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• Title: Kingdom of Childhood: About the Transcripts of Lectures
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  • quite different things, built upon different foundations. The public
  • “However, nothing was ever said that was not solely the result
• Title: Kingdom of Childhood: Appendix to Lecture 5
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  • fits in to the space (3), and if you cut out the whole thing you can
• Title: Kingdom of Childhood: Preface
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  • doing everything in the light of a knowledge of the child as a
• Title: Kingdom of Childhood: Synopsis of Lectures
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  • breathing by way of nerves, as playing on a lyre. Importance of
• Title: Kingdom of Childhood: Lecture 1
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  • of humility, but there really is something very special
  • something even less stable; rules of education were laid down based
  • views, are confronted with a complete impasse, for everything
  • to such things as thinking, feeling and willing we find no reality in
  • in the soul in reference to these things. What the so-called
  • willing is a youthful thinking in the soul. Thus everything
  • these things are realities. But today no one knows how to speak of
  • the human body. And as for the spirit, there is no such thing! One
  • easily feel that all is not well with our education; certain things
  • know nothing at all of Man? Therefore all the ideas for the
  • the natural thing will be that he acquires it through Anthroposophy.
  • things are not observed. These are the so-called practical persons,
  • entirely composed of thoughts arising from theories. There is nothing
  • been nothing but a first step, an introduction. In reality the World
  • and must learn something. Then one thinks how best to teach so that
  • the child can learn such and such a thing quickly. But what is a
  • will grow out of them. This however is something that people notice
  • initiated into the mysteries of the spirit there is nothing that can
  • should like to speak quite simply about these things, and you must
  • ordinary things of the earth. One can speak of them thus because they
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• Title: Kingdom of Childhood: Lecture 2
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  • sense-organ? The characteristic thing is that the sense-organ is
  • things. These are the finer processes that are not taken into
  • seven years is really an eye. If something takes place in the child's
  • a picture of it. From it something passes over into the entire
  • circulation of the blood and the metabolic system, something which is
  • the things that matter most for the young child. What you say to him,
  • appear in your gestures — in short, everything that you do
  • him. Therefore the essential thing is not to imagine that the child
  • know that everything that is done in his presence is transformed in
  • the things that we are usually advised to do with Kindergarten
  • children are quite worthless. The things which are introduced as
  • io believe that it really is something suitable for children, but it
  • we were to do all kinds of things that the children could copy out of
  • decide that this or that must be done in education, something clever
  • peculiarities of which one generally knows nothing whatever. When you
  • eat something sweet or sour you perceive it on the tongue and palate,
  • I knew for example a small boy who on being given something to eat
  • an organ of taste. The remarkable thing is that in his ninth or tenth
  • say these things jokingly but in order to give you examples of how to
  • observe. You very rarely hear people relating such things as these,
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• Title: Kingdom of Childhood: Lecture 3
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  • oneself, object is what belongs to the other person or other thing;
  • and now we can begin to speak of external things as such, whereas
  • thing we have to do is to dispense with all the textbooks. For
  • textbooks as they are written at the present time contain nothing
  • which show one how these things should be taught. Now the important
  • things from them, you are doing something which has no reality. A
  • it as though it were a thing by itself, that would not be a reality
  • either. In ordinary life we say of everything of which we can sec the
  • and form some opinion about it, that is one thing; if you look at a
  • nothing in itself, but is only a reality when considered with the
  • plant growth. Something else is living besides the actual plant; this
  • you will be teaching something which is quite unreal. This will have
  • reality that they look at everything in a disintegrated, isolated
  • something in themselves apart from the earth. The plant is no more an
  • something that grows with this organism.
  • And in these things it is not only a question of giving children
  • only come to see that this is so when you consider such things from
  • child must learn about everything, including plants, by examining
  • him for here is something real. I firmly believe that this is a
  • at something which is not a reality at all. This kind of
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• Title: Kingdom of Childhood: Lecture 4
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  • something in the soul which may indeed sprout and grow. You may then
  • cannot endure being clumsy and doing things stupidly and imperfectly
  • yourself: Something is leading me karmically to the children so that
  • therefore give you an example of something which can sink into the
  • child's soul so that it grows with his growth, something which one
  • feelings within him. Nothing is more useful and fruitful in teaching
  • than to give the children something in picture form between the
  • that things which at one time were given to the child in germ can
  • they don't sleep!) and the first thing that the little violet saw was
  • what that thing above her could be. “What is that up
  • everything in the world which might hurt her. Then the little violet
  • listen, for they always listen to such things; but you must tell it
  • why when we speak of such things as I have just mentioned, we must
  • one must have the gift of letting a great many things pass
  • doing something with one of the children in the front row, the boy
  • of something that is negative.
