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Title: Evil and Spiritual Science
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spirit, but a child of his time, so that he could only look

Title: Popular Occultism: Lecture 1: Popular Occultism, Introtroduction
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In plants, animals and children projects greatly by the physical head.
Let us now study the child
in the child. From the first to the seventh year the physical body unfolds;
a child is to work upon his physical body, for the other two members
From the first to the seventh year the child needs visible, perceptible
images, examples, and so forth. The child's visible environment should
people around him. For a child is able to feel good and evil thoughts.
We should endeavor to sharpen and develop the child's senses. His fantasy
should be stimulated. Consequently, a child should not be given beautifully
a form, etc. This rouses and awakens the child and develops the forces
in the child during his seventh year, for a part of the etheric body
the forces of the child's etheric body are free and from the seventh
the child should be given images in parables and we should work upon
the child accepts everything on the authority of his parents as teachers.
power of judgment. If this is attempted sooner, we sin against a child,

Title: Popular Occultism: Lecture 2: Man's Ascent into the Supersensible World
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we set into the world takes on astral substance, even as the child in

Title: Popular Occultism: Lecture 3: The Different Conditions of Man's Life After Death
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verse: unless ye become like little children, ye cannot enter the kingdom
through a process of transformation. Think of your childhood years!
year! Your temperament undergoes a far weaker change. A passionate child

Title: Popular Occultism: Lecture 7: Effects of the Law of Karma
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once said: It is not true that children resemble their parents, it is
rather that the parents resemble the children. Let us throw light upon
in the seemingly paradoxical sentence: The parents resemble their children.

Title: i Spirituality: Lecture 1: Historical Symptomology, the Year 790, Alcuin, Greeks, Platonism, Aristotelianism, East, West, Middle, Ego
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for the children, to begin with, of the employees of the Waldorf-Astoria

Title: New Spirituality: Lecture 4: The New Spirituality and the Christ Experiance of the Twentieth Century - 3
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In every generation, in the children whom we teach

Title: New Spirituality: Lecture 5: The New Spirituality and the Christ Experiance of the Twentieth Century - 4
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dialectical-legal way one only needs an abstract pedagogy which speaks of the human child in a
is a matter here of gaining a true understanding of the child one is educating so that one can
see that a certain quality in the child is good for this, and another quality is good for that.
But this does not show itself clearly until after the child leaves primary school and it will
belong to an artistic pedagogy and didactics to be able to discern that one child is suited for

Title: New Spirituality: Lecture 6: The New Spirituality and the Christ Experiance of the Twentieth Century - 5
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simply knew that in the human beings that were sent as children from the spiritual worlds into
change of teeth, the child lives in imitation. Imitation is, in fact, nothing less than a
then expressed in the child's imitation of the people around it, as an echo of its spiritual
child's need for authority. What still lives in childish imitation lived in a certain way in the
worked with such a powerful force that other human beings followed them, as the child follows the
child comes into the world as an imitator. In the ancient oriental social life it also came into
the world as an imitator. But what lived in the child as the principle of imitation remained
affairs of life remained in the form of child-like experience.
— could be found in the child, who brought it with him into the physical world from the
must look in the growing child towards what will emerge. When a child reaches the age of fifteen
and training we must look to what emerges from the child when he is in the fourteenth, fifteenth
that he may draw it out of himself rightly we must take care that the child has the right

Title: New Spirituality: Lecture 7: The New Spirituality and the Christ Experiance of the Twentieth Century - 6
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made, if the aims of spiritual science are fulfilled — so that children at school are given
properly conducted elementary education. The children will come out of properly conducted
from the spiritual world something that was still in him, something that came out in childhood as
ancient times every oriental knew that what worked its way out of his soul during childhood, in
growing and developing in one's soul since childhood comes from the spiritual world.
human being in ancient times he no longer feels that what flames up in him from childhood
inherited from parents, grandparents and so on. The first thing people ask about a child nowadays
child has it as a result of this or that particular experience in the spiritual world. People
of himself shows itself in all its poverty; the human being no longer feels himself to be a child
of the spiritual world but merely a child of characteristics inherited in the course of earthly
this dissatisfaction, which properly educated children will begin to have in the very near
future, this feeling will arise: The children will feel that, despite all our intellectual

