{"corpus":"steiner","locus":"GA 330/1919-06-19/p020-p023","extent":"range","passage_number":20,"through":23,"paragraph_count":4,"first_locus":"GA 330/1919-06-19/p020","last_locus":"GA 330/1919-06-19/p023","lang":"en","edition":"English","edition_basis":null,"is_original":false,"is_default_edition":true,"title":"X. The Tasks of Schools and the Tripartite Social Organism","date":"1919-06-19","location":null,"alignment_confidence":"high","alignment_reason":"beads:identity","two_voice_volume":false,"translation_credit":{"scope":"unit","status":"established","translator":"Steiner Online Library","identified_edition":"SOL2024","book_title":"The Reorganization of the Social Organism","publisher":"Steiner Online Library","publisher_inferred":true,"match_score":1.0,"source_url":"https://www.rsarchive.org/Lectures/GA330/English/SOL2024/19190619p02.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. 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The child is so predisposed that, as an imitative being, it adopts the nature of the people around it, right down to the gestures it makes, the actions it performs, and the skills it acquires. But this goes much further than one might think. What works from person to person is actually much deeper than one usually suspects. If we are a good person in the environment of a child, then our kindness, our ability to love, our goodwill goes over to the child along with our outward gestures. And especially when we begin to learn language from our environment, then there is an overflow into the growing child of what parents and the environment otherwise keep in their souls. The child adapts completely to its environment; it becomes like its environment, because the principle of imitation prevails in human nature until the time of the change of teeth. This can be observed in individual cases.","text_trust":"verbatim","quote_safe":true,"word_count":182,"url":"https://anthroposophy.ai/v1/steiner/en/ga/330/1919-06-19/p020","witness_quality":{"translator":{"scope":"unit","status":"recorded","translator":"Steiner Online Library","identified_edition":"SOL2024","book_title":"The Reorganization of the Social Organism","publisher":"Steiner Online Library","publisher_inferred":true,"match_score":1.0,"source_url":"https://www.rsarchive.org/Lectures/GA330/English/SOL2024/19190619p02.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 330/1919-06-19/p020"],"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":21,"locus":"GA 330/1919-06-19/p021","text":"Then parents come to you and say: Oh, we have experienced a great misfortune with our child, our boy has stolen from us! — You have to say, look, maybe what the child did does not mean theft at all, how old is the child? — Five years. — You ask further: How did the incident happen? Well, it opened the drawer, took out a coin – I am talking about a specific, concrete case – and even shared with other children what it had bought as a treat. You can then tell the parents: Of course you don't have to let something like that happen, but it happened out of nothing other than what the child has seen so often every day: the mother goes to the drawer, takes out a coin to buy something. The child imitates, does the same, not as a wrong, but as something that must happen as a matter of course out of the principle of imitation. Therefore, until the child changes teeth, parents need to be less concerned with trying to influence the child through all kinds of preaching and good teaching, which has no meaning at all, because during this time, teachings are actually only a sound that penetrates the child's ear. Instead, parents need to be concerned with being such that the child can imitate everything. This would be the best educational principle during this time.","text_trust":"verbatim","quote_safe":true,"word_count":235,"url":"https://anthroposophy.ai/v1/steiner/en/ga/330/1919-06-19/p021","witness_quality":{"translator":{"scope":"unit","status":"recorded","translator":"Steiner Online Library","identified_edition":"SOL2024","book_title":"The Reorganization of the Social Organism","publisher":"Steiner Online Library","publisher_inferred":true,"match_score":1.0,"source_url":"https://www.rsarchive.org/Lectures/GA330/English/SOL2024/19190619p02.