{"corpus":"steiner","locus":"GA 307/1923-08-11/p006-p014","extent":"range","passage_number":6,"through":14,"paragraph_count":9,"first_locus":"GA 307/1923-08-11/p006","last_locus":"GA 307/1923-08-11/p014","lang":"en","edition":"English","edition_basis":null,"is_original":false,"is_default_edition":true,"title":"VII. The Rhythmic System, Sleeping and Waking, Imitation","date":"1923-08-11","location":null,"alignment_confidence":"low","alignment_reason":"count_diverges","two_voice_volume":false,"translation_credit":{"scope":"unit","status":"established","translator":"Harry Collison","identified_edition":"RSPC1943","book_title":"Education","publisher":"Rudolf Steiner Publishing Co.","publisher_inferred":true,"match_score":1.0,"source_url":"https://www.rsarchive.org/Lectures/GA307/English/RSPC1943/19230811p01.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"]},"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},"witness_completeness":{"ratio":0.93,"band":"comparable","note":null,"word_count":5427,"original_word_count":5852,"may_be_abridged":false},"site_heading":null,"url":"https://anthroposophy.ai/v1/steiner/en/ga/307/1923-08-11/p006-p014","json_url":"https://anthroposophy.ai/v1/steiner/en/ga/307/1923-08-11/p006-p014.json","lecture_url":"https://anthroposophy.ai/v1/steiner/en/ga/307/1923-08-11#p006","word_count":1249,"quote_safe":true,"passages":[{"passage_number":6,"locus":"GA 307/1923-08-11/p006","text":"The teacher, then, must understand that when the child has passed his seventh year and comes then to actual school age, these plastic forces are transformed into an activity in the *soul* which must be reckoned with by his teacher. The child longs for pictures, imagery, and this fact should indicate to us the fundamental principle of his education at this age. From the time of the second dentition up to the age of adolescence, the development of the rhythmic system, *i.e.*, the breathing and the circulation of the blood and also the digestive functions, is all-important. The soul of the child during that period longs for pictorial imagery and his rhythmic system is there to be dealt with by the teacher in an organic bodily sense. And so a pictorial, imaginative element must dominate all that the child is given to do; a *musical* quality, I might even say, must pervade the relationship between teacher and pupil. Rhythm, measure, even melody must be there as the basic principle of the teaching, and this element demands that the teacher must himself feel and experience this ‘musical’ quality.","text_trust":"verbatim","quote_safe":true,"word_count":187,"url":"https://anthroposophy.ai/v1/steiner/en/ga/307/1923-08-11/p006","german_anchor":{"de_prefix":"1923-08-11","de_passages":[{"locus":"GA 307/1923-08-11/p004","url":"https://anthroposophy.ai/v1/steiner/de/ga/307/1923-08-11/p004"},{"locus":"GA 307/1923-08-11/p005","url":"https://anthroposophy.ai/v1/steiner/de/ga/307/1923-08-11/p005"}],"bead_confidence":"high","pairing_state":"verified","verified":true,"evidence":["reader"],"reader_german":["GA 307/1923-08-11/p004","GA 307/1923-08-11/p005"],"length_check":{"de_words":180,"en_words":187,"ratio":1.04,"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."},"witness_quality":{"translator":{"scope":"unit","status":"recorded","translator":"Harry Collison","identified_edition":"RSPC1943","book_title":"Education","publisher":"Rudolf Steiner Publishing Co.","publisher_inferred":true,"match_score":1.0,"source_url":"https://www.rsarchive.org/Lectures/GA307/English/RSPC1943/19230811p01.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 307/1923-08-11/p004","GA 307/1923-08-11/p005"],"missing_from_translation":[],"present_only_in_translation":[],"bead_confidence":"high","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. See witness_completeness for how much of the original this witness holds."