Title: Abbreviated Title: Lecture I:
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before, with people. These people are children of other people, who are in
turn children of still others, and so on. If we consider only these
by people; these people had children and passed on to the children their
feelings and ideas. The children in turn did the same with their own
there in a particular time appears diminished in the children and yet more
so in the grandchildren and so on until a time comes when nothing more can

Title: Talk To Young People:
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grow up, even as children, alongside older people who could have
everywhere in every sphere of life. We hear from childhood on how we

Title: "Heaven and Earth will pass away but my words will not pass away"
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explain how childish an idea it is, to imagine the atoms of the earth
childish concept. For this atom in actual fact has come into being in a

Title: Tree of Life/Knowledge: Lecture VI: Tree of Knowledge - II
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years of childhood the child really has this consciousness, even if
gradually comes to an end. Children are primarily interested in their
brings in the activities of the outer world like pictures. The child
child's innocence only ceases because Lucifer gradually struggles

Title: Meditative Knowledge of Man: Lecture I: The Pedagogy of the West and of Central Europe: The Inner Attitude of the Teacher
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children in such a way that when they are grown up and the opportunity
to train children to deal with objects, say plants or animals, in such a
way that, if pursued further, the child could become a botanist or
facts about plants or animals, so that it is made difficult for children to
our insight: in this child a botanist is hidden, in that one a zoologist.
that we shouldn't introduce things to the child which are foreign to his
education should have its foundation in genuine empathy with the child's
nature of the growing child. If we as teachers were able to engage
ourselves with this unfolding being of the child, then out of this
his childhood. Here it is above all necessary that this be clear: We are
teaching to begin with, let us say, the six or seven year old children in a
having the feeling: 1 am growing by helping the children grow. I am
much, but a certain capacity grows in me by working with the children. From
time to time we will have the feeling, with, one or another kind of child
Through the special gifts of other children we will have learned certain
eight and nine-year-old children what I could learn only in this way. At
particularly fitted to accomplish more with the children entrusted to you.
quality of what you are able to make out of the children will not be much
extraordinary importance for the souls of the children. And if we can let
can always find the ways and means in our teaching to prevent the childish

Title: Meditative Knowledge of Man: Lecture II: The Three Fundamental Forces in EducatioN
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For during the period of a child's development this whole man needs to be
outer expression for the fact that in the child's organism up to then
the child, reaching the tips of his fingers and toes, this is soul
and memory. It is only that later, after the change of teeth, the child's
modification of the child's soul life demonstrates that certain psychic
onward active in the child as forces of soul. The whole period up to the
change of teeth, while the child is growing, is effected by the same forces
later appear in the child as his powers of understanding and intellect, and
the child, the sculptural forces which we use later, when the second
dentition is completed, to introduce the child to drawing and painting,
etc. In the main these are forces planted in the child from the spiritual
world in which the child's soul lived before conception. They are active
draw forth from the child for our authoritarian purposes, what the child
the child turns out to be a sculptor, a draughtsman or an architect (but a
later on these childhood forces are still raying downward. However, if they
the soul sphere, then we have children who have no talent for drawing, for
consciousness: the forces I draw forth from the child around his seventh
spiritual world that sends these forces down — the child
reverence is something that works on the child with enormous formative
in what is happening to the child at the change of teeth we have something
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Title: Meditative Knowledge of Man: Lecture III: Spiritual Knowledge of Man as the Fount of Educational Art
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different kind of memory pale children have compared with children who have
strengthen the memory of a pale child if, as teachers, we are in the
let the child listen too much. He will manage to perceive, and he will also
keeping his brain fluid moving; but the will of the child will not be
metabolism. So if you let the child get too much into the habit of watching
in the child before the seventh year, as I told you previously. From this
that the power of inventiveness you will need for teaching children will be
simply encounter the child in an entirely different way when you experience

