{"corpus":"steiner","locus":"GA 34/essay/p072-p075","extent":"range","passage_number":72,"through":75,"paragraph_count":4,"first_locus":"GA 34/essay/p072","last_locus":"GA 34/essay/p075","lang":"en","edition":"English","edition_basis":null,"is_original":false,"is_default_edition":true,"title":"The Education of the Child in the Light of Anthroposophy","date":null,"location":null,"alignment_confidence":"low","alignment_reason":"count_diverges","two_voice_volume":false,"translation_credit":{"scope":"unit","status":"established","translator":"George and Mary Adams","identified_edition":"Singles","book_title":null,"publisher":null,"publisher_inferred":false,"match_score":1.0,"source_url":"https://www.rsarchive.org/Articles/GA034/English/Singles/EduChi_essay.html","evidence":"lecture_page_line"},"edition_coverage":{"de":["original"],"en":["English"]},"witness_completeness":{"ratio":1.19,"band":"comparable","note":null,"word_count":13694,"original_word_count":11553,"may_be_abridged":false},"site_heading":null,"url":"https://anthroposophy.ai/v1/steiner/en/ga/34/essay/p072-p075","json_url":"https://anthroposophy.ai/v1/steiner/en/ga/34/essay/p072-p075.json","lecture_url":"https://anthroposophy.ai/v1/steiner/en/ga/34/essay#p072","word_count":1134,"quote_safe":true,"passages":[{"passage_number":72,"locus":"GA 34/essay/p072","text":"*Thought* in its proper form, as an inner life lived in abstract concepts, must remain still in the background during this period of childhood. It must develop as it were of itself, uninfluenced from without, while life and the secrets of nature are being unfolded in parable and picture. Thus between the seventh year and puberty, thought must be growing, the faculty of judgement ripening, in among the other experiences of the soul; so that after puberty is reached, the youth may become able to form quite independently his own opinions on the things of life and knowledge. The less the direct influence on the development of judgement in earlier years, and the more a good indirect influence is brought to bear through the development of the other faculties of soul, the better it is for the whole of later life.","text_trust":"verbatim","quote_safe":true,"word_count":141,"url":"https://anthroposophy.ai/v1/steiner/en/ga/34/essay/p072","witness_quality":{"translator":{"scope":"unit","status":"recorded","translator":"George and Mary Adams","identified_edition":"Singles","book_title":null,"publisher":null,"publisher_inferred":false,"match_score":1.0,"source_url":"https://www.rsarchive.org/Articles/GA034/English/Singles/EduChi_essay.html","evidence":"lecture_page_line"},"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":73,"locus":"GA 34/essay/p073","text":"The spiritual knowledge of Anthroposophy affords the true foundations, not only for spiritual and mental education, but for physical. This may be illustrated by reference to children's games and gymnastic exercises. Just as love and joy should permeate the surroundings of the child in the earliest years of life, so through physical exercises the growing etheric body should experience an inner feeling of its own growth, of its ever increasing strength. Gymnastic exercises, for instance, should be of such a nature that each movement, each step, gives rise to the feeling within the child: ‘I feel growing strength in me.’ This feeling must take possession of the child as a healthy sense of inner happiness and ease. To think out gymnastic exercises from this point of view requires more than an intellectual knowledge of human anatomy and physiology. It requires an intimate intuitive knowledge of the connection of the sense of happiness and ease with the positions and movements of the human body—a knowledge that is not merely intellectual, but permeated with feeling. Whoever arranges such exercises must be able to experience in himself how one movement and position of the limbs produces a happy and easy feeling of strength, another, as it were, an inner loss of strength. ... To teach gymnastics and other physical exercises with these things in view, the teacher will require what Anthroposophy alone—and above all, the anthroposophical habit of mind—can give. He need not himself see into the spiritual worlds at once, but he must have the understanding to apply in life only what springs from spiritual knowledge. If the knowledge of Anthroposophy were applied in practical spheres like education, the idle talk that this knowledge has first to be proved would