}},{"passage_number":7,"locus":"GA 307/1923-08-11/p007","text":"It is the rhythmic system that predominates in the child's organic nature during this first period of school life, and the entire teaching must be pervaded by rhythm. The teacher must feel himself so inwardly living in this musical element that true rhythm may prevail in the class-room. He must be able to feel this instinctively.","text_trust":"verbatim","quote_safe":true,"word_count":56,"url":"https://anthroposophy.ai/v1/steiner/en/ga/307/1923-08-11/p007","german_anchor":{"de_prefix":"1923-08-11","de_passages":[{"locus":"GA 307/1923-08-11/p006","url":"https://anthroposophy.ai/v1/steiner/de/ga/307/1923-08-11/p006"}],"bead_confidence":"high","pairing_state":"verified","verified":true,"evidence":["reader"],"reader_german":["GA 307/1923-08-11/p006"],"length_check":{"de_words":71,"en_words":56,"ratio":0.79,"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."},"witness_quality":{"translator":{"scope":"unit","status":"recorded","translator":"Harry Collison","identified_edition":"RSPC1943","book_title":"Education","publisher":"Rudolf Steiner Publishing Co.","publisher_inferred":true,"match_score":1.0,"source_url":"https://www.rsarchive.org/Lectures/GA307/English/RSPC1943/19230811p01.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 307/1923-08-11/p006"],"missing_from_translation":[],"present_only_in_translation":[],"bead_confidence":"high","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. See witness_completeness for how much of the original this witness holds."}},{"passage_number":8,"locus":"GA 307/1923-08-11/p008","text":"It thus becomes evident that during the early years of school life (that is to say after the age of seven) all true education must develop from the foundation of *art*. The reason why education in our day leaves so much to be desired is because modern civilization is not conducive to the development of artistic feeling. I am not here referring to the individual arts, but to the fact that sound educational principles can only arise from a civilization penetrated with artistic quality. This has very great significance.","text_trust":"verbatim","quote_safe":true,"word_count":89,"url":"https://anthroposophy.ai/v1/steiner/en/ga/307/1923-08-11/p008","witness_quality":{"translator":{"scope":"unit","status":"recorded","translator":"Harry Collison","identified_edition":"RSPC1943","book_title":"Education","publisher":"Rudolf Steiner Publishing Co.","publisher_inferred":true,"match_score":1.0,"source_url":"https://www.rsarchive.org/Lectures/GA307/English/RSPC1943/19230811p01.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":"not_checkable","note":"No verified paragraph alignment covers this passage, so its names cannot be compared with the German."},"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. See witness_completeness for how much of the original this witness holds."}},{"passage_number":9,"locus":"GA 307/1923-08-11/p009","text":"And if we can imbue our whole teaching with artistic quality, we influence the rhythmic system in the child. Such lessons actually make the child's breathing and circulation more healthy. On the other hand, our task is also to lead the child out into life, to develop a sound faculty of judgment for later life, and so during this age we must teach him to use his intelligence, though never by constraint. There must also, naturally, be some physical training and exercise, for it is our duty to help the child to have a healthy body in later life, in so far as his destiny permits. But to accomplish all this we need a deeper insight into the whole nature of man.","text_trust":"verbatim","quote_safe":true,"word_count":122,"url":"https://anthroposophy.ai/v1/steiner/en/ga/307/1923-08-11/p009","witness_quality":{"translator":{"scope":"unit","status":"recorded","translator":"Harry Collison","identified_edition":"RSPC1943","book_title":"Education","publisher":"Rudolf Steiner Publishing Co.","publisher_inferred":true,"match_score":1.0,"source_url":"https://www.rsarchive.org/Lectures/GA307/English/RSPC1943/19230811p01.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":"not_checkable","note":"No verified paragraph alignment covers this passage, so its names cannot be compared with the German."