Title: Meditative Knowledge of Man: Lecture IV: The Art of Education Consists of Bringing Into Balance the Physical and Spiritual Nature of the Developing Human Being
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growing human being, to the child, the following (picture) emerges: out of
years of a child's life, observing how the child develops, how by degrees
say with regard to the child: in puberty the birth of the astral body takes
into the opposite. With regard to a child it is therefore the intimate
organism. Even those, who in their childhood showed a tendency to
children who are inclined to theosophy bring with them at birth
itself well into the organism, provided the child takes it in and works it
child when we use it in such a way that we develop the child's ability to
we notice that the ego of a child does not want to enter into the organism
properly, when the child might easily remain fanciful. In the moment,
however, when we notice that a child is becoming too earthly, that the ego
is too strongly dependent on the body, we let the child draw the forms
child draw geometrical forms we create a force which works counter to the
in a child, who by virtue of his gift or through other circumstances may be
either help the child to suck in his ego more deeply through the measures I
that this happens too strongly in a child, I will try to involve him in
is said. I will work with the child in such a way that I call upon him for
the meaning of things. On the other hand, should I notice that the child is
— that the child's inner life, his feeling participates
treatment of history makes a special contribution towards the child's not
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Title: Social Understanding: Lecture II: Social Understanding Through Spiritual Scientific Knowledge
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“Education of the Child in the Light of AnthroposophyÝ
see spiritual-scientifically that in everything working in the child up
earth's interior, then make a study of everything going on in the child up
importance to getting down to the mental level of the child as far as
the children to do all kinds of sums by counting balls. Nothing must go
beyond the child's mental capacity. These visual aid lessons get
commonplace concepts if they avoid giving the child anything beyond its own
Supposing a child
enthusiasm gets passed on to him, and the child takes the thing in because
the teacher in his enthusiasm tells him about it. The child takes it in
child absorbs something that reaches beyond his understanding, purely
will remember what the child took in, perhaps at the age of ten. He
the child does not just get the sort of lessons where it matter-of-factly
a child is learnt, how to arrange the lesson is learnt. Comparing this with
of it with children, a remarkable thing will happen: Let us suppose you are
the child afresh each time, how he has to be taught; it must be man's own
teacher can teach the way the child tells him to teach, and can keep on
moment the child stands in front of him again he will again be electrified
by the growing child and will know what he has to do with him.
shown how the education of children under the age of twenty-one can be made

Title: Buddha and the Two Boys: Lecture I: Buddha and the Two Boys of Jesus
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Jesus children in relation to the Buddha, and how they are expressed in the
from his childhood. The development of Jesus from his birth to the baptism
namely Joseph and Mary of Nazareth, received a child, Jesus by name. This
child was peculiarly predisposed in such a way that the Nirmanakaya Buddha
could say to himself that this child would have the possibility in his
himself into that child in his Nirmanakaya. Under the Nirmanakaya one does
he says: When the child was born in Bethlehem, a host of angels descended
The child Jesus
this child. In the Indian legend we are told that an old sage came to the
Buddha child and recognized that here a Bodhisattva was maturing into a
Joseph and Mary, were also given a child in Palestine, with the same name
Jesus. So, at that time there were two Jesus children from two sets of
Matthew about the other child. The Bethlehemite child showed quite
prominent. For example, this child was also able to talk right from birth,
other child Jesus showed a more inward disposition.
child the great Zarathustra of the past was incarnated. That Zarathustra,
Jesus. This Jesus child had to be led to Egypt in order to live there for
children up to two years of age were killed. John the Baptist would also
life the egoity of the Bethlehemite Jesus child, thus the Zarathustra ego,
Bethlehemite child died soon after that
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Title: Buddha and the Two Boys: Lecture II: The Gospels, Buddha and the Two Boys of Jesus
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Jesus children in relation to the Buddha, and how they are expressed in the
time as a human personality, born as a child with very special inner
this personality, which met us as a child in the Nathanian Jesus child, the
Nirmanakaya of the Buddha, what we see as the aura of this child. It is
Nazarene child Jesus. It is he who becomes the inspirer, who instills all
extraordinarily precocious child. In that child the Zarathustra is
moved over into the Nazarene Jesus, so that in the same child, in which the
try that! Then a child would have to be developed completely differently
until the tenth year. Then this child comes with quite different powers.

