{"corpus":"steiner","locus":"GA 301/1920-05-05/p027","lang":"en","edition":"English","edition_basis":null,"is_original":false,"is_default_edition":true,"text":"It is very easy to make an error in that regard today. I have already tried to show how important it is at the beginning of elementary school to work with the musical and singing elements. We need to work with the child’s musical needs as much as possible. Today, however, it would be very easy for an erroneous prejudice against these ideasto arise. If we look at the modern world—and most of you will have already noticed this—there are nearly as many methods of teaching singing as there are singing teachers. Of course each one always believes his or her own method is the best. If we simply apply these methods of teaching singing and music to adults, who are already beyond the age of development, we can allow them to pick and choose the method they want. Essentially all such methods begin with an erroneous position. They assume that we need to quiet the human organs in order to develop the activity that is desired. Thus, in a sense, the activity of the lungs, for example, must be quieted in order to develop that activity in the lungs which in this case, in singing, should predominate. However, just the opposite occurs within human nature. Nearly all methods of teaching singing that I have every seen actually begin with our modern materialism. They begin with the assumption that the human being is somehow mechanical and needs to be quieted in order to be able to develop the necessary activity. This assumption is something that can never be important when we genuinely see the nature of the human being.","text_trust":"verbatim","quote_safe":true,"title":"X. Synthesis and Analysis in Human Nature and Education","site_heading":null,"date":"1920-05-05","location":null,"word_count":269,"url":"https://anthroposophy.ai/v1/steiner/en/ga/301/1920-05-05/p027","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/AP2001/19200505d01.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":"en","edition":"English","edition_basis":null,"is_original":false,"is_default_edition":true,"url":"https://anthroposophy.ai/v1/steiner/en/ga/301/1920-05-05/p027","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. 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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 301/1920-05-05/p014","passage_number":14,"text":"Sehen Sie, wenn man in den siebziger Jahren in Österreich gelebt hat wie ich, da konnte man über die Grenzen hinüber von Preußen aus hören — und von gewissen Leuten in Österreich wurde es nachgesprochen, weil 1866 Preußen über Österreich gesiegt hat -: Ja, das kommt davon her, daß die österreichischen Schulen früher schlechter waren als die preußischen Schulen. Eigentlich habe der preußische Schulmeister gesiegt. Und überall in Preußen konnte man hören, der preußische Schulmeister habe gesiegt. Seit dem Oktober 1918 habe ich eine ähnliche Redensart, zu der vielleicht Veranlassung wäre, in Deutschland nicht gehört, obwohl man als Konsequenz die entgegengesetzteRedensart in Deutschland jetzt eigentlich hören sollte. Diese Dinge sind schon lehrreich. Sie zeigen eben, wie der Mensch nur allzusehr geneigt ist, Urteile zu entwickeln nicht nach den Tatsachen, sondern nach den Sympathien und Antipathien, die er eben gerade empfindet. Das alles rührt aber davon her, daß sehr viele Dinge in der menschlichen Natur zurückbleiben, nicht ausgebildet werden, die als Kräfte ihre Ausbildung verlangen. Wir werden aber immer zurechtkommen, wenn wir auf das rhythmische Bedürfnis im ganzen Menschen Rücksicht nehmen, wenn wir also sagen: Wir dürfen nicht bloß Addieren, Subtrahieren, Multiplizieren, Dividieren beibringen; wir dürfen nicht bloß im Addieren antworten auf die Frage: Was geben so und so viel Addenden für Summen? - sondern vor allen Dingen müssen wir auf die Frage antworten: Wie läßt sich eine Summe in Addenden zerlegen? Beim Subtrahieren antworten auf die Frage: Wovon muß man 5 abziehen, damit man 8 bekommt? Man muß alle diese Redensarten in der Regel zuerst umgekehrt von der Art betreiben, wie sie dann synthetisch im Verkehr mit der Außenwelt angewendet werden. Da kann man auch, ich ‚möchte sagen, parallel gehend den Rechenunterricht in den Dienst der Menschheitsentwickelung stellen und den Sprachunterricht, indem man von dem Ganzen zu den einzelnen Buchstaben übergeht. Und es ist tatsächlich erhebend, in unserer Waldorfschule zu sehen, wie sich die Kinder bemühen, wenn sie das ganze Wortbild haben, herauszukriegen: Wie lautet’s so, wie klingt’s so, was ist in der Mitte? — und in dieser Weise zu den Buchstaben überzugehen. Wenn man da atomisiert, analysiert, dann werden die Kinder ganz sicher zum Materialismus, zum Atomismus keine Neigung haben, so wie sie heute alle Menschen aus dem Grunde haben, weil sie in der Schule nur zum Synthetisieren angeregt werden und daher ihr analytisches Bedürfnis, ihr Zerteilungsbedürfnis dann für die Weltanschauung im Leben entfalten wollen. Das zeigt, wie intim zusammenhängt die besondere Einrichtung des Lehrstoffes, dem wir seinen wissenschaftlichen Charakter nehmen und so an das Kind heranbringen, wie es das Kind in seiner Entwickelung gerade fordert mit den Bedürfnissen, die in der kindlichen Natur von Jahr zu Jahr herauskommen.","text_trust":"verbatim","quote_safe":true,"word_count":440,"url":"https://anthroposophy.ai/v1/steiner/de/ga/301/1920-05-05/p014"}],"english":["GA 301/1920-05-05/p026","GA 301/1920-05-05/p027"],"method":"length","confidence":"medium","correspondence":"established","length_check":{"de_words":440,"en_words":351,"ratio":0.8,"partial":false},"pairing_state":"proposed","verified":false},"witness_completeness":{"ratio":0.91,"band":"comparable","note":null,"word_count":5311,"original_word_count":5848,"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/AP2001/19200505d01.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 301/1920-05-05/p014"],"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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