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• Title: Kingdom of Childhood: About the Transcripts of Lectures
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  • elaborating Anthroposophy and devoting myself solely to problems
  • lecture-reports not revised by myself.
• Title: Kingdom of Childhood: Appendix to Lecture 5
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  • itself that (1, 2) and (3, 4, 5) together make up (2, 4, 6, 7). Now I
• Title: Kingdom of Childhood: Preface
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  • He shows them how essential it is for a teacher to work upon himself,
  • for unsuspected powers in himself, never to become a pedant, but to
  • make ample use of humour and keep his teaching and himself lively and
  • prevail in his schools. He himself described these particular
  • yet at the same time the need for the child to be practical himself
  • himself distinguished sharply between the styles appropriate to the
• Title: Kingdom of Childhood: Synopsis of Lectures
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  • himself or what he sees around him. Counting and stepping in rhythm.
  • has impulse to model and to paint. Teacher himself must learn Anatomy
• Title: Kingdom of Childhood: Lecture 1
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  • work; that being so, he must acquire this knowledge for himself, and
  • concerns itself with the whole man, body, soul and spirit; and these
  • which has descended from the spiritual worlds, to accustom itself to
  • become less clumsy and the child gradually accustoms himself to his
  • gradually more like itself. We shall understand why the child is as
  • difficult to be a child. The child himself is not aware of this
  • substance. He had prepared himself according to his Karma, according
  • suddenly faced with quite different conditions. He clothes himself in
  • he has to form. It really is a tragic sight. The child himself knows
  • only make an impression upon him by being something oneself. He
  • you yourself are really one with him and make impressions on
• Title: Kingdom of Childhood: Lecture 2
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  • within the eye. The whole eye adjusts itself according to these
  • adjusts itself. Naturally these are not crude happenings, they are
  • yourself passes over into the child and pursues its way within him.
  • whole of life depends on how one conducts oneself in the presence of
  • the young instead of observing life itself.
  • child himself, for there are many things hidden away in such children
  • you must make a point of doing a great many things yourself that they
  • imaginative way, through the various stages which man himself has
  • special arrangements made for himself. On the contrary, the wish is
  • question of what he himself thinks out and discovers out of his own
  • moment of teaching every teacher imagines that he himself is creating
  • tenth year the child does not know how to differentiate himself as an
  • long been accustomed to speak of himself as “P,” but in
  • truth he really feels himself within the whole world. He feels that
  • the whole world is connected with himself. But people have the most
  • unity, and himself also as making up a unity with his surroundings.
  • distinguish himself from his environment. This is something you must
  • ideas, but, if I may express myself so, it is the imponderable
  • something which he himself does not believe. And here Anthroposophy
  • Goethe, it was too abstract. So he invented for himself the
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• Title: Kingdom of Childhood: Lecture 3
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  • himself from his environment. For the first time there is a
  • oneself, object is what belongs to the other person or other thing;
  • plant by itself is not a reality. If you pull out a hair and examine
  • it as though it were a thing by itself, that would not be a reality
  • nothing in itself, but is only a reality when considered with the
  • it is nonsense to examine a hair by itself as though it could
  • root takes into itself the forces which are around it, and because it
  • itself but which has many plants growing on it, or a tree trunk where
  • the living earth itself has as it were withdrawn into the tree. Under
  • it by itself.
  • object in itself than a hair is. For if this were so, you might
  • have the best will in the world. You may say to yourself that the
  • belonging to the earth, and the animals as belonging to himself. The
  • comes to think of himself standing on the earth as though he were
  • them all, for he unites all the animals in himself. And all this idle
  • will know that man unites within himself the whole animal kingdom, he
  • point of discriminating between himself as subject and the outer
  • world as object. He makes a distinction between himself and the world
  • beings, for the child did not yet differentiate between himself and
  • examine it by itself, nor will he examine animals in an isolated way,
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• Title: Kingdom of Childhood: Lecture 4
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  • be patient with his own self-education, with the awakening of
  • out of his own inner self. And especially in education we must first
  • yourself: Something is leading me karmically to the children so that
  • look up to the great big violet any more, but hid herself under a big
  • great big violet, blue like yourself.” Then the violet began to
  • himself or not.
  • about that when, as is sometimes the case, a teacher is not himself
  • yourself that will help you to keep the necessary unquestioned
  • least expects. Every teacher and educator must work upon himself
  • teacher himself when he speaks to the children, for instance when he
  • develop within himself as a matter of course the instinctive gift of
  • phlegma than he has himself. With a sanguine child who is always
  • quickly than the child himself does.
