{"corpus":"steiner","locus":"GA 301/1920-05-06/p031","lang":"en","edition":"English","edition_basis":null,"is_original":false,"is_default_edition":true,"text":"As I mentioned yesterday, we should also take such things into account when teaching music. We must not allow artificial methods to enter into the school where, for instance, the consciousness is mistreated by such means as artificial breathing. The children should learn to breathe through grasping the melody. The children should learn to follow the melody through hearing and then adjust themselves to it. That should be an unconscious process. It must occur as a matter of course. As I mentioned, we should have the music teachers hold off on such things until the children are older, when they will be less influenced by them. Children should be taught about the melodic element in an unconscious way through a discussion of the themes. The artificial methods I mentioned have just as bad an effect as it would have to teach children drawing by showing them how to hold their arms instead of giving them a feeling for line. It would be like saying to a child, “You will be able to draw an acanthus leaf if you only learn to hold your arm in such and such a way and to move it in such and such a way.” Through this and similar methods, we do nothing more than to simply consider the human organism from a materialistic standpoint, as a machine that needs to be adjusted so it does one thing properly. If we begin from a spiritual standpoint, we will always make the detour through the soul and allow the organism to adjust itself to what is properly felt in the soul.","text_trust":"verbatim","quote_safe":true,"title":"XI. Rhythm in Education","site_heading":null,"date":"1920-05-06","location":null,"word_count":265,"url":"https://anthroposophy.ai/v1/steiner/en/ga/301/1920-05-06/p031","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":"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/p031","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/p024","url":"https://anthroposophy.ai/v1/steiner/de/ga/301/1920-05-06/p024"}],"bead_confidence":"medium","pairing_state":"proposed","verified":false,"length_check":{"de_words":248,"en_words":265,"ratio":1.07,"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/p024","passage_number":24,"text":"Dies sollen wir auch berücksichtigen bei solchen Dingen, wie ich sie ja gestern erwähnt habe, beim musikalischen Unterricht. Wir dürfen nicht künstliche Methoden in die Schule hineinlassen, wo das Bewußtsein malträtiert wird durch andere Mittel wie Atmungseinstellung und so weiter, während diese Atmungssachen kommen müssen von dem Zergliedern des Thematischen. Das Kind muß lernen, Melodienfolgen sachgemäß zu hören und muß sich anpassen können. Das muß ein unbewußter Prozeß sein. Das muß mit Selbstverständlichkeit geschehen. Wie gesagt, die Steckenpferde können wir den Musiklehrern und -lehrerinnen lassen für das spätere Alter, wenn weniger verdorben werden kann. Das Kind aber muß aus dem Unbewußten heraus in Anlehnung an die musikalische Analyse der Themata des melodiösen Elementes unterrichtet werden. Diese charakterisierten Methoden wirken gerade so schlimm, wie wenn ich beim Zeichnen anstatt ein Gefühl für eine Linie die Einstellung des Armes beibringen würde; ich würde dann sagen: ein Akanthusblatt, das wirst du dann zuwege bringen, wenn du dir angewöhnst, deinen Arm so und so zu stellen, ihn so und so zu führen. Das wäre das Analogon für die Methoden, die heute oftmals für das Musikalische figurieren. Durch allerlei Arten von Einstellungen und ähnliche Methoden wird nichts anderes getan, als daß man rein vom materialistischen Standpunkte aus den menschlichen Organismus eben als eine Maschine betrachtet, die man einzustellen hat, damit sie dies oder jenes richtig mache. Geht man vom geistigen Standpunkte aus, so geht man immer auf dem Umweg durch die Seele und läßt den Organismus sich angliedern an das richtig seelisch Empfundene.","text_trust":"verbatim","quote_safe":true,"word_count":248,"url":"https://anthroposophy.ai/v1/steiner/de/ga/301/1920-05-06/p024"}],"english":["GA 301/1920-05-06/p031"],"method":"length","confidence":"medium","correspondence":"established","length_check":{"de_words":248,"en_words":265,"ratio":1.07,"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/p024"],"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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