Title: Raphael's Mission in the Light of the Science of the Spirit
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we find that, while still a child growing up in Urbino, Raphael
history of mankind. We see the Mother and Child float toward us
them as though condenses to become the Child of the Madonna.
appear so — the image of the Madonna and Child as a symbol of
it strikes us, in contemplating the Madonna with the Child, along with
the Child John, that we forget the rest of the world — forget
above all that this Child held by the Madonna could be linked with
have simply a Mother and Child, of which Herman Grimm said, it
relationship of the Madonna and Child, separated from

Title: Leonardo's Spiritual Stature: Lecture
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a natural child, the son of an average individual, Ser Pietro,
fostered out. Seeing the child grow up in isolation, communing
vision altogether, having given birth to a natural child,

Title: Fairy Tales: in the light of Spiritual Investigation
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as a child in the first years of life, whether in our middle
Ordinary experience shows us that a childlike soul
— a companion really only there for this childlike mind,
children who take certain invisible friends along with
pleases the child, participating as invisible spirit
companions, soul companions, when the child experiences
the child's soul disposition when a
“sensible” person comes, hears the child has
the child to be talked out of it. The child grieves for its
soul companion. And if the child is receptive for
can mean the child begins to ail, becoming
tells of the child and the toad, related by the
eating. The toad, however, only likes the milk. The child
The child ails, sickens, and dies.
irrespective of being a child or an adult. Thus, every human
child she gives birth to. She promises to do so. And when the
child is there, and the little man comes and reminds her of her
child. For it may be said of fairy tales that they have brought
case of the child, the essential human being is still united in
life, the child especially needs the fairy tale as
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Title: A Mongolian Legend
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for she has lost her only child. She hurries through the world,
herself that it is not her lost child. She does the same with
child. Seizing the object, she holds it to her eye and, her
all certainly know that with a child after birth the bones up

Title: The Worldview of Herman Grimm in Relation to Spiritual Science
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child. Bettina Brentano's unique memorial shows us Goethe
while she presents herself as a child grasping at the strings.
[Goethe's Exchange of Letters with a Child],
Goethe, even though he was still a child the time of Goethe's
Thus, already as a child, Herman Grimm experienced a

Title: Imperialism: Lecture 3
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brought up a child until he is eighteen years old and I say: I have
reserves, and they are being used up. And it is childish and

Title: Impulse for Renewal: Lecture II: The Human and the Animal Organisation
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in our earliest childhood reflects later in us as mathematics;
course of life. In childhood we have a very strong experience

Title: Impulse for Renewal: Lecture IV: Anthroposophy and Pedagogy
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education of the child from the point of view of spiritual
and teaching of our children. In the present it is repeatedly
circumstances and start with the children in the
kind of material environment for the children, we had to house
educators to the emerging, growing adolescent, to the child.
intimate knowledge of the growing person, the child. I only
the child's soul life takes place. He learns to recognise how
the child in the fullest sense of the word, didn't really live
the driving forces in the child organism before the change of
teeth, which is imitation. Through imitation the child learns
movements from the father and mother or others in the child's
surroundings enter into the childlike organism itself. One can
influence of imitation. One can see how the child, in the
child, enabling the child to bring forth independent
imagination, in which the inner child up to a certain degree is
seventh year of life. With the change of teeth, the child
the childish nature is again conditioned by everything which
lives inwardly in the people surrounding the child, as it is
absorbed by the child. That is why in the second period of life
seen in such a way that everything which develops in the child
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Title: Impulse for Renewal: Lecture V: Anthroposophy and Social Science
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look at Ernst Muller. He is small with completely childish
features and childish qualities. Twenty years later I look at
is small and has childish qualities and quite a different

Title: Impulse for Renewal: Lecture VI: Anthroposophy and Theology
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Anthroposophy into the heads of the children. With regards to
religious instruction, we leave the Catholic children to be
evangelist priest. Only for the dissident children there is a
bring to the children what is suitable to the stage of their
managed to bring those children who have no religious

Title: Impulse of Renewal: Lecture VII: Anthroposophy and the Science of Speech
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the child can be guided in these steps inwardly in its earthly
attitude in the child.
towards which the child needs to be orientated so that it is

Title: First Class, Vol. I: Lesson 3
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which you have lived since childhood.

