{"corpus":"steiner","locus":"GA 301/1920-05-06/p023","lang":"en","edition":"English","edition_basis":null,"is_original":false,"is_default_edition":true,"text":"If you understand the spirit of what I have just presented, you will recognize how everywhere there has been an attempt to work with this unconscious element. I have done that first by showing how the artistic element is necessary right from the very beginning of elementary school. I have insisted that we should use the dialect that the children speak to reveal the content of grammar, that is, we should take the children’s language as such and accept it as something complete and then use it as the basis for presenting grammar. Think for a moment about what you do in such a case. In what period of life is speech actually formed? Attempt to think back as far as you can in the course of your life, and you will see that you can remember nothing from the period in which you could not speak. Human beings learn language in a period when they are still sleeping through life. If you then compare the dreamy world of the child’s soul with dreams and with how melodies are interwoven in music, you will see that they are similar. Like dreaming, learning to speak occurs through the unconscious, and is something like an awakening at dawn. Melodies simply exist and we do not know where they come from. In reality, they arise out of this sleep element of the human being. We experience a sculpting with time from the time we fall asleep until we awaken. At their present stage of development human beings are not capable of experiencing this sculpting with time. You can read about how we experience that in my book How to Know Higher Worlds. That is something that does not belong to education as such. From that description, you will see how necessary it is to take into account that unconscious element which has its effect during the time the child sleeps. It is certainly taken into account in our teaching of music, particularly in teaching musical themes, so that we must attempt to exactly analyze the musical element to the extent that it is present in children in just the same way as we analyze language as presented in sentences. In other words, we attempt to guide children at an early age to recognize themes in music, to actually feel the melodic element like a sentence. Here it begins and here it stops; here there is a connection and here begins something new. In this regard, we can have a wonderful effect upon the child’s development by bringing an understanding of the not-yet-real content of music. In this way, the child is guided back to something that exists in human nature but is almost never seen.","text_trust":"verbatim","quote_safe":true,"title":"XI. Rhythm in Education","site_heading":null,"date":"1920-05-06","location":null,"word_count":452,"url":"https://anthroposophy.ai/v1/steiner/en/ga/301/1920-05-06/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/AP2001/19200506d01.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/301/1920-05-06/p023"},{"lang":"en","edition":"English","edition_basis":null,"is_original":false,"is_default_edition":true,"url":"https://anthroposophy.ai/v1/steiner/en/ga/301/1920-05-06/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":"1920-05-06","de_passages":[{"locus":"GA 301/1920-05-06/p016","url":"https://anthroposophy.ai/v1/steiner/de/ga/301/1920-05-06/p016"}],"bead_confidence":"medium","pairing_state":"proposed","verified":false,"length_check":{"de_words":406,"en_words":452,"ratio":1.11,"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 301/1920-05-06/p016","passage_number":16,"text":"Wenn Sie nun den Geist des hier Vorgetragenen erfassen, so werden Sie sehen, wie überall versucht worden ist, dieses unbewußte Element aufzunehmen; erstens indem ich das künstlerische Element als notwendig bezeichnet habe gleich im Beginne der Volksschulzeit; zweitens indem ich auf so etwas insistiert habe, wie den Dialekt zu nehmen und einfach daraus die Grammatik zu enthüllen, die Sprache des Kindes überhaupt als etwas Fertiges zu nehmen und daran die Grammatik zu enthüllen. Bedenken Sie nur, was Sie da tun. In welchem Lebenszustande wird denn eigentlich die Sprache gebildet? Versuchen Sie zurückzudenken, bis wieweit Sie sich erinnern in Ihrem Lebenslauf - es wird nichts in die Zeit hinaufgehen, wo Sie noch gar nicht haben sprechen können. Das Sprechen erlernt der Mensch zu der Zeit, wo er noch ins Leben herein schläft. Wenn Sie von diesem Gesichtspunkte aus vergleichen die eigentümliche träumerische Seelenwelt des Kindes mit dem Träumen und mit dem Weben des Musikalischen, Melodiösen, so bekommen Sie ein Ähnliches. Sprechenlernen geschieht aus dem Unbewußten heraus, ist etwas wie ein Aufwachen aus einer Nacht; Träumen auch. Und Melodien, sie sind da, wir wissen nicht woher. In Wirklichkeit sind sie aus dem Schlafelement des Menschen heraus. In Wirklichkeit erleben wir die zeitliche Plastik vom Einschlafen bis zum Aufwachen. Nur ist der Mensch auf der gegenwärtigen Stufe seiner Entwickelung nicht dazu angetan, diese zeitliche Plastik zu erleben. Wie man sie erlebt, wie sie Tatsache wird, das finden Sie geschildert in meinem Buche »Wie erlangt man Erkenntnisse höherer Welten?« Das gehört nicht zu der Pädagogik selber. Daraus aber werden Sie ersehen, wie notwendig es ist, dieses unbewußte Element, das in dem Mitwirken des Schlafzustandes des Kindes wurzelt, voll zu berücksichtigen. Berücksichtigt wird es ja gewiß, wenn wir im musikalischen Unterrichte vorzugsweise das Thematische bevorzugen, so daß wir das Musikalische, insofern es beim Kinde vorhanden ist, schon genau so zu anaIysieren versuchen, wie das Sprachliche im Satze; mit anderen Worten, wenn wir das Kind sehr früh darauf führen, Thematisches im Musikalischen zu erkennen, tatsächlich zu empfinden das melodiöse Element wie den Satz; hier fängt es an, hier hört es auf, hier schließt es sich an, hier ist ein Punkt, hier beginnt ein Neues. In dieser Beziehung ein noch nicht bis zur Realität des Inhaltes gekommenes Musikalisches zum Verstehen zu bringen, das wirkt Wunder für die Entwickelung des Kindes. Denn dadurch wird das Kind zurückgewiesen auf etwas, was nun auch in der Natur des Menschen ist, aber was fast nie gesehen wird.","text_trust":"verbatim","quote_safe":true,"word_count":406,"url":"https://anthroposophy.ai/v1/steiner/de/ga/301/1920-05-06/p016"}],"english":["GA 301/1920-05-06/p023"],"method":"length","confidence":"medium","correspondence":"established","length_check":{"de_words":406,"en_words":452,"ratio":1.11,"partial":false},"pairing_state":"proposed","verified":false},"witness_completeness":{"ratio":0.95,"band":"comparable","note":null,"word_count":5380,"original_word_count":5691,"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/AP2001/19200506d01.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 301/1920-05-06/p016"],"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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