{"corpus":"steiner","locus":"GA 307/1923-08-15/p007","lang":"en","edition":"English","edition_basis":null,"is_original":false,"is_default_edition":true,"text":"The right age for a child to begin his school life is when he gets his second teeth, *i.e.* at about the seventh year. Until then, school is not really the place for him. If we have to take a child before this age, all kinds of compromises are necessary. I will however, explain certain basic principles When the child first comes to school, we teach him in such a way that as yet he makes no distinction or separation between himself and the world at large. Between the ninth and tenth years we begin to awaken a living understanding through a knowledge of the plants, and to strengthen his will through a knowledge of the animals. In mineralogy, physics, and chemistry we can only work through the intellect, and then as a necessary counterbalance art must be introduced. (I shall be speaking more of this in tomorrow's lecture.) From the eleventh or twelfth year onwards we shall find that the child is able to form a rational, intellectual conception of cause and effect and this must now be elaborated by physics and chemistry. These processes which should gradually lead into the study of astronomy must not however be explained to the child before he has reached the age of eleven or twelve. If we describe simple chemical processes—combustion for instance—before this age, our descriptions must be purely pictorial and imaginative. Abstract reasoning from cause to effect should not be introduced until the child is between eleven and twelve years of age. The less we speak of causality before this time the stronger, the more vital and rich will the soul become; if, on the other hand, we are constantly speaking of causality to a younger child, dead concepts and even dead feelings will pass with a withering effect into his soul.","text_trust":"verbatim","quote_safe":true,"title":"X. Physics, Chemistry, Handwork, Language, Religion","site_heading":null,"date":"1923-08-15","location":null,"word_count":302,"url":"https://anthroposophy.ai/v1/steiner/en/ga/307/1923-08-15/p007","alignment_confidence":"medium","alignment_reason":"beads:length","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/RSPC1943/19230815p01.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/307/1923-08-15/p007"},{"lang":"en","edition":"English","edition_basis":null,"is_original":false,"is_default_edition":true,"url":"https://anthroposophy.ai/v1/steiner/en/ga/307/1923-08-15/p007","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":"1923-08-15","de_passages":[{"locus":"GA 307/1923-08-15/p011","url":"https://anthroposophy.ai/v1/steiner/de/ga/307/1923-08-15/p011"},{"locus":"GA 307/1923-08-15/p012","url":"https://anthroposophy.ai/v1/steiner/de/ga/307/1923-08-15/p012"}],"bead_confidence":"medium","pairing_state":"proposed","verified":false,"length_check":{"de_words":335,"en_words":302,"ratio":0.9,"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 307/1923-08-15/p011","passage_number":11,"text":"Und dasselbe, was vom Mineralischen gilt, gilt von den Begriffen des Physikalischen und gilt von den Begriffen des Chemischen, und es gilt auch für die sogenannten objektiven Zusammenhänge in der Geschichte und in der Geographie, für alle diejenigen Zusammenhänge, die abgesondert vom Menschen betrachtet werden müssen. Die großen historischen Zusammenhänge, die nicht so betrachtet werden können, wie ich das gestern in bezug auf den Menschen charakterisiert habe, die müssen verschoben werden im Unterricht bis in die Zeit zwischen dem elften und zwölften Lebensjahre. Erst nachher kann mit dem begonnen werden, was den Menschen zunächst eigentlich wenig angeht.","text_trust":"verbatim","quote_safe":true,"word_count":97,"url":"https://anthroposophy.ai/v1/steiner/de/ga/307/1923-08-15/p011"},{"locus":"GA 307/1923-08-15/p012","passage_number":12,"text":"Wir sollten das Kind erst mit dem siebenten Lebensjahre, mit dem Zahnwechsel, in die Schule bekommen, vorher gehört das Kind eigentlich nicht in die Schule. Müssen wir es vorher hereinnehmen, so müssen wir natürlich allerlei Kompromisse schließen. Aber ich will hier das Prinzipielle erklären. Wenn wir das Kind in die Schule hereinbekommen, dann erteilen wir den Unterricht so, daß das Kind noch nicht die Unterscheidungen macht zwischen sich und der Welt. Wenn das Kind das charakterisierte Lebensalter zwischen dem neunten und zehnten Jahr erreicht, führen wir es zu demjenigen, was zum Verstand, aber zum beweglichen, zum lebendigen Verstand gehört: Pflanzenkunde; was zur Stärkung des Willens führt: Tierkunde. Mit dem eigentlichen mineralischen Unterricht, mit dem Unterricht in Physik und Chemie können wir nur auf den Intellekt wirken. Wir brauchen dann, wie ich noch morgen zu erörtern haben werde, zum Ausgleich den Kunstunterricht. Aber wir finden das Kind vom elften oder zwölften Lebensjahr ab reif dazu, dasjenige durch den Intellekt aufzufassen, was erarbeitet werden muß nach den Zusammenhängen von Ursache und Wirkung. Und das muß ja in Physik und Chemie geschehen. Diese Prozesse, die dann auch in astronomische Betrachtungen übergehen müssen, dürfen also nicht früher mit dem Kinde begonnen werden. Wenn wir vorher einfache physikalische Prozesse, wie zum Beispiel die Verbrennung oder chemische Prozesse beschreiben, dann soll das eine bloße bildhafte Beschreibung sein, dann soll das imaginative Element darinnen eine besondere Rolle spielen, nicht der Gedankenzusammenhang von Ursache und Wirkung.","text_trust":"verbatim","quote_safe":true,"word_count":238,"url":"https://anthroposophy.ai/v1/steiner/de/ga/307/1923-08-15/p012"}],"english":["GA 307/1923-08-15/p007"],"method":"length","confidence":"medium","correspondence":"established","length_check":{"de_words":335,"en_words":302,"ratio":0.9,"partial":false},"pairing_state":"proposed","verified":false},"witness_completeness":{"ratio":0.94,"band":"comparable","note":null,"word_count":5195,"original_word_count":5516,"may_be_abridged":false},"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/RSPC1943/19230815p01.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 307/1923-08-15/p011","GA 307/1923-08-15/p012"],"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. See witness_completeness for how much of the original this witness holds."}}