Title: First Class, Vol. I: Lesson 9
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a great extent when we were children. As children we are almost
all sensory organs: eyes, ears. The child experiences
child retains this characteristic only as long as we protect it
child develops this inner sensory capacity only as long as we
child's sensory-being is protected from the effects of the
the moment when the child stands on its feet and begins to move
breathing and of the air. We would be helpless children if we

Title: First Class Lessons: Lesson XXII (recapitulation)
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childishly oriented towards sectarianism, that if these occult

Title: Community Building
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child is taken in his earliest years into a community that is
really and concretely human and without which the child could
nature of the human being at a time when the child's ether body
children. Just imagine the ideal instance: that anyone should
five of the comrades of his youth or childhood, with whom he
of that time when they lived together as children. Memory lies

Title: Polarities in Evolution: Lecture 2: East, West, and the Culture of Middle Europe, the Science of Initiation
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into everything we do as we teach and train the children.

Title: Polarities in Evolution: Lecture 3: Political Empires
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what he was as a child, a development based on cause and
there in his childhood. Eight thousand years ago, let us

Title: Polarities in Evolution: Lecture 4: Western Secret Societies, Jesuitism, Leninism
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maintain more or less the following: ‘A human child
created for every child, that this soul lived on earth

Title: Polarities in Evolution: Lecture 5: How the Material Can Be Understood Only through the Spirit
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and indeed from their earliest childhood.
would teach anthroposophy to the children — we
teach. This brings the souls of the children to life;

Title: Polarities in Evolution: Lecture 6: Materialism and Mysticism, Knowledge as a Deed of the Soul
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it bluntly, to childishness — a condition
appropriate only for small infants. A child as yet
have the same experiences at a later stage than a child.
If people remain childish all their lives, if they are
infantilism, to childishness. True life is found when we
other path; I retain what is necessary from childhood
days but do not remain a child.' That is how the balance
between feeblemindedness and childishness. Anyone who
human by remaining childish, i.e. inspired. Anyone
holding on to childishness in the right measure is a
have held on to childishness into our thirties; but this
childishness must be properly counterbalanced. Thus we
put it — of becoming geniuses or remaining childish
world yells: “Childishness!” The other yells
ways of a child, forming ideas in play, has to be called
childishness, we must see it as childishness when we are
on the spiritual side. Childishness is regarded in a
come to live in a physical body; we see that a child is
child.
form to the brain of a child is far greater than the
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Title: Polarities in Evolution: Lecture 7: Materialism, Mysticism, Anthroposophy, Liberalism, Conservatism
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reality of the spirit this sometimes sounds like children
form of childishness. a have given it the name that may
called childishness on the other side of the threshold.
Childishness goes the wrong way in the physical world if
means that a certain childlike quality persists in the
that normally belongs to childhood. This is seen in its
childlike soul quality persists one-sidedly into
childishness instead. Once again we see that purely

Title: Polarities in Evolution: Lecture 10: Transition from the Luciferic to the Ahrimanic Age and the Christ Event to Come
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teaching children in your school and you will note that these children
find that children you teach at school in the years and decades ahead

Title: Life Between Two Incarnations
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the limb has fallen asleep. Children who want to describe what kind of
the relationship that exists between mother and child. The love of a
mother for her child is the answer to the prenatal love of the child
embodiment between mother and child, forms new, soul ties, which
children and to the children, then it is not necessary that there is
could be impaired by the fact that a mother hears that the child is not
child that is not of her, thus something foreign. But these bonds which
embrace parents and children are by no means subject to chance and

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