that they make use of all that is produced in the
  • no profession will you get people with real initiative
  • specialization is really fearful, and the excess of it in
  • example, certain things should really be respected by the
  • this older tradition are really much better than the later
  • ones. For the modern books which have replaced them are really
  • that it is really ludicrous for anyone to mount a pulpit and
  • crudely. What is the real reason why people have become so
  • the channel of practical life. In fact, no child ought really
  • there should really be no single individual who has not learnt
  • designs of Oriental carpets, all so that the child really has a
• Title: Practical Course/Teachers: Lecture XIII: On Drawing up the Time-table
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  • world to which it really belongs. Consequently, from this
  • ideal time-table would really have to have other aims than
  • “Wandervögel,” to be taught really
  • find ourselves in a real dilemma. For according to the
  • we take care, in telling stories, to keep all really long
  • realization would result of itself with the ideal time-table.
  • child must feel: when he speaks Greek he really only speaks
• Title: Practical Course/Teachers: Lecture XIV: Moral Educative Principles and their Transition to Practice
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  • curriculum with an attitude of mind which enabled us really to
  • we have really assimilated into our feelings all that we should
  • in still another respect we really need to identify ourselves
  • in teaching a particular thing at the right moment. You really
  • is really contrary to natural feeling. Natural feeling is
  • for that would really be appealing to his egoism. We are not
• Title: Practical Course/Teachers: Concluding Remarks
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  • dependent on your real inner response to the things which we
  • continually returning to this Waldorf School. But if we realize
  • really well together. Let us be particularly faithful to the