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 330/1919-06-19/p021"],"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":22,"locus":"GA 330/1919-06-19/p022","text":"If we reflect a little on the present situation, we will not find it so radical to say that schools very often get children who are not very well brought up. For this principle of doing nothing, saying nothing, indeed, thinking nothing, that the child might not spoil by imitation, this principle is truly still little known. But what lies in this principle of imitation? Yes, when this principle of imitation is taken into account in the first years of childhood, when the soul forces are particularly strengthened by what can be strengthened by a properly observed principle of imitation, then something arises in the child that later — because the flowering of what has been sown often occurs quite late in life — enables it to be a truly free human being. Someone who has never had such people in their environment, to whom they can give themselves so completely that they can imitate them, that they absorb into themselves what they do, is not prepared for a democratic life and will never be able to enjoy freedom in life. This is what must be considered in the context of life. As I said, we must only be clear about the fact that the blossoms and fruits of what has been sown into human life sometimes arise much later than one might think. What is sown in the first seven years of life through a correct principle of imitation is then deeply imprinted in the soul of the child and only comes to fruition in the twenties and throughout the whole of the following life. As is generally the case in life: no one acquires the ability to bless with their hand for their later life who has not been educated in their childhood to ask with their hand. What is educated in childhood often transforms into the opposite in life, asking transforms into blessing and the like.","text_trust":"verbatim","quote_safe":true,"word_count":319,"url":"https://anthroposophy.ai/v1/steiner/en/ga/330/1919-06-19/p022","witness_quality":{"translator":{"scope":"unit","status":"recorded","translator":"Steiner Online Library","identified_edition":"SOL2024","book_title":"The Reorganization of the Social Organism","publisher":"Steiner Online Library","publisher_inferred":true,"match_score":1.0,"source_url":"https://www.rsarchive.org/Lectures/GA330/English/SOL2024/19190619p02.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 330/1919-06-19/p022"],"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":23,"locus":"GA 330/1919-06-19/p023","text":"Then the time begins, which is particularly significant for school, the time from the change of teeth to sexual maturity. This time has an underlying characteristic developmental principle in the developing human being. This is - if you really study people, you will come across it - the sense of authority. There is no way to develop certain powers of thinking, feeling and willing in the growing human being between the ages of six or seven and fourteen or fifteen that must be developed if you want to raise the child in these years without the sense of authority. One must go through it in these years, to look at one or more other people in such a way that one can say to oneself – even if one does not say it out loud as a child – but that one says to oneself inwardly: What this person says is the truth. You never learn to seek the truth in life if you have not first sought it in a person who was an authority for us. There is no way to develop certain abilities in human nature if we do not put the child in a position to be the absolute authority for the child through what we are as teachers and educators. In this respect, a kind of sacred sense of authority must prevail in the school. And if you believe that anything other than this sacred sense of authority will educate towards democracy and socialism, if you believe that a democratic-socialist school community will educate towards this, then you are very much on the wrong track. If we want adults to have an inner maturity, if one may say so, in relation to democratic and socialist life, then children must have learned to look up to teachers as authorities. Above all, we must create this atmosphere in the school if we want to educate in the right way for our time. Only when a person grows up between the ages of seven and fourteen in such a way that he or she, so to speak, climbs up to the other person who is his or her authority, will the fully developed human being develop. And this fully developed human being can only