},"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. See witness_completeness for how much of the original this witness holds."}},{"passage_number":10,"locus":"GA 307/1923-08-11/p010","text":"In our modern civilization, where all eyes are concentrated on outer, material things, no attention is given to the consideration of the state of sleep, although man devotes to it one-third of his earthly life. This alternating rhythm of our waking and sleeping is of the greatest possible significance. Never should it be thought that man is inactive while he sleeps. He is inactive only in so far as the outer, external world is concerned, but as regards the health of his body, and more especially the welfare of his soul and spirit, sleep is all-important. True education can provide for a right life of sleep, for the activities which belong to man's waking hours are carried over into the condition of sleep, and this is especially the case with the child.","text_trust":"verbatim","quote_safe":true,"word_count":132,"url":"https://anthroposophy.ai/v1/steiner/en/ga/307/1923-08-11/p010","witness_quality":{"translator":{"scope":"unit","status":"recorded","translator":"Harry Collison","identified_edition":"RSPC1943","book_title":"Education","publisher":"Rudolf Steiner Publishing Co.","publisher_inferred":true,"match_score":1.0,"source_url":"https://www.rsarchive.org/Lectures/GA307/English/RSPC1943/19230811p01.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":"not_checkable","note":"No verified paragraph alignment covers this passage, so its names cannot be compared with the German."},"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. See witness_completeness for how much of the original this witness holds."}},{"passage_number":11,"locus":"GA 307/1923-08-11/p011","text":"At the base of all artistic creation lies in reality the unceasing activity of the rhythmic system. Breathing and the action of the heart continue without intermission from birth to death. It is only the processes of thought and will that induce fatigue. Thinking and movements of the body cause fatigue, and since they everywhere come into play, we may say that all life's activities cause fatigue. But in the case of the child we must be especially watchful to guard against over-fatigue. The best possible way to do this is to see that throughout the all-important early school years our teaching has a basic artistic quality, for then we call upon the child's rhythmic system where he tires least of all.","text_trust":"verbatim","quote_safe":true,"word_count":122,"url":"https://anthroposophy.ai/v1/steiner/en/ga/307/1923-08-11/p011","german_anchor":{"de_prefix":"1923-08-11","de_passages":[{"locus":"GA 307/1923-08-11/p010","url":"https://anthroposophy.ai/v1/steiner/de/ga/307/1923-08-11/p010"},{"locus":"GA 307/1923-08-11/p011","url":"https://anthroposophy.ai/v1/steiner/de/ga/307/1923-08-11/p011"}],"bead_confidence":"high","pairing_state":"verified","verified":true,"evidence":["reader"],"reader_german":["GA 307/1923-08-11/p010","GA 307/1923-08-11/p011"],"length_check":{"de_words":116,"en_words":122,"ratio":1.05,"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."},"witness_quality":{"translator":{"scope":"unit","status":"recorded","translator":"Harry Collison","identified_edition":"RSPC1943","book_title":"Education","publisher":"Rudolf Steiner Publishing Co.","publisher_inferred":true,"match_score":1.0,"source_url":"https://www.rsarchive.org/Lectures/GA307/English/RSPC1943/19230811p01.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 307/1923-08-11/p010","GA 307/1923-08-11/p011"],"missing_from_translation":[],"present_only_in_translation":[],"bead_confidence":"high","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. See witness_completeness for how much of the original this witness holds."