{"corpus":"steiner","locus":"GA 301/1920-04-28/p023","lang":"en","edition":"English","edition_basis":null,"is_original":false,"is_default_edition":true,"text":"There is something else to consider. It is curious that when we compare languages, we discover that the inner logic of a language is greater in primitive languages than in more educated speech forms. You would actually expect the opposite. This is, of course, not true with the languages of black Africans. But those are *really* primitive languages and I will come back to those in a moment. In certain primitive languages there is a remarkable inner logic, which is much more abstract yet simpler than when the language becomes more civilized. Thus there is in dialect a greater inner logic than in educated language, and we can achieve a great deal. If, for example, in a village school we have to work with dialect, then we must begin with dialect, as we need to attempt to make conscious what already exists unconsciously in the language, namely, the grammar. Grammar should be taught in a very lively way. It should be taught in such a lively way that we assume that it already exists when the child speaks. When the child speaks, the grammar is already there. You should allow the children to speak sentences in the way they are used to speaking so that they feel the inner connection and inner flexibility of the language. You can then begin to draw the child’s attention and make them aware of what they do unconsciously. You certainly do not need to do that through a pedantic analysis. You can develop the entirety of grammar by simply making the children more aware of the life of the grammar that is already there when the child has learned to speak. We can certainly assume that all grammar already exists in the human organism. If you take that assumption seriously, you will realize that by making grammar conscious in a living way, you work on the creation of an I-consciousness in the child. You must orient everything toward that knowledge that exists in the body around the age of nine, when a consciousness of the I normally awakens. You need to bring forth into consciousness everything that exists unconsciously in the child’s organism. In that way the child will reach the Rubicon of development at the age of nine in a favorable way. In that way you bring into consciousness what is unconscious. You then work with those forces in the child that want to develop, not the forces that you bring from outside the child. There is a way of teaching language by using the way the child already speaks and supporting the instruction through a living interaction between those children who speak a more cultivated language and those who speak a dialect. In this way you can allow them to measure themselves against each other, not in some abstract way, but using feeling to guide a word, a sentence, in dialect into another. If you do that for an hour and a half, you will really make the children break out into a sweat. The teachers who teach this way in the Waldorf School certainly have enough when they do this for an hour and a half or so each morning! If you give instruction in language by working with the knowledge in the body so that you create an actual self-consciousness, you are working in harmony with the foundation you have laid in drawing and musical instruction. Thus you have two processes that support each other.","text_trust":"verbatim","quote_safe":true,"title":"VI. Teaching Eurythmy, Music, Drawing, and Language","site_heading":null,"date":"1920-04-28","location":null,"word_count":575,"url":"https://anthroposophy.ai/v1/steiner/en/ga/301/1920-04-28/p023","alignment_confidence":"medium","alignment_reason":"beads:length","two_voice_volume":false,"translation_credit":{"scope":"unit","status":"established","translator":"Ruth Pusch and Gertrude Teutsch","identified_edition":"AP2001","book_title":"The Renewal of Education","publisher":"Anthroposophic Press","publisher_inferred":true,"match_score":1.0,"source_url":"https://www.rsarchive.org/Lectures/GA301/English/AP2001/19200428d01.html","evidence":"lecture_page_line","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/301/1920-04-28/p023"},{"lang":"en","edition":"English","edition_basis":null,"is_original":false,"is_default_edition":true,"url":"https://anthroposophy.ai/v1/steiner/en/ga/301/1920-04-28/p023","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":"1920-04-28","de_passages":[{"locus":"GA 301/1920-04-28/p024","url":"https://anthroposophy.ai/v1/steiner/de/ga/301/1920-04-28/p024"},{"locus":"GA 301/1920-04-28/p025","url":"https://anthroposophy.ai/v1/steiner/de/ga/301/1920-04-28/p025"},{"locus":"GA 301/1920-04-28/p026","url":"https://anthroposophy.ai/v1/steiner/de/ga/301/1920-04-28/p026"}],"bead_confidence":"medium","pairing_state":"proposed","verified":false,"length_check":{"de_words":612,"en_words":575,"ratio":0.94,"partial":false},"correspondence":"established","note":"English passage numbering is edition-relative, so the same number need not name the same paragraph in the German. 