XI. Rhythm in Education

We can therefore say that if we support the child in the drawing element, we give the child a relationship to its environment, and if we support the child in the musical element, then we give the child a relationship to something that is not in our normal environment, but in the environment we exist in from the time of falling asleep until awakening. These two polarities are then combined when we teach grammar, for instance. Here we need to interweave a feeling for the structure of a sentence with an understanding of how to form sentences.