}},{"passage_number":12,"locus":"GA 307/1923-08-11/p012","text":"What then will happen if we make too great a demand on the intellect, urging the child to think for himself, forcing him to think? Certain organic forces that tend inwardly to harden the body are brought into play. These forces are responsible for the salty deposits in the body and are needed in the formation of bone, cartilage and sinew, in all those parts of the body in short that have a tendency to become rigid. This normal rigidity is over-developed if intellectual thinking is forced. These hardening forces are normally active during our waking consciousness, but if we make undue claims upon the intellect, if we force the child to think too much, we are sowing the seeds of premature arterial sclerosis.","text_trust":"verbatim","quote_safe":true,"word_count":124,"url":"https://anthroposophy.ai/v1/steiner/en/ga/307/1923-08-11/p012","witness_quality":{"translator":{"scope":"unit","status":"recorded","translator":"Harry Collison","identified_edition":"RSPC1943","book_title":"Education","publisher":"Rudolf Steiner Publishing Co.","publisher_inferred":true,"match_score":1.0,"source_url":"https://www.rsarchive.org/Lectures/GA307/English/RSPC1943/19230811p01.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":"not_checkable","note":"No verified paragraph alignment covers this passage, so its names cannot be compared with the German."},"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. See witness_completeness for how much of the original this witness holds."}},{"passage_number":13,"locus":"GA 307/1923-08-11/p013","text":"Thus here too it is essential to develop by means of a true observation of the nature of the child a fine sense of the degree to which we may call with safety upon the different forces at work. A most vital principle is here at stake. If I allow the child to think, if I teach him to write, for instance, in an intellectual way, saying: ‘Here are the letters and you must learn them,’ I am overstraining the mental powers of the child and laying the germs of sclerosis, at any rate of a tendency to sclerosis. The human being as such has no inner relationship whatever to the letters of modern script. They are little ‘demons’ so far as human nature is concerned, and we have to find the right way to approach them. This way is found if to begin with we stimulate the child's artistic feeling by letting him paint or draw the lines and colours that flow of themselves on to the paper from his innermost being. Then, as the child's artistic sense is aroused, one always feels—and feeling is here the essential thing—how greatly man is enriched by this artistic activity. One feels that intellectuality impoverishes the soul, makes a man inwardly barren, whereas artistic activity makes him inwardly rich, so rich in fact that this richness must somehow be modified. The pictorial and artistic tends of itself to pass into the more attenuated form of concepts and ideas, and must in a measure be impoverished in this process of transference. But if, after having stimulated the child artistically, we then allow the intellectuality to develop from the artistic feeling, it will have the right intensity. The intellect too will lay hold of the body in such a way as to bring about a rightly balanced and not an excessive hardening process.","text_trust":"verbatim","quote_safe":true,"word_count":309,"url":"https://anthroposophy.ai/v1/steiner/en/ga/307/1923-08-11/p013","german_anchor":{"de_prefix":"1923-08-11","de_passages":[{"locus":"GA 307/1923-08-11/p012","url":"https://anthroposophy.ai/v1/steiner/de/ga/307/1923-08-11/p012"},{"locus":"GA 307/1923-08-11/p013","url":"https://anthroposophy.ai/v1/steiner/de/ga/307/1923-08-11/p013"},{"locus":"GA 307/1923-08-11/p014","url":"https://anthroposophy.ai/v1/steiner/de/ga/307/1923-08-11/p014"}],"bead_confidence":"high","pairing_state":"verified","verified":true,"evidence":["reader"],"reader_german":["GA 307/1923-08-11/p012","GA 307/1923-08-11/p013","GA 307/1923-08-11/p014"],"reader_part":true,"length_check":{"de_words":446,"en_words":309,"ratio":0.69,"partial":true},"correspondence":"partial","note":"PARTIAL CORRESPONDENCE. The aligner paired 3 German passage(s) with 1 English, but the English side holds only ~69% of the German side's length (309 vs 446 words). One or more of the German passages above is likely NOT represented in this translation at all. Do not treat the English as carrying their content: read the German passages directly, and if you need to quote, quote the German. Absence of a phrase from the English here is NOT evidence it is absent from Steiner."