develop if we approach many things in a very thorough pedagogical way during this time. It must be said that, especially for this time, one thing in particular is characteristic when it comes to authority.","text_trust":"verbatim","quote_safe":true,"word_count":411,"url":"https://anthroposophy.ai/v1/steiner/en/ga/330/1919-06-19/p023","witness_quality":{"translator":{"scope":"unit","status":"recorded","translator":"Steiner Online Library","identified_edition":"SOL2024","book_title":"The Reorganization of the Social Organism","publisher":"Steiner Online Library","publisher_inferred":true,"match_score":1.0,"source_url":"https://www.rsarchive.org/Lectures/GA330/English/SOL2024/19190619p02.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 330/1919-06-19/p023"],"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. 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Das Kind ist so veranlagt, daß es bis auf die Gebärde, die es macht, bis auf die Handgriffe, die es ausführt, bis auf die Geschicklichkeit, die es sich aneignet, als nachahmendes Wesen die Natur derjenigen Menschen annimmt, die in seiner Umgebung wirken. Das geht aber viel weiter als man glaubt. Was von Mensch zu Mensch wirkt, ist tatsächlich viel tiefer als man gewöhnlich ahnt. Sind wir ein guter Mensch in der Umgebung eines Kindes, so geht mit unserer äußerlichen Gebärde auch unsere Güte, unsere Liebefähigkeit, unser Wohlwollen in das Kind hinüber. Und besonders erst, wenn wir beginnen von unserer Umgebung die Sprache zu lernen, dann ist es ein Hinüberfluten desjenigen, was seelisch Eltern und Umgebung sonst in ihrer Seele bewahrten, in den kommenden aufwachsenden Menschen hinein. Das Kind paßt sich ganz der Umgebung an, es wird so wie die Umgebung, weil in der Menschennatur bis zur Zeit des Zahnwechsels das Prinzip der Nachahmung herrscht. Das kann man an einzelnen Fällen beobachten.","text_trust":"verbatim","quote_safe":true,"word_count":182,"url":"https://anthroposophy.ai/v1/steiner/de/ga/330/1919-06-19/p020"},{"locus":"GA 330/1919-06-19/p021","passage_number":21,"text":"Da kommen die Eltern zu einem und sagen: Ach, wir haben ein großes Unglück mit unserem Kinde erlebt, unser Junge hat uns bestohlen! -— Man muß dann sagen, seht einmal, vielleicht bedeutet bei dem Kinde das, was es getan hat, durchaus nicht einen Diebstahl, wie alt ist denn das Kind? — Fünf Jahre. — Man fragt weiter: Wie hat sich denn der Vorfall zugetragen? - Nun, es hat die Schublade aufgemacht, hat ein Geldstück herausgenommen - ich erzähle einen bestimmten, konkreten Fall -, es hat sogar das, was es sich als Naschwerk gekauft hat, mit andern Kindern geteilt. Man kann dann den Eltern sagen: Gewiß, man braucht so etwas nicht hingehen zu lassen, aber geschehen ist es aus nichts anderem heraus als aus dem, was das Kind jeden Tag so und so oft gesehen hat: die Mutter geht zur Schublade, nimmt ein Geldstück heraus, um etwas zu kaufen. Das Kind ahmt nach, macht dasselbe, macht es nicht als ein Unrecht, sondern als etwas, was aus dem Prinzip der Nachahmung heraus selbstverständlich geschehen muß. — Daher müssen also die Eltern bis zum Zahnwechsel weniger darauf bedacht sein, durch allerlei Predigen und gute Lehren auf das Kind zu wirken, was gar keine Bedeutung hat, denn in dieser Zeit sind Lehren für das Kind eigentlich nur ein Schall, der an das kindliche Ohr herandringt, sondern die Eltern müssen darauf bedacht sein, so zu sein, daß das Kind alles nachmachen kann. Das würde in dieser Zeit das beste Erziehungsprinzip sein.","text_trust":"verbatim","quote_safe":true,"word_count":246,"url":"https://anthroposophy.ai/v1/steiner/de/ga/330/1919-06-19/p021"},{"locus":"GA 330/1919-06-19/p022","passage_number":22,"text":"Denkt man über die gegenwärtigen Verhältnisse ein bißchen nach, dann wird man den Ausspruch, daß die Schule sehr häufig wenig gut erzogene Kinder bekommt, nicht gar so radikal finden. Denn dieser Grundsatz, nichts zu tun, nichts zu reden, ja, nichts zu denken, was das Kind durch die Nachahmung verderben könnte, dieser Grundsatz ist wahrhaftig noch wenig verbreitet. Aber was liegt denn in diesem Nachahmungsprinzip? Ja, wenn diesem Nachahmungsprinzip in den ersten Kindesjahren Rechnung getragen wird, wenn sich in den Seelenkräften dasjenige besonders erhärtet, was durch ein richtig beobachtetes Nachahmungsprinzip erhärtet werden kann, dann entsteht etwas im Kinde, was es später — denn die Blüte dessen, was Saat gewesen