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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
  • Title: Problems of Our Time: Lecture I
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    • child a soul is growing, which has been through other
    • with the soul of a child, whose capacities it was his duty to
    • feeling for what is developing in the growing child as a result
    • children of to-day we have the tendencies which will grow in
  • Title: Problems of Our Time: Lecture II
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    • the spiritual life before birth. In the growth of a child from
    • of the child to develop it. Social relations must take on
    • their old age as only the young are nowadays. A child goes
    • We must manage to shape schooldays for the children of
    • heads to teach their children the Egyptian tongue: they
    • children (I suppose I should say our “young ladies”
  • Title: Problems of Our Time: Lecture III
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    • degrees. For instance, it can never be said of a little child
    • people from childhood onwards so that they can rightly enter.
    • childhood. Once developed they remain throughout life; we have
    • a sense, at the level of childhood, not allowing his astral
    • in a child's life from year to year, we see the inheritance of
  • Title: Problems of Our Time: Main Features of the Social Question and the Threefold Order of the Social Organism
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    • with coals from the mines into which children of nine, eleven,
    • through the demands of the proletariat); these children went
    • which Faust gave to the child Gretchen, suited to her years,

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