},"witness_quality":{"translator":{"scope":"unit","status":"recorded","translator":"Harry Collison","identified_edition":"RSPC1943","book_title":"Education","publisher":"Rudolf Steiner Publishing Co.","publisher_inferred":true,"match_score":1.0,"source_url":"https://www.rsarchive.org/Lectures/GA307/English/RSPC1943/19230811p01.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 307/1923-08-11/p012","GA 307/1923-08-11/p013","GA 307/1923-08-11/p014"],"missing_from_translation":[],"present_only_in_translation":[],"bead_confidence":"high","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. See witness_completeness for how much of the original this witness holds."}},{"passage_number":14,"locus":"GA 307/1923-08-11/p014","text":"If we force intellectual powers in the child we arrest growth; but we liberate the forces of growth if we approach the intellect by way of art. For this reason at the Waldorf School value is placed upon artistic rather than upon intellectual training at the beginning of school life. The teaching is at first pictorial, non-intellectual; the relation of the teacher to the child is pervaded by a musical, rhythmic quality, so that by such methods we may achieve the degree of intellectual development that the child needs. The mental training in this way becomes at the same time the very best training for the physical body.","text_trust":"verbatim","quote_safe":true,"word_count":108,"url":"https://anthroposophy.ai/v1/steiner/en/ga/307/1923-08-11/p014","german_anchor":{"de_prefix":"1923-08-11","de_passages":[{"locus":"GA 307/1923-08-11/p015","url":"https://anthroposophy.ai/v1/steiner/de/ga/307/1923-08-11/p015"},{"locus":"GA 307/1923-08-11/p016","url":"https://anthroposophy.ai/v1/steiner/de/ga/307/1923-08-11/p016"}],"bead_confidence":"high","pairing_state":"verified","verified":true,"evidence":["reader"],"reader_german":["GA 307/1923-08-11/p015","GA 307/1923-08-11/p016"],"length_check":{"de_words":113,"en_words":108,"ratio":0.96,"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."},"witness_quality":{"translator":{"scope":"unit","status":"recorded","translator":"Harry Collison","identified_edition":"RSPC1943","book_title":"Education","publisher":"Rudolf Steiner Publishing Co.","publisher_inferred":true,"match_score":1.0,"source_url":"https://www.rsarchive.org/Lectures/GA307/English/RSPC1943/19230811p01.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 307/1923-08-11/p015","GA 307/1923-08-11/p016"],"missing_from_translation":[],"present_only_in_translation":[],"bead_confidence":"high","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. See witness_completeness for how much of the original this witness holds."}}],"witnesses":[{"lang":"de","edition":"original","is_original":true,"is_default_edition":true,"first_passage":1,"last_passage":47,"passage_count":47,"word_count":5852},{"lang":"en","edition":"English","is_original":false,"is_default_edition":true,"first_passage":1,"last_passage":45,"passage_count":45,"word_count":5427,"completeness":{"ratio":0.93,"band":"comparable","note":null}}],"aligned_witness":{"status":"partly_aligned","lang":"de","edition":"original","confidence":"high","passages":[{"locus":"GA 307/1923-08-11/p004","passage_number":4,"text":"Wenn nun das Kind das siebente Jahr überschritten hat und in das eigentlich schulmäßige Alter kommt, dann werden diese plastischen Kräfte seelisch, und der Lehrende, der Unterrichtende, hat auf diese plastischen Kräfte hinzuschauen. Das Kind will in anschaulichen Bildern beschäftigt sein: das muß der allererste Erziehungsgrundsatz für den Anfang des schulmäßigen Alters sein.","text_trust":"verbatim","quote_safe":true,"word_count":53,"url":"https://anthroposophy.ai/v1/steiner/de/ga/307/1923-08-11/p004"},{"locus":"GA 307/1923-08-11/p005","passage_number":5,"text":"Dasjenige, was nach dem Kopfsystem beim Kinde von dem