  • way so that you yourself become choleric, and you will see how in
  • not make yourself ridiculous. Thus you will gradually be able to
  • and one must develop true religious feeling by finding in oneself
  • human heart itself is of God. One can then say to the child:
  • again when the child is more mature. But the teacher himself must
  • in himself that this is not complete, that something is lacking. How
  • gradually through balancing out the forms he will develop in himself
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• Title: Kingdom of Childhood: Lecture 5
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  • himself or what he sees around him. Counting and stepping in rhythm.
  • in your teaching that are remote from life itself. Everything which
  • so that in many respects he is himself remote from life. This brings
  • however should be derived from life itself, and here it is supremely
  • fortieth year he can say to himself: Now I understand what in my
  • you?” The child will see for himself that I cannot do it to
  • the movement of your body you could never touch yourself in the way
  • manner you can derive number out of what man is himself. You can lead
  • somewhere else in yourself.” The child will think finally of
  • are sitting comfortably inside it, you are doing nothing yourself; it
  • is the chauffeur in front who has to exert himself. You sit inside
  • toil and moil, it simply sits on the top of your body and lets itself
  • that contains within itself the TWO, the THREE, the FOUR, and if you
  • single blocks. This of itself leads them away from what is living.
  • keep the smaller one for yourself.” Whereupon Henry said,
  • something that is not itself a pure number but that contains number
  • the remarkable quality of the Theorem of Pythagoras itself, and
• Title: Kingdom of Childhood: Lecture 6
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  • child has impulse to model and to paint. Teacher himself must learn
  • body by the etheric body, becomes free, emancipates itself with the
  • and do some modelling himself, for the teachers' training of today
  • and gradually draws itself together inside. Before this time it is a
  • kind of loose cloud, in which the child lives. Then it draws itself
  • itself chemically with the organism, with all the tissues of the
  • itself, goes up through the spinal column (see drawing), spreads out
  • in-breathed air which distributes itself, goes up through the spinal
  • must yourself find joy in it.
  • differentiate between himself and his environment. Up to this time
  • only when he learns to differentiate himself from his environment
  • that he may begin to examine what he himself is bringing forth in his
  • he does not concern himself with this at all. This does not occur to
  • the outside world. He will do this of himself because it lies in
  • inner astonishment, wonder, self-defence, self-assertion, etc., or
  • understand because he cannot yet distinguish himself from his
  • least some feeling for the thing itself, so that the children feel
  • movements either alone or in groups, man actually reveals himself
  • just as he reveals himself through speech. Now if there is the right
  • human faculties out of the very nature of man himself, for if you do
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• Title: Kingdom of Childhood: Lecture 7
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  • can see that it divides itself again into three sections, and it is
  • here, when the child begins to differentiate himself from his
  • — his own self, and “object” — the things
  • between the soul quality which he sees in himself and what is merely
  • itself. You should not begin your teaching of Physics as set forth in
  • on. Thus you must connect everything with life itself.
  • life itself, and your chemical phenomena also.
  • curious happens to the child; the lesson itself soon makes him tired.
  • education and teaching you must address yourself to whichever system
  • you must address yourself to rhythm in the child by using pictures.
  • familiar to them. You yourself, with the authority of the teacher and
  • influence of what you yourself have said. Even when the children are
  • he then himself writes in his essay must preserve this mood.
  • sound more quickly than it travels itself, and then if you think this
  • out to its conclusion you come to the point of saying to yourself:
  • not an imitation of life itself. All Froebel occupations and the
  • himself to be in touch with reality as he stands in his class.
  • meetings, each teacher speaks of what he himself has learnt in his
  • latter case you will very soon find that you yourself as the teacher
  • itself. This can be done in a two-fold way. On the one hand we can
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• Title: Kingdom of Childhood: Questions and Answers
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  • longer see it clearly, then we begin to treat the number itself as
  • no progress in calculation unless we treated the number I itself, no
  • number itself is treated as something concrete. And if you think this
  • out you will find that a transition also takes place in life itself.
  • above (see sketch). The line forms itself at the boundary between the
  • itself but from painting, working in colour or in light and shade.
  • exist at all: where is it? It is, of course, produced of itself if we
  • life itself. [The sketch was made on the blackboard
  • opposition what may possibly be philistine itself.
  • Waldorf School principle itself.
  • possible for me to insist that I myself should appoint the teachers