quickly disappear. Whoever applies it correctly, will find that the knowledge of Anthroposophy proves itself in life by making life strong and healthy. He will see it to be true in that it holds good in life and practice, and in this he will find a proof stronger than all the logical and so-called scientific arguments can afford. Spiritual truths are best recognized in their fruits and not by what is called a proof, be this ever so scientific; such proof can indeed hardly be more than logical skirmishing.","text_trust":"verbatim","quote_safe":true,"word_count":377,"url":"https://anthroposophy.ai/v1/steiner/en/ga/34/essay/p073","witness_quality":{"translator":{"scope":"unit","status":"recorded","translator":"George and Mary Adams","identified_edition":"Singles","book_title":null,"publisher":null,"publisher_inferred":false,"match_score":1.0,"source_url":"https://www.rsarchive.org/Articles/GA034/English/Singles/EduChi_essay.html","evidence":"lecture_page_line"},"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":74,"locus":"GA 34/essay/p074","text":"With the age of puberty the astral body is first born. Henceforth the astral body in its development is open to the outside world. Only now, therefore, can we approach the child from without with all that opens up the world of abstract ideas, the faculty of judgement and independent thought. It has already been pointed out, how up to this time these faculties of soul should be developing—free from outer influence—within the environment provided by the education proper to the earlier years, even as the eyes and ears develop, free from outer influence, within the organism of the mother. With puberty the time has arrived when the human being is ripe for the formation of his own judgements about the things he has already learned. Nothing more harmful can be done to a child than to awaken too early his independent judgement. Man is not in a position to judge until he has collected in his inner life material for judgement and comparison. If he forms his own conclusions before doing so, his conclusions will lack foundation. Educational mistakes of this kind are the cause of all narrow one-sidedness in life, all barren creeds that take their stand on a few scraps of knowledge and are ready on this basis to condemn ideas experienced and proved by man often through long ages.","text_trust":"verbatim","quote_safe":true,"word_count":223,"url":"https://anthroposophy.ai/v1/steiner/en/ga/34/essay/p074","german_anchor":{"de_prefix":"essay","de_passages":[{"locus":"GA 34/essay/p063","url":"https://anthroposophy.ai/v1/steiner/de/ga/34/essay/p063"}],"bead_confidence":"high","pairing_state":"verified","verified":true,"evidence":["reader"],"reader_german":["GA 34/essay/p063"],"reader_part":true,"length_check":{"de_words":522,"en_words":616,"ratio":1.18,"partial":false},"correspondence":"established","note":"English passage numbering is edition-relative, so the same number need not name the same paragraph in the German. 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For having once pronounced a judgement concerning a matter, we are ever after influenced by this judgement. We no longer receive a new experience as we should have done, had we not already formed a judgement connected with it. The thought must take living hold in the child's mind, that he has first to learn and then to judge. What the intellect has to say concerning any matter, should only be said when all the other faculties of the soul have spoken. Before that time the intellect has only an intermediary part to play: its business is to grasp what takes place and is experienced in feeling, to receive it exactly as it is, not letting the unripe judgement come in at once and take possession. For this reason, up to the age of puberty the child should be spared all theories about things; the main consideration is that he should simply meet the experiences of life, receiving them into his soul. Certainly he can be told what different men have thought about this and that, but one must avoid his associating himself through a too early exercise of judgement with the one view or the other. Thus the opinions of men he should also receive with the feeling power of the soul. He should be able, without jumping to a decision or taking sides with this or that person, to listen to all, saying to himself: ‘This man said this, and that man that.’ The cultivation of such a mind in a boy or girl certainly demands the exercise of great tact from teachers and educators; but tact is just what anthroposophical thought can give.","text_trust":"verbatim","quote_safe":true,"word_count":393,"url":"https://anthroposophy.ai/v1/steiner/en/ga/34/essay/p075","german_anchor":{"de_prefix":"essay","de_passages":[{"locus":"GA 34/essay/p063","url":"https://anthroposophy.ai/v1/steiner/de/ga/34/essay/p063"}],"bead_confidence":"high","pairing_state":"verified","verified":true,"evidence":["reader"],"reader_german":["GA 34/essay/p063"],"reader_part":true,"length_check":{"de_words":522,"en_words":616,"ratio":1.18,"partial":false},"correspondence":"established","note":"English passage numbering is edition-relative, so the same number need not name the same paragraph in the German. 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Mit seiner nach außen freien Entwickelung wird auch erst von außen an den Menschen alles das herantreten können, was die abgezogene Vorstellungswelt, die Urteilskraft, den freien Verstand entfaltet. Es ist schon erwähnt worden, daß diese Seelenfähigkeiten vorher unbeeinflußt innerhalb der richtigen Handhabung der andern Erziehungsmaßnahmen sich entwickeln sollen, wie sich unbeeinflußt im mütterlichen Organismus Augen und Ohren entwickeln. Mit der Geschlechtsreife ist die Zeit gekommen, in der der Mensch auch dazu reif ist, sich über die Dinge, die er vorher gelernt hat, ein eigenes Urteil zu bilden. Man kann einem Menschen nichts Schlimmeres zufügen, als wenn man zu früh sein eigenes Urteil wachruft. Erst dann kann man urteilen, wenn man in sich erst Stoff zum Urteilen, zum Vergleichen aufgespeichert hat. Bildet man sich vorher selbständige Urteile, so muß diesen die Grundlage fehlen. Alle Einseitigkeit im Leben, alle öden «Glaubensbekenntnisse », die sich auf ein paar Wissensbrocken gründen, und von diesen aus richten möchten über oft durch lange Zeiträume bewährte Vorstellungserlebnisse der Menschheit, rühren von Fehlern der Erziehung in dieser Richtung her. Bevor man reif zum Denken ist, muß man sich die Achtung vor dem angeeignet haben, was andere gedacht haben. Es gibt kein gesundes Denken, dem nicht ein auf selbstverständlichen Autoritätsglauben gestütztes gesundes Empfinden für die Wahrheit vorangegangen wäre. Würde dieser Erziehungsgrundsatz befolgt, man müßte es nicht erleben, daß Menschen zu jung sich reif dünken zum Urteilen und sich dadurch die Möglichkeit nehmen, allseitig und unbefangen das Leben auf sich wirken zu lassen. Denn ein jedes Urteil, das nicht auf der gehörigen Grundlage von Seelenschätzen aufgebaut ist, wirft dem Urteiler Steine in seinen Lebensweg. Denn hat man einmal über eine Sache ein Urteil gefällt, so wird man durch dieses immer beeinflußt, man nimmt ein Erlebnis dann nicht mehr so auf, wie man es aufgenommen hätte, wenn man sich nicht ein Urteil gebildet hätte, das mit dieser Sache zusammenhängt. In dem jungen Menschen *müß* der Sinn leben, zuerst zu lernen und dann zu urteilen. Das, was der Verstand über eine Sache zu sagen hat, sollte erst gesagt werden, wenn alle andren Seelenkräfte gesprochen haben; vorher sollte der Verstand nur eine vermittelnde Rolle spielen. Er sollte nur dazu dienen, das Gesehene und Gefühlte zu erfassen, es so in sich aufzunehmen, wie es sich gibt, ohne daß das unreife Urteil sich gleich der Sache bemächtigt. Deshalb sollte der junge Mensch vor dem angedeuteten Lebensalter mit allen Theorien über die Dinge verschont werden, und der Hauptwert darauf gelegt werden, daß er sich den Erlebnissen des Daseins gegenüberstellt, um sie in seine Seele aufzunehmen. Man kann gewiß den heranwachsenden Menschen auch mit dem bekannt machen, was Menschen über dies und jenes gedacht haben, aber man soll vermeiden, daß er sich für eine Ansicht durch ein verfrühtes Urteil engagiere. Er soll auch die Meinungen mit dem Gefühle aufnehmen, er soll, ohne gleich für das eine oder das andere sich zu entscheiden und Partei zu ergreifen, hören können: der hat das gesagt, der andere jenes. Es wird zur Pflege eines solchen Sinnes von Lehrern und Erziehern allerdings ein großer Takt verlangt, aber geisteswissenschaftliche Gesinnung ist gerade imstande, diesen Takt zu geben.","text_trust":"verbatim","quote_safe":true,"word_count":522,"url":"https://anthroposophy.ai/v1/steiner/de/ga/34/essay/p063"}],"beads":[{"from":[74,75],"to":[63],"confidence":"high","pairing_state":"verified"}],"note":"Paired by the paragraph aligner; each language numbers its own paragraphs. 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