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Und so ist auch im Dialekt tatsächlich mehr innere Logik als in der gebildeten Umgangssprache, und man kann sehr, sehr viel erreichen; wenn man, sagen wir, in der Dorfschule ganz aus dem Dialekt heraus zu arbeiten hat, dann muß man natürlich mit dem Dialekt beginnen, dann muß man mit den Kindern den Dialekt reden, dann muß man versuchen, dasjenige zum Bewußtsein zu bringen, was unbewußt schon in der Sprache darinnen ist, und das ist eigentlich die Grammatik. Die Grammatik sollte im Grunde genommen ganz lebendig gelehrt werden, so lebendig gelehrt werden, daß man die Voraussetzung macht, sie ist ja schon da, wenn das Kind spricht. Es ist ja schon alles da, wenn das Kind spricht. Man läßt das Kind Sätze aussprechen, die ihm ganz liegen, deren inneren Zusammenhang und innere Plastik das Kind fühlt. Und dann beginnt man damit, das Kind aufmerksam zu machen, wie das bewußt werden kann, was es unbewußt vollzieht. Das braucht man durchaus nicht zu einer pedantischen Analyse zu machen, aber man kann die ganze Grammatik dadurch entwickeln, daß man einfach das Leben der Grammatik, das schon da ist, wenn das Kind sprechen gelernt hat, daß man dieses Leben zur Bewußtheit heraufholt.","text_trust":"verbatim","quote_safe":true,"word_count":291,"url":"https://anthroposophy.ai/v1/steiner/de/ga/301/1920-04-28/p024"},{"locus":"GA 301/1920-04-28/p025","passage_number":25,"text":"Ja, man kann diese Voraussetzung machen, daß eigentlich die ganze Grammatik schon im menschlichen Organismus drinnen steckt. Macht man ernst mit dieser Voraussetzung, dann kommt man dazu, sich zu sagen: Indem du zur rechten Zeit in lebendiger Art herausholst die bewußte Grammatik aus dem unbewußten Üben der Grammatik, arbeitest du einfach an der Herstellung des Ich-Bewußstseins des Kindes. Und mit dieser Erkenntnis im Leibe, möchte ich sagen, muß man gegen das 9. Jahr hin, wo das Ich-Bewußtsein normalerweise richtig erwacht, alles hinorientieren, ins Bewußte heraufheben dasjenige, was unbewußt unten steckt im kindlichen Organismus. Dann erreicht das Kind diesen Rubikon der Entwickelung mit dem 9. Jahre in einer normalen, in einer günstigen Weise, dann hebt man in der richtigen Weise herauf das Unbewußte zum Bewußten. Dann arbeitet man mit den Kräften im Kinde, die sich entwickeln wollen, nicht mit Kräften, die man von außen in das Kind erst hineinbringt. Und diese Art, Sprachunterricht zu treiben an dem, was das Kind schon aussprechen kann, und die Unterstützung dieses Sprachunterrichts durch einen lebendigen Verkehr, den man entwickelt zwischen den die gebildete Umgangssprache sprechenden Kindern und den dialektsprechenden Kindern, indem man das eine an dem andern sich abmessen läßt gefühlsmäßig, nicht in abstrakter Art, gefühlsmäßig das eine Wort, den einen Satz, den Dialektsatz in den anderen hinüberleitet, ein solcher Sprachunterricht läßt einen, wenn man ihn während 1\"/z Stunden erteilt hat, gehörig schwitzen. Auch die Lehrer, die in dieser lebendigen Weise in der Waldorfschule zu unterrichten haben, haben genug, wenn sie morgens 1\"/z bis 1?/a Stunden in dieser Weise unterrichtet haben. Wenn man in dieser Weise den Sprachunterricht treibt mit der Erkenntnis im Leibe, daß man eigentlich die Bewußtheit, das Selbstbewußtsein dadurch erzeugt, dann arbeitet man mit dem Künstlerischen, das man in dem Zeichnen und musikalischen Unterricht gelegt hat, zusammen, dann sind das zwei sich gegenseitig unterstützende Prozesse.","text_trust":"verbatim","quote_safe":true,"word_count":303,"url":"https://anthroposophy.ai/v1/steiner/de/ga/301/1920-04-28/p025"},{"locus":"GA 301/1920-04-28/p026","passage_number":26,"text":"Dies möchte ich zunächst einmal über das Zusammenarbeiten des Sprachunterrichts mit dem künstlerischen Zeichnen und musikalischen Unterricht sagen.","text_trust":"verbatim","quote_safe":true,"word_count":18,"url":"https://anthroposophy.ai/v1/steiner/de/ga/301/1920-04-28/p026"}],"english":["GA 301/1920-04-28/p023"],"method":"length","confidence":"medium","correspondence":"established","length_check":{"de_words":612,"en_words":575,"ratio":0.94,"partial":false},"pairing_state":"proposed","verified":false},"witness_completeness":{"ratio":0.95,"band":"comparable","note":null,"word_count":7531,"original_word_count":7940,"may_be_abridged":false},"witness_quality":{"translator":{"scope":"unit","status":"recorded","translator":"Ruth Pusch and Gertrude Teutsch","identified_edition":"AP2001","book_title":"The Renewal of Education","publisher":"Anthroposophic Press","publisher_inferred":true,"match_score":1.0,"source_url":"https://www.rsarchive.org/Lectures/GA301/English/AP2001/19200428d01.html","evidence":"lecture_page_line","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 301/1920-04-28/p024","GA 301/1920-04-28/p025","GA 301/1920-04-28/p026"],"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. 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