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Searching Rudolf Steiner Lectures by Location (Stuttgart)
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Title: Lecture: The Two Christmas Annunciations
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old wise ways of fathoming the universe. The ancient wisdom-teachings
annunciation, through the channel of the teachers of wisdom, through

Title: Lecture: The Ear
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Anthroposophical spiritual science is all very well; it teaches us
in education, in teaching. Ordinary head-knowledge is morally neutral.
will have good moral instruction, true moral teaching of mankind, as

Title: Education for Adolescents
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If a teacher makes a mistake while teaching a 10 or 12 year old, then,
as far as the mutual relationship between pupil and teacher is
The feeling for the teacher's authority will flag perhaps for a while,
inwardly, the teacher must be capable of doing this himself, so that
again the teacher has failed to give us the right answer. He
that occur when the children have the feeling: “The teacher just
inability, the personal capacities and incapacities of the teacher are
people at this age, or if we teach in such a way that they never come
teacher — even though he is the more objective party —
You see the teacher must, in full consciousness, be permeated through
lightning! What's happened to the teacher! Up to now we've thought of
must arise. Verve is what teachers must bring to young people at this
It is important for oneself as a teacher to exercise a certain amount
if, just at this age, young people feel cleverer than the teacher
be diverted from all the teacher's little mannerisms. Here, too, the
teacher's latent inadequacies are the most fatal.
relationship between pupil and teacher. And here morality is to be
understood in its broadest sense: that, for instance, a teacher calls
teacher to pupil. Mournful teachers, un-alterably morose teachers, who
city dwellers, city dwellers who have become teachers and doctors. And
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Title: Lecture: Awakening to Community - I
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an able Waldorf School teacher became a poor anthroposophist. (This
possible to be both a first-rate Waldorf teacher and a poor
Waldorf teachers, workers at Der Kommende Tag, scientists, medical

Title: Lecture: Past Incarnations of the Peoples of Today
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understanding of human life. The teachings of Spiritual Science must
I am not now referring to those who actually received the teachings
actual life, teachings like that of repeated earthly lives, which in
teachers have been able to speak intelligibly of life as it is at the
human intelligence to the understanding of the teachings of Spiritual
Science and take these teachings really seriously, we should soon

Title: The Supersensible Being of Man and the Evolution of Mankind
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head organisation teaches us something that eludes ordinary
processes. This teaches us how the bodily head organisation actually
spiritual science teaches us that the death-bringing principle is
understanding, want to complain of the views and teachings of
Christianity arose, the teachings about Christ Jesus came out

Title: Lecture: The Peoples of the Earth in the Light of Anthroposophy
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life.’ These teachers instructed their pupils in certain

Title: Lecture: Anthroposophy's Contribution to the Most Urgent Needs of Our Time
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teaching about mechanical heat, he constructs hypotheses about the

Title: Lecture: Yuletide and the Christmas Festival
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that the teachers at the Gymnasium (Grammar School) there had

Title: Lecture: The Experiences of Sleep and their Spiritual Background
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teachings were given in the places of the Mysteries and found their way
to the individual human beings; these teachings enabled the soul to
the outer world of the senses. Such teachings were given in connection

Title: Lecture: About Horses That Can Count and Calculate
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pass through its head. The only thing that will be required is to teach

Title: Reincarnation and Immortality: Lecture II: The Historical Evolution of Humanity
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teach us to recognize what each day brings — and today

Title: Necessity for Spiritual Knowledge: Lecture 1
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bodily constitution. Teachers could turn their attention to
do individually, for example in teaching, must be done out of
teachers at the Waldorf School. It has been our intention to
though it is hardly credible: how one should teach, how the
decrees, how they should teach. And what underlies this is
things theoretically, which teach us nothing about taking the

Title: Necessity for Spiritual Knowledge: Lecture 1 (alternate translation)
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Science teaches with reference to social matters, shall flow
and all we teach individually, must be with the knowledge
at the course of instruction for the teachers of the Waldorf
are ordered how to teach! And people do not realise what that
an abstract way and does not teach us how to take the Spirit
anthroposophical science, as I try to teach it, is based. If
fact that any single person who teaches spiritual science at
the spirit. Try to understand the teaching in this way and

Title: Necessity for Spiritual Knowledge: Lecture 2
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pedagogy it is possible to become a good teacher. Now even in
teaching as a well-written book on aesthetics is worthless to
science never makes a true teacher. It is not necessary to
teachers. And why? It is drawn up in such a way that its
to be a teacher by the mere fact of learning pedagogy;
of the fact that aesthetics and its laws can never teach how
teachings — knowledge of Man, insight into the
teacher; the impulse to teach and instruct in a certain way

