{"corpus":"steiner","locus":"GA 294/1919-08-21/p014","lang":"en","edition":"English","edition_basis":null,"is_original":false,"is_default_edition":true,"text":"We shall then have to rearrange much in our teaching. You will see that what we are aiming at in reading and writing can naturally not be built up exclusively in the way just described, but we shall only be able to awaken the forces necessary to such a superstructure. For if we were to try in modern life to build up all our teaching on the process of evolving reading and writing from a setting of drawing, we should need to spend the time up to the twentieth year over it; we should never finish in the school-life. We can only carry it out, then, first of all, in principle—and must, in spite of it, pass on, but while still remaining in the artistic element. When we have drawn out isolated instances in this way for a time, we must go on to make the child understand that grown-up people, when they have these peculiar forms in front of them, discover a meaning in them. While cultivating further what the child has learnt like this from isolated instances, we pass on—no matter whether the child understands the details or not—to write out sentences. In these sentences the child will then notice forms such as he has become familiar with in the f of fish. He will then notice other forms, next to these, which we are unable to show in their original setting for lack of time. We then proceed to draw on the board what the separate letters look like in print, and one day we write a long sentence on the board and say to the child: “Now grown-ups have all this in front of them when they have developed all that we have seen to be the f in fish, etc. Then we teach the child to copy writing. We lay stress upon his feeling with his hands whatever he sees, on his not merely reading with his eye, but on his following the shape with his hands, and on his knowing that he himself can shape all that is on the board, just so. He will then not learn to read without his hand following the shapes of what he sees, of the printed letters too. Thus we succeed—which is extraordinarily important—in seeing that reading is never done with the mere eye but that the activity of the eye passes mysteriously over into the entire activity of the human limbs. The children then feel unconsciously, right down into their legs, what they would otherwise only survey with the eye. We must endeavour to interest the whole being of the child in this activity.”","text_trust":"verbatim","quote_safe":true,"title":"I. Introduction—Aphoristic remarks on Artistic Activity, Arithmetic, Reading, and Writing","site_heading":null,"date":"1919-08-21","location":null,"word_count":438,"url":"https://anthroposophy.ai/v1/steiner/en/ga/294/1919-08-21/p014","alignment_confidence":"medium","alignment_reason":"beads:length","two_voice_volume":false,"translation_credit":{"scope":"unit","status":"established","translator":"Harry Collison","identified_edition":"RSPC1937","book_title":"Practical Course for Teachers","publisher":"Rudolf Steiner Publishing Co.","publisher_inferred":true,"match_score":1.0,"source_url":"https://www.rsarchive.org/Lectures/GA294/English/RSPC1937/19190821n01.html","evidence":"lecture_list_row","publisher_note":"The publisher is inferred from the edition code in this lecture's source URL, not stated by the source page. The translator IS verified for this lecture: its own source names the translator (evidence: the lecture's page, rsarchive's lecture list, or the cover of the book it was published in), and that page's text was matched against this unit (see match_score and source_url). Cite the translator with confidence; attribute the publisher only as probable."},"edition_coverage":{"de":["original"],"en":["English"]},"available_versions":[{"lang":"de","edition":"original","edition_basis":null,"is_original":true,"is_default_edition":true,"url":"https://anthroposophy.ai/v1/steiner/de/ga/294/1919-08-21/p014"},{"lang":"en","edition":"English","edition_basis":null,"is_original":false,"is_default_edition":true,"url":"https://anthroposophy.ai/v1/steiner/en/ga/294/1919-08-21/p014","paragraph_aligned":true}],"record":{"record_type":"unknown","scope":"volume","note":"How this text was taken down (shorthand transcript, listeners' notes or manuscript) is not on record here. Unknown is not an assurance of a stenogram: check the edition's own notes before resting an argument on one word.","evidence":null,"evidence_translation":null,"evidence_source":null},"german_anchor":{"de_prefix":"1919-08-21","de_passages":[{"locus":"GA 294/1919-08-21/p012","url":"https://anthroposophy.ai/v1/steiner/de/ga/294/1919-08-21/p012"}],"bead_confidence":"medium","pairing_state":"proposed","verified":false,"length_check":{"de_words":418,"en_words":438,"ratio":1.05,"partial":false},"correspondence":"established","note":"English passage numbering is edition-relative, so the same number need not name the same paragraph in the German. The German original passage(s) above are the edition-invariant anchor — fetch them (lang='de') to verify wording before quoting across editions."