VI. Teaching Eurythmy, Music, Drawing, and Language

In this way we could see whether a child was quick or slow in regard to things with a direct connection to life. After a few months, I returned to the school. In the intervening time, such things had been taken into account and right in the middle of class similar questions were asked of this same child. This had been done two, three, or four times. When I returned, it was apparent that they had had a certain effect upon him. When you begin with pictures, that always has an effect upon the child, but particularly when you use such pictures that are connected with the child’s own body and not those that the child simply views, which lie outside him. Pictures such as “grasp your left arm with your right hand” are particularly effective.