ist, geht im Leben oft recht spät auf -, was es später befähigt, ein wahrhaft freier Mensch zu sein. Wer niemals in seiner Umgebung solche Menschen gehabt hat, denen er sich so weit hingeben kann, daß er sie nachahmen kann, daß er in sich selber aufnimmt, was sie tun, der wird nicht vorbereitet für ein demokratisches Leben, der wird niemals fähig werden zum Genusse der Freiheit im Leben. Das ist das, was als Zusammenhang des Lebens betrachtet werden muß. Man muß sich, wie ich schon sagte, nur darüber klar sein, daß Blüte und Frucht von dem, was ins Menschenleben hineingesät worden ist, eben manchmal viel später aufgehen, als man meint. Was in den ersten sieben Lebensjahren durch ein richtiges Nachahmungsprinzip gesät wird, das prägt sich dann tief ein in die Seele des Kindes und geht erst in den Zwanzigerjahren dann und während des ganzen folgenden Lebens auf. Wie es überhaupt im Leben so ist: Kein Mensch bekommt für sein späteres Leben die Fähigkeit, mit seiner Hand zu segnen, wer nicht in seiner Kindheit dazu erzogen worden ist, mit seiner Hand zu bitten. Was in der Kindheit erzogen wird, das verwandelt sich im Leben oftmals gerade in das Gegenteil, das Bitten verwandelt sich in das Segnen und dergleichen.","text_trust":"verbatim","quote_safe":true,"word_count":315,"url":"https://anthroposophy.ai/v1/steiner/de/ga/330/1919-06-19/p022"},{"locus":"GA 330/1919-06-19/p023","passage_number":23,"text":"Dann beginnt die Zeit, welche vorzugsweise für die Schule bedeutsam ist, die Zeit vom Zahnwechsel bis zur Geschlechtsreife. Diese Zeit hat in dem sich entwickelnden Menschen wieder ein zugrundeliegendes charakteristisches Entwickelungsprinzip. Das ist - wenn man wirklich den Menschen studiert, kommt man darauf — das Autoritätsgefühl. Es gibt keine Möglichkeit, gewisse Kräfte des Denkens, Fühlens und Wollens in dem heranwachsenden Menschen zwischen dem sechsten, siebenten Jahre und dem vierzehnten oder fünfzehnten Jahre zu entwickeln, die dann entwickelt werden müssen, wenn man das Kind in diesen Jahren ohne das Autoritätsgefühl heranerziehen will. Man muß es in diesen Jahren durchmachen, zu einem anderen oder zu mehreren anderen Menschen so hinzuschauen, daß man sich sagen kann — wenn man das auch nicht als Kind ausspricht -, aber daß man es sich innerlich fühlend sagt: Was dieser Mensch sagt, ist die Wahrheit. Man lernt überhaupt niemals die Wahrheit im Leben suchen, wenn man sie nicht erst in einem Menschen gesucht hat, der für uns eine Autorität war. Es gibt keine Möglichkeit, gewisse Fähigkeiten in der Menschennatur auszubilden, wenn wir nicht das Kind in die Lage versetzen durch das, was wir als Lehrer und Erzieher sind, für das Kind die absolute Autorität zu sein. In dieser Beziehung muß eine Art heiliges Autoritätsgefühl in der Schule walten. Und wenn man glauben wird, daß etwas anderes als dieses heilige Autoritätsgefühl zu Demokratie und Sozialismus erziehen wird, wenn man glauben wird, daß eine demokratischsozialistische Schulgemeinschaft dazu erziehen wird, dann ist man ganz mächtig auf dem Holzwege. Will man für die erwachsenen Menschen eine innere Gewachsenheit, wenn man so sagen darf, gegenüber dem demokratischen und sozialistischen Leben, dann müssen die Kinder gelernt haben, zu den Lehrern hinaufzuschauen als zu den Autoritäten. Das ist es, was wir als eine Atmosphäre vor allem in die Schule dann hineintragen müssen, wenn wir gerade in der richtigen Weise für unsere Zeitforderungen erziehen wollen. Nur dann, wenn ein Mensch zwischen seinem siebenten und vierzehnten Lebensjahre so heranwächst, daß er an dem andern Menschen, der ihm Autorität ist, sich gewissermaßen hinaufrankt, dann entwickelt sich der Vollmensch, der sich entwickeln soll. Und dieser Vollmensch kann sich nur entwickeln, wenn wir in dieser Zeit manches in einer sehr gründlichen Weise pädagogisch anfassen. Da muß gesagt werden, gerade für diese Zeit ist vor allen Dingen eines wiederum in Anknüpfung gerade an die Autorität besonders charakteristisch.","text_trust":"verbatim","quote_safe":true,"word_count":387,"url":"https://anthroposophy.ai/v1/steiner/de/ga/330/1919-06-19/p023"}],"beads":[{"from":[20],"to":[20],"confidence":"high"},{"from":[21],"to":[21],"confidence":"high"},{"from":[22],"to":[22],"confidence":"high"},{"from":[23],"to":[23],"confidence":"high"}],"note":"Paired by the paragraph aligner; each language numbers its own paragraphs. 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