},"paired_german":{"status":"paired","german":[{"locus":"GA 294/1919-08-21/p012","passage_number":12,"text":"Dann werden wir manches umkehren müssen im Unterricht. Sie werden sehen, daß wir das, was wir heute erreichen wollen im Lesen und Schreiben, natürlich nicht restlos in dieser Weise aufbauen können, wie wir das hier angedeutet haben, sondern wir werden nur die Kräfte erwecken können zu einem solchen Aufbau. Denn würden wir in dem heutigen Leben den ganzen Unterricht so aufbauen wollen, daß wir aus dem Zeichnen herausholen wollten das Lesen und Schreiben, dann würden wir damit die Zeit bis zum 20. Lebensjahr brauchen, wir würden nicht in den Schuljahren damit auskommen. Wir können das also zunächst nur im Prinzip ausführen und müssen dann trotzdem weitergehen, aber im künstlerischen Element verbleiben. Wenn wir also eine Zeitlang in dieser Weise einzelnes herausgehoben haben aus dem ganzen Menschen, dann müssen wir dazu übergehen, dem Kinde begreiflich zu machen, daß nun die großen Menschen, wenn sie diese eigentümlichen Formen vor sich haben, darin einen Sinn entdecken. Indem das weiter ausgebildet wird, was das Kind so an Einzelheiten gelernt hat, gehen wir dazu über - ganz gleichgültig, ob das Kind das einzelne versteht oder nicht versteht -, Sätze aufzuschreiben. In diesen Sätzen wird dann das Kind solche Formen bemerken, wie es sie hier als f am Fisch kennengelernt hat. Es wird dann andere Formen daneben bemerken, die wir jetzt aus Mangel an Zeit nicht herausholen können. Wir werden dann daran gehen, an die Tafel zu zeichnen, wie der einzelne Buchstabe im Druck aussieht, und wir werden eines Tages einen langen Satz an die Tafel schreiben und dem Kinde sagen: Dies haben nun die Großen vor sich, indem sie das alles ausgebildet haben, was wir besprochen haben als das f beim Fisch und so weiter. -— Dann werden wir das Kind nachschreiben lehren. Wir werden darauf halten, daß das, was es sieht, ihm in die Hände übergeht, so daß es nicht nur liest mit dem Auge, sondern mit den Händen nachformt, und daß es weiß: alles was es auf der Tafel hat, kann es selbst auch so und so formen. Also es wird nicht lesen lernen, ohne daß es mit der Hand nachformt, was es sieht, auch die Druckbuchstaben. So erreichen wir also das außerordentlich Wichtige, daß nie mit dem bloßen Auge gelesen wird, sondern daß auf geheimnisvolle Weise die Augentätigkeit übergeht in die ganze Gliedertätigkeit des Menschen. Die Kinder fühlen dann unbewußt bis in die Beine hinein dasjenige, was sie sonst nur mit dem Auge überschauen. Das Interesse des ganzen Menschen bei dieser Tätigkeit ist das, was von uns angestrebt werden muß.","text_trust":"verbatim","quote_safe":true,"word_count":418,"url":"https://anthroposophy.ai/v1/steiner/de/ga/294/1919-08-21/p012"}],"english":["GA 294/1919-08-21/p014"],"method":"length","confidence":"medium","correspondence":"established","length_check":{"de_words":418,"en_words":438,"ratio":1.05,"partial":false},"pairing_state":"proposed","verified":false},"witness_completeness":{"ratio":1.03,"band":"comparable","note":null,"word_count":5570,"original_word_count":5396,"may_be_abridged":false},"witness_quality":{"translator":{"scope":"unit","status":"recorded","translator":"Harry Collison","identified_edition":"RSPC1937","book_title":"Practical Course for Teachers","publisher":"Rudolf Steiner Publishing Co.","publisher_inferred":true,"match_score":1.0,"source_url":"https://www.rsarchive.org/Lectures/GA294/English/RSPC1937/19190821n01.html","evidence":"lecture_list_row","publisher_note":"The publisher is inferred from the edition code in this lecture's source URL, not stated by the source page. The translator IS verified for this lecture: its own source names the translator (evidence: the lecture's page, rsarchive's lecture list, or the cover of the book it was published in), and that page's text was matched against this unit (see match_score and source_url). Cite the translator with confidence; attribute the publisher only as probable."},"entity_parity":{"status":"ok","checked_against":["GA 294/1919-08-21/p012"],"missing_from_translation":[],"present_only_in_translation":[],"bead_confidence":"medium","note":"Every load-bearing name in the German counterpart appears in this English passage. That is a check on NAMES only: a translation can keep every name and still reverse who acts on whom, change a number, or soften a claim. Read the German for anything you intend to rest an argument on."},"note":"quote_safe certifies the bytes of this text. This block is about the translation as a WITNESS: who made it, and whether it carries the same names as the original. 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