Zahnwechsel bis zur Geschlechtsreife ganz besonders sich entwickelt, das ist das rhythmische System, in der Hauptsache Atmungssystem, Blutzirkulationssystem mit allem, was zum regelmäßigen Rhythmus der Ernährung gehört. Und während man das Plastisch-Anschauliche seelisch beim Kinde vor sich hat, hat man das rhythmische System als Lehrender und Unterrichtender in der Schule unmittelbar noch organisch-körperlich vor sich. Das heißt, man muß in dem, was man mit dem Kinde unternimmt, was das Kind tun soll, das Bildhafte vorherrschen lassen. Und in alledem, was zwischen dem Lehrer und dem Kinde sich abspielt, muß Musikalisches herrschen, muß Rhythmus, Takt, sogar Melodik pädagogisches Prinzip werden. Das erfordert, daß der Lehrer in sich selber eine Art Musikalisches hat, in seinem ganzen Leben ein Musikalisches hat.","text_trust":"verbatim","quote_safe":true,"word_count":127,"url":"https://anthroposophy.ai/v1/steiner/de/ga/307/1923-08-11/p005"},{"locus":"GA 307/1923-08-11/p006","passage_number":6,"text":"Das rhythmische System also ist es, das im Kinde im schulpflichtigen Alter organisch vorhanden ist, organisch prädominiert, und es handelt sich darum, daß der ganze Unterricht in rhythmischer Weise orientiert wird, daß der Lehrer selber in sich ein, man möchte sagen, musikalisch angelegter Mensch ist, so daß wirklich im Schulzimmer Rhythmus, Takt herrscht. Das ist etwas, was allerdings in einer gewissen Weise instinktiv in dem Unterrichtenden, in dem Lehrenden leben muß.","text_trust":"verbatim","quote_safe":true,"word_count":71,"url":"https://anthroposophy.ai/v1/steiner/de/ga/307/1923-08-11/p006"},{"locus":"GA 307/1923-08-11/p010","passage_number":10,"text":"Wir müssen nur das Folgende verstehen: das rhythmische System, das allem Künstlerischen zugrunde liegt, das ermüdet nicht. Die Herztätigkeit, die Atmungstätigkeit gehen unermüdlich von der Geburt bis zum Tode fort. Ermüden kann der Mensch nur durch sein intellektuelles System und durch sein Willenssystem. Denken macht müde, Körperlich-sich-Bewegen macht müde. Da aber natürlich Denken und Körperlich-sich-Bewegen im Leben bei allem dabei sind, so macht im Leben alles müde. Aber beim Kinde ist darauf zu sehen, daß die Ermüdung im geringsten Maße auftritt.","text_trust":"verbatim","quote_safe":true,"word_count":81,"url":"https://anthroposophy.ai/v1/steiner/de/ga/307/1923-08-11/p010"},{"locus":"GA 307/1923-08-11/p011","passage_number":11,"text":"Sie tritt im geringsten Maße auf, wenn wir zunächst in diesem wichtigen schulmäßigen Alter den Unterricht auf das Künstlerische hinorientieren; denn da appellieren wir an das rhythmische System, da ermüden wir das Kind am allerwenigsten.","text_trust":"verbatim","quote_safe":true,"word_count":35,"url":"https://anthroposophy.ai/v1/steiner/de/ga/307/1923-08-11/p011"},{"locus":"GA 307/1923-08-11/p012","passage_number":12,"text":"Was geschieht, wenn wir an das intellektuelle System appellieren? Wenn wir an das intellektuelle System appellieren, wenn wir einfach das Kind durch einen inneren Entschluß zum Denken veranlassen, zum Denken als solchem, dann kommen diejenigen Kräfte des Organismus in Betracht, die den Menschen innerlich verfestigen, diejenigen Kräfte, die im Inneren des Organismus namentlich die salzablagernden Kräfte sind, die kalkablagernden Kräfte, die knochenbildenden Kräfte, die sehnenbildenden Kräfte, die knorpelbildenden Kräfte, alles dasjenige, was den Menschen fest macht. Das ist dasjenige, was durch das Denken, durch das zwangsmäßige Denken im Organismus entwickelt wird. Und der Mensch ist innerlich an seiner Verfestigung tätig, wenn er wacht. So daß wir dem Wachleben eine zu starke innere Verfestigung zumuten, wenn wir das Wachleben zu stark intellektualistisch anstreben. Wenn wir das Kind zu viel denken lassen, dann versetzen wir in den Organismus die Anlage zu einer frühen Sklerose, zu einer frühen Arterienverkalkung. Das festigende Element, das ist dasjenige, was durch das zwangsmäßige Denken vollführt wird, besonders in Anspruch genommen wird. Hier handelt es sich darum, daß man durch echte Menschenbeobachtung