Title: The Ten Commandments
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these ancient Rishis, these great teachers of the

Title: At the Gates: Lecture I: The Being of Man
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of Sponheim, a German scholar who was also an Initiate and the teacher
teachings were obliged to undergo severe tests and trials to prove their
abandoned in modern times; the more elementary teachings are now given out
fruits of the teaching were allowed to reach humanity, would fail. Among
of printing. Previously, theosophical teaching had been passed on orally

Title: At the Gates: Lecture II: The Three Worlds
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was little more than an animal. Then she met a teacher of genius, a

Title: At the Gates: Lecture VI: The Upbringing of Children. Karma.
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by lesson-books or verbal teaching, but by means of example and imitation.
teaching is needed for the etheric and astral bodies, but it is extremely
not be an enforced authority — the teacher must gain his authority
to go on. Theosophical education demands of the teacher not only
demands that the type of people chosen to be teachers must be those whose
teachers, since the future of mankind depends on it. Here a great
the twenty-fourth year, when everything around him can teach a person
The Theosophical Society is to publish a book for teachers and mothers
of karma; the testament of Christ is in fact the teaching of karma and

Title: At the Gates: Lecture VII: Workings of the Law of Karma in Human Life
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ago the occult teacher had a quite different task. He had to concern
and more individual and independent; the occult teacher can no longer
illness would never have appeared. The occult teacher knows that if this

Title: At the Gates: Lecture IX: Evolution of the Earth
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about successive incarnations; the teacher said only, “Learn the

Title: At the Gates: Lecture XI: The Post-Atlantean Culture-Epochs
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will of your God. Your's must be a bad God if he does not teach his
his God teaches is very different from what your magical black signs
of Manu, called the holy Rishis, became the teachers of the ancient

Title: At the Gates: Lecture XII: Occult Develpment
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teacher. What, then, happens to a man who enters on occult development?
development becomes unduly absorbed in the teachings of Theosophy.
way about in the higher worlds. But, as I have said, the teachings of

Title: At the Gates: Lecture XIII: Oriental and Christian Training
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say that no occult school sees in its teaching and requirements anything
briefly the kind of instruction that an Eastern teacher gives. You will
by the great teachers of humanity, conditions were much simpler: stealing
was easy to define. But a Yoga teacher would not agree that Europeans
all this the Yoga teacher would call stealing. With us, social relations
burden lawyers, doctors and so on. Every university professor teaches his
of public opinion, of the newspapers! The Eastern teacher of Yoga does
teacher makes his pupil adopt a special posture; the pupil has to keep
to kill and not to injure any living creature. The occult teacher says:
no further use of. The occult teacher is concerned to alter this. If there
The teacher gives the necessary instructions. Breathing in, holding
to work on him. The occult teacher says to the pupil: “You must
with which a teacher of Eastern Yoga deals.
can be followed with the advice of a teacher who knows what has to be
of the teacher, and after meditating again on the five opening verses,
of the Resurrection, cannot be described in words. Hence occultism teaches
teacher indicates the way to this experience.

Title: At the Gates: Lecture XIV: Rosicrucian Training - The Interior of the Earth - Earthquakes and Volcanoes
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is what really matters. If we say that we want more moral teaching and
saying given by his occult teacher, he will be guided to that which
difficult today. But theosophical teaching is itself a promoter of peace.
When we come together so that we may live within this teaching, it gives

Title: First Lecture (First Scientific Lecture-Course)
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contribute may well be of use to those of you who are teachers and
teaching. In view of all the aberrations to which the Science of
Nature in our time has been subject, for the teacher and educator it
teachers who instruct the young, and altogether those who want to

Title: Third Lecture (First Scientific Lecture-Course)
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teaching.
especially to Waldorf-School and other teachers — you will

Title: Sixth Lecture (First Scientific Lecture-Course)
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What did they teach you of the phenomenon you see when you observe

Title: Eighth Lecture (First Scientific Lecture-Course)
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Having absorbed and accepted the teachings of Physics, Hamerling

Title: Tenth Lecture (First Scientific Lecture-Course)
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this applies above all to the teacher — it is most important
Waldorf teachers, will teach it too, needless to say; they cannot
you — and notably to the Waldorf School teachers among you
do: we can refrain from bringing into our teaching too many