  • wanted to pass on to something else and to relax the tension (which
  • experience the strangest things in this connection, and it is mainly
  • hardly begun. (I know things are better here but I am talking of
  • things may easily come within your experience; it simply depends on
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• Title: Kingdom of Childhood: Lecture 5
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  • every subject that you teach, so that you do not make use of things
  • in your teaching that are remote from life itself. Everything which
  • to count things and what really happens when you count. You will
  • being of the child with this kind of counting or with similar things
  • that it lives in abstractions, by inventing such things as the abacus
  • the child to understand every single thing we teach him. He must take
  • despair over the way things are made trivial, in order, as one says,
  • everything with understanding. Now we naturally begin to write
  • of comprehending the thing as a whole. This is the natural way of
  • real meaning for man when he knows something of his former earth
  • are sitting comfortably inside it, you are doing nothing yourself; it
  • the children. In fact there is nothing better in life than making the
  • inside and does nothing, whilst the body, every part of it, is the
  • chauffeur who has to do everything.
  • thing to another; indeed this is the least important aspect of
  • is something which is ONE. Now you divide it like this, and you have
  • something which is TWO. It is not two ONEs put together but the two
  • can awaken the thought that the ONE is really the comprehensive thing
  • comes to experience something of what it is to be inwardly permeated
  • by means of external things which he can see, and keep him as far
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• Title: Kingdom of Childhood: Lecture 6
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  • astral body gradually draws into physical body, carrying the breathing
  • nothing further to do as regards the physical body, or at least not
  • includes nothing of this sort. You will see that however much you
  • as much as if you were to copy the whole thing in wax or plasticine.
  • paint something that is in no way an imitation of the human body but
  • to see that when you have explained anything about the human being to
  • model such forms as the lung or something similar. It is really
  • interesting to see how the child forms things out of his own being.
  • nothing else that is very good material to work with.
  • something very strange happens here. When the astral body presses
  • breathing works in with the whole nervous system. Indeed this working
  • together of the breathing with the whole nervous system is something
  • of breathing, passing along the nerve fibres, right into the physical
  • breathed in, it is playing upon something that is stretched across
  • years of life, the child learns everything by imitation, but now he
  • marvellous thing. In the cow a kind of image of the whole world is
  • mirrored. It is the most beautiful thing one can see, a herd of cows
  • allow us to experience the lovely things that the cows, for example,
  • there is something that should really be present in the child at a
  • one must understand something of music. But an essential part of
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• Title: Kingdom of Childhood: Lecture 7
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  • — his own self, and “object” — the things
  • is essential for us to teach in such a way that everything within the
  • things in quite an elementary way up till the twelfth year. The third
  • nine-and-one-third the child takes in everything with his soul. There
  • is nothing that the child would not take in with his soul. The trees,
  • the stars, the clouds, the stones, everything is absorbed by the
  • not speak to the child of Inanimate things at all before he
  • make it clear to ourselves that this is really how things are: in the
  • this, but pass over to all kinds of intellectual things when the
  • on. Thus you must connect everything with life itself.
  • that you are going to some shop where things are being weighed out,
  • the essential thing, to begin with real life in considering the
  • the other way, beginning with an abstraction, then something very
  • tire. Now there is something very strange about the so-called
  • man, which contains the whole rhythm of breathing, the circulation of
  • found everything that is metamorphosed by means of the different
  • year. Rhythm of breathing, rhythm of the blood, the whole rhythmic
  • Everything that you describe or do must be done in such a way that
  • rhythm, everything that is artistic or rhythmic, must be engaged.
  • less you exert the intellect, by presenting everything in a living
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• Title: Kingdom of Childhood: Questions and Answers
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  • the part? And you have only another conception of the same thing as
  • multiplication will soon cease to be something in the nature of
  • is very important that the child should learn such things.
  • the concrete as far as ever possible, by connecting everything
  • One thing
  • system for everything. Here, with your money, you still have a more
  • pleasanter system of measures! These are things which really keep
  • everything to the concrete. Only in notation do you have the decimal
  • numbers themselves as concrete things.
  • thing, and 2 is the number. I might just as well say: 2 dogs. But if
  • you write 20, that is nothing more than 2 times 10. Here the 10 is
  • treated as a concrete thing. And so our system of numeration rests
  • upon the fact that when the thing becomes too involved, and we no
  • something concrete, and then make it abstract again. We should make
  • matter what it is, as a concrete thing, and afterwards made it
  • is the concrete thing. The real secret of calculation is that the
  • number itself is treated as something concrete. And if you think this
  • nuts.” They were speaking of concrete things. A shilling always
  • by using these numbers with concrete things — one dozen,
  • untruth. What does drawing mean? It means representing something by
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