auch einen Takt, einen Instinkt dafür bekommt, wieviel man dem Kinde zumuten darf.","text_trust":"verbatim","quote_safe":true,"word_count":187,"url":"https://anthroposophy.ai/v1/steiner/de/ga/307/1923-08-11/p012"},{"locus":"GA 307/1923-08-11/p013","passage_number":13,"text":"Nun gibt es aber einen sehr wichtigen prinzipiellen Regulator in dieser Beziehung. Lasse ich das Kind denken, lehre ich das Kind zum Beispiel schreiben rein denkerisch, indem ich mir sage: die Buchstaben sind da, das Kind muß diese Buchstaben lernen, dann beschäftige ich dieses Kind intellektualistisch, dann züchte ich in ihm die Sklerose, wenigstens die Neigung dazu; denn es gibt keine innere Beziehung des Menschen zu diesen jetzt entwickelten Buchstaben. Die sind kleine Dämonen für die menschliche Natur. Man muß erst die Brücke, den Übergang dazu finden.","text_trust":"verbatim","quote_safe":true,"word_count":87,"url":"https://anthroposophy.ai/v1/steiner/de/ga/307/1923-08-11/p013"},{"locus":"GA 307/1923-08-11/p014","passage_number":14,"text":"Diese Brücke, diesen Übergang findet man, wenn man das Kind zunächst sich künstlerisch betätigend, mit künstlerischem Sinn malen, zeichnen läßt, was aus seiner innersten Natur an Linien, an Farben förmlich von selbst von dem Kinde aufs Papier geht. Dann entsteht immer, wenn man das Kind künstlerisch sich betätigen läßt, innerlich das Gefühl - und auf dieses Gefühl kommt es an -, daß man durch die künstlerische Betätigung zu reich ist als Mensch. Durch den Verstand verarmt man seelisch, durch den Verstand wird man innerlich öde; durch das künstlerische Handhaben wird man innerlich reich, und man bekommt das Bedürfnis, nun diesen Reichtum etwas abzuschwächen. Und dann lenkt sich das Bildhaft-Künstlerische, das man erlebt, von selbst zu den ärmeren Begriffen und Ideenentwickelungen. Dann entsteht das innere Bedürfnis, das Künstlerische zu verarmen, es zu intellektualisieren. Und wenn man dann, nachdem man künstlerisch das Kind ergriffen hat, aus dem Künstlerischen das Intellektualistische hervorgehen läßt, dann hat dieses Künstlerische das richtige Maß, um in den Körper so einzugreifen, daß er nicht zu stark, sondern richtig verfestigt wird.","text_trust":"verbatim","quote_safe":true,"word_count":172,"url":"https://anthroposophy.ai/v1/steiner/de/ga/307/1923-08-11/p014"},{"locus":"GA 307/1923-08-11/p015","passage_number":15,"text":"Sie halten sogar das Kind im Wachstum auf, wenn Sie es zu stark intellektualisieren. Dagegen geben Sie das Wachstum des Kindes frei, wenn Sie aus dem Künstlerischen heraus alles in das Intellektualistische erst hinüberleiten.","text_trust":"verbatim","quote_safe":true,"word_count":34,"url":"https://anthroposophy.ai/v1/steiner/de/ga/307/1923-08-11/p015"},{"locus":"GA 307/1923-08-11/p016","passage_number":16,"text":"Das ist der Grund, warum in der Waldorfschule zunächst gerade im Anfang des schulmäßigen Alters auf das Künstlerische und nicht auf das Intellektualistische dieser hohe Wert gelegt wird, warum zunächst das Bildhafte, das Unintellektualistische den Unterricht beherrscht, und warum im Verkehr des Lehrers mit dem Kinde überall Musikalisches, eben Rhythmisch-Taktmäßiges hineingetragen wird, damit gerade dasjenige Maß von Intellektualität erzeugt wird, zu dem das Kind dann selber das Bedürfnis hat, und damit die geistige Erziehung zugleich die beste Körpererziehung wird.","text_trust":"verbatim","quote_safe":true,"word_count":79,"url":"https://anthroposophy.ai/v1/steiner/de/ga/307/1923-08-11/p016"}],"beads":[{"from":[6],"to":[4,5],"confidence":"high","pairing_state":"verified"},{"from":[7],"to":[6],"confidence":"high","pairing_state":"verified"},{"from":[11],"to":[10,11],"confidence":"high","pairing_state":"verified"},{"from":[13],"to":[12,13,14],"confidence":"high","pairing_state":"verified"},{"from":[14],"to":[15,16],"confidence":"high","pairing_state":"verified"}],"note":"Paired by the paragraph aligner; each language numbers its own paragraphs. A bead at either end of the span can carry text beyond it (the `from` numbers show what each bead covers).","uncovered":[8,9,10,12]}}