Title: Warmth Course: Lecture I
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for teachers of the natural sciences, as well as interested parents
a pedagogical impulse applicable to the teaching of science. Today we
teacher; his teacher gave him a thrashing. In both cases there is a
that the bad boy who dealt out today's whipping and the teacher who

Title: Warmth Course: Lecture II
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for teachers of the natural sciences, as well as interested parents

Title: Warmth Course: Lecture III
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for teachers of the natural sciences, as well as interested parents

Title: Warmth Course: Lecture IV
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for teachers of the natural sciences, as well as interested parents
observed. In such a case, these teachers of physics would call forth

Title: Warmth Course: Lecture V
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for teachers of the natural sciences, as well as interested parents

Title: Warmth Course: Lecture VI
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for teachers of the natural sciences, as well as interested parents

Title: Warmth Course: Lecture VII
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for teachers of the natural sciences, as well as interested parents

Title: Warmth Course: Lecture VIII
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for teachers of the natural sciences, as well as interested parents

Title: Warmth Course: Lecture IX
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for teachers of the natural sciences, as well as interested parents

Title: Warmth Course: Lecture X
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for teachers of the natural sciences, as well as interested parents

Title: Warmth Course: Lecture XI
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for teachers of the natural sciences, as well as interested parents

Title: Warmth Course: Lecture XII
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for teachers of the natural sciences, as well as interested parents

Title: Warmth Course: Lecture XIII
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for teachers of the natural sciences, as well as interested parents
field of phenomena and about which we can teach according to Goethe's

Title: Warmth Course: Lecture XIV
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for teachers of the natural sciences, as well as interested parents
teach in them, something whose inner configuration represents an
necessary to have something to teach in these schools for the

Title: Lecture: Younger Generation: Lecture I
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and living wisdom in teachers and so must reject modern adults' dead
become a teacher or adopt some other profession — that is not

Title: Lecture: Younger Generation: Lecture II
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and living wisdom in teachers and so must reject modern adults' dead
leaders, for those who were both teachers and leaders or — as
would be equally correct — teachers endowed with leadership,
can no longer find any teachers.
men prided themselves on not being teachers any longer, but
longing to know how to teach young people to be young in order that
needed today. First of all, the teachers must be awakened, and then
the teachers must awaken the children and the young people.

Title: Lecture: Younger Generation: Lecture III
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and living wisdom in teachers and so must reject modern adults' dead

Title: Lecture: Younger Generation: Lecture IV
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and living wisdom in teachers and so must reject modern adults' dead
opposition to the Socratic teaching. And so, during the sixties and

Title: Lecture: Younger Generation: Lecture V
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and living wisdom in teachers and so must reject modern adults' dead
what is dead becomes the teacher of the living, the youthful feel it

Title: Lecture: Younger Generation: Lecture VI
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and living wisdom in teachers and so must reject modern adults' dead
pedagogics of the future to the growing generation by teachers and
education and teaching there will have to be imparted much of that
confidence we bring to an adult. When we meet the child as teacher or
lie. But anyone who teaches has to work unceasingly, in a living way,

Title: Lecture: Younger Generation: Lecture VII
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and living wisdom in teachers and so must reject modern adults' dead
right thing is for teachers to be able to handle what does not give
another way. We may find that the teacher hands on to the young
those who teach standing before their class with a note-book, or even
of a class of say, thirty pupils, and teach with the help of a book
is wanting to teach me something that he has first to read. I should
invisible children about the teacher of the thirty visible ones who
of someone who is to teach or educate, much goes on that is entirely
inner being what neither parents, nor teachers, nor even the old
henceforth demanded of teachers: Yes, now prove that for me! And now

Title: Lecture: Younger Generation: Lecture VIII
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and living wisdom in teachers and so must reject modern adults' dead
[or] ninth post-Christian centuries, at least those who were teachers
their teachers that thoughts were Beings permeated, imbued by the
natural scientist, certainly not in any authoritative teacher of
people wish to teach you mineralogy, zoology, botany, biology,

Title: Lecture: Younger Generation: Lecture IX
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and living wisdom in teachers and so must reject modern adults' dead
teachers, educators, and the younger generation. If this is not
to teach or educate: “The young cannot be brought to the point
with violating his most sacred duty if, as teacher or educator, he
all instruction. In other respects the education and teaching of that
else was connected with this: that teachers felt that it was first of
only when the young people had reached a certain age that the teacher
and for this reason the substance of the teaching was the trinity of
and words. Instruction in grammar was the teaching of an art, and all
teachers, that they should feel their teachers capable of speaking
the teacher and educator.
when we speak of the objective method of teaching, we keep the
teaching quite apart from the personality of the teacher. We drag in
machines, in order that the teaching may be as impersonal as
separation is not really possible. The endeavour to keep the teaching
teacher coming into play, and his good side is quite unable to unfold
it was a natural demand on the teacher that he should first let the
that is not correct. His teaching certificate was for Eloquentia —
order to teach he took up history of art — and dealt with it
most excellently. Even at the time when Curtius was teaching it would
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Title: Lecture: Younger Generation: Lecture X
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and living wisdom in teachers and so must reject modern adults' dead
drew attention to how in earlier times the teacher took his start
young human being started by recognizing in his teacher: This man can
our system of teaching is ultimately of this character, too, and
teacher if he is to guide and lead the young from the time of the
can education really be experienced as art, and the teacher can
Then in our epoch of the consciousness soul all teaching will be so
arranged as to create an artistic atmosphere between teacher and
cleverer than the teacher — one asks: Why should I be bothered
cannot very well be otherwise. For the teacher is so drilled in

Title: Lecture: Younger Generation: Lecture XI
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and living wisdom in teachers and so must reject modern adults' dead
were everyone to teach a different science. But that could not be,
age it establishes no relation between teacher and pupil. All
the individuality of the teacher and educator. It is individuality
that must work in the school. What grows between teacher and pupil
teacher as coming out of pre-earthly existence. A young child has the
concepts but is manifested in the teacher; and it resists conceptual
teacher, of educator. Through study we cannot become teachers. We
cannot drill others into being teachers, because each one of us is
already a teacher. Every human being is a teacher, but he is sleeping
it brings the teacher, as a human being, nearer to those whom he
It would be terrible if anyone were to believe it possible to teach
cannot always give the post of teacher to a genius just for a future
geniuses as teachers. You would not say this because experience does
the teacher is faced with a class in which there are children
teacher consists in bringing the children not merely to our degree of
teachers, therefore, we may come into the position of having to
provide schools with enough teachers unless one holds to the
principle that it does not matter if the teacher is not as clever as
teacher because it does not depend on the giving out of knowledge but
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Title: Lecture: Younger Generation: Lecture XII
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and living wisdom in teachers and so must reject modern adults' dead
learn all the teachings about the ego. It is not a question of
being a teacher. For we should really get the feeling that we are
important than is supposed. The boy or girl, seeing the teacher come
into the classroom, must not have the feeling: “He is teaching
subconscious.” They want a human relation with the teacher. And
Pedagogics is not enough if it makes the teacher or educator merely
the teacher merely clever is not of the right kind; the right kind of
pedagogics makes the teacher inwardly alive and fills him with
teacher or educator, it is that his pedagogical art has not made him
perhaps only a myth or a legend. If teachers are pedants, if these
and philistines were to be found in the teaching profession it would
teacher can be no philistine, can be no pedant.

Title: Lecture: Younger Generation: Lecture XIII
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and living wisdom in teachers and so must reject modern adults' dead
teacher. Everything was still permeated with soul, everything was
Michael if we want to become true teachers. More is accomplished for
were, from another side so that as teachers we know: All accumulation
teach the child about the mysteries of earthly existence. Only when

Title: Lecture: Lecture I: Occult Signs and Symbols
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ideas of occult teaching for some time. Hence, they may well wish to

Title: Lecture: Lecture III: Occult Signs and Symbols
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numbers 1, 3, or 7. Real occult teaching knows nothing of witchcraft

Title: Lecture: Lecture IV: Occult Signs and Symbols
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teaching, one says that one searches for God within one's self. But

Title: Lecture: The Proclamations to the Magi and the Shepherds
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exact knowledge of the world. The teachings of the ancient wisdom, as
One often hears it said to-day that the teachings given in the
these so-called ‘secret’ teachings were no different from what is now
human beings in a different way. For to teach the principles of
of the Mystery-teachings but these significant matters are not as a
way in which the subject-matter of the Mystery-teachings in ancient
teachings were able to shed light upon the Mystery of Golgotha, but as

Title: Cosmic New Year: Lecture I: The Three Streams in the Life of Civilization. The Mysteries of Light, of Man, and of the Earth.
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opposition was made to the teaching given as Spiritual Science. And
upon what I teach from the writings of my opponents, but they are not

Title: Cosmic New Year: Lecture IV: The Breaking-in of Spiritual Revelations Since the Last Third of the Nineteenth Century. Thoughts on New Years Eve.
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power of speech when a teacher of religion says: “True piety must
forward before the Holy Roman Congregation whether the teaching that
is termed theosophical is in keeping with the teaching of the Catholic

Title: Cosmic New Year: Lecture V: The Dogma of Revelation and the Dogma of Experience. The Spiritual Mark of the Present Time. A New Year Contemplation.
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German. This is why their teachings were so enthusiastically received;
amongst the lower or higher ranks of the nation's teachers during the
self-activity or in the teaching of others, or in the furtherance of

Title: Fundamentals of Anthroposophical Medicine: Lecture III
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our teaching.
false methods of teaching that are being researched today.

Title: Anthroposophical Approach to Medicine: Lecture III
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the teaching.
arising from false methods of teaching. Excessive strain on the

Title: Lecture: Michaelmas III: The Michael Inspiration
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shall have what teaches us how to take in hand the iron in our own

Title: Lecture: Michaelmas Vb: The Michael Impulse and the Mystery of Golgotha (Part II)
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what we can find of the teaching and outlook of the last centuries of

Title: Threefold Order: Part II: Lecture: The Impulse Towards the Threefold Order
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the experience of an elementary school teacher, up to

Title: Practical Course/Teachers: Lecture I: Introduction - Aphoristic remarks on Artistic Activity, Arithmetic, Reading, and Writing
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Practical Course for Teachers
Together with Study of Man and Discussions with Teachers these
to the teachers of the first Waldorf school. Here are 14 lectures,
Practical Advice to Teachers, and is published in German
for even in our actual teaching methods we shall have to
In teaching the child the present form of reading, we teach him
you teach the child are determined by convention; they have
Teaching the child arithmetic is quite another thing. You will
And if we proceed further to teach the child certain activities
the activity of the spirit and soul in man. In teaching
children reading and writing we are teaching in the domain of
the most exclusively physical. Our teaching is already less
physical in arithmetic, and we are really teaching the soul and
the spirit when we teach the child music, drawing, or anything
from pictorial shapes. And now think how, when you only teach
f like this!” you are teaching him something quite
artistic element. Therefore we must begin, in teaching to
in abstracto. We must teach art in
drawing, etc.; we must impart the psychic element in teaching
arithmetic, and we must teach the conventional element of
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Title: Practical Course/Teachers: Lecture II: On Language - the Oneness of man with the Universe
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Practical Course for Teachers
Together with Study of Man and Discussions with Teachers these
to the teachers of the first Waldorf school. Here are 14 lectures,
Practical Advice to Teachers, and is published in German
stability. This linguistic study, so illuminating in teaching,
important to develop this sense as educators and teachers.
necessary inspiration for teaching and education. We cannot, in
order to decide the manifold question of teaching and
teaching, for instance Herbart, so excellent for bygone times,
teacher, of his reason, of his perception. Here already reside
of teachers with just this group of children. And you are the
right teachers for these children because you have formerly
By following out the methods practised in our teachers' training
for the child's life of ideas. You will be a good teacher for
is expressed in education and teaching. I beg you to feel this

Title: Practical Course/Teachers: Lecture III: On the Plastically Formative Arts, Music, and Poetry
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Practical Course for Teachers
Together with Study of Man and Discussions with Teachers these
to the teachers of the first Waldorf school. Here are 14 lectures,
Practical Advice to Teachers, and is published in German
as a point of departure in teaching, for a certain artistic
see, further, that teaching must be managed so as always to
of teaching.
saturating oneself as a teacher with the instructions
one-sided-ness again in teaching. For instance, it will be
If, therefore, we were to introduce into school-life teaching
plastically formative in teaching. But just as little
[Eurhythmy teacher at the Goetheanum, 1913–27.]
be understood later. I beg you to feel no scruple at teaching
material, purely on the teacher's authority, for which
reason the division of teaching should be arranged so that the
of music. The teacher of music should be in close contact with
the teacher of recitation, so that when the one lesson follows
would be especially useful if the teacher of music were still
understand the poem! The answer to that must be: Teaching must
teaching what is necessary for the understanding of the poem.
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Title: Practical Course/Teachers: Lecture IV: The First School-lesson - Manual Skill, Drawing and Painting - the Beginnings of Language-teaching
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Practical Course for Teachers
Together with Study of Man and Discussions with Teachers these
to the teachers of the first Waldorf school. Here are 14 lectures,
Practical Advice to Teachers, and is published in German
in our meeting on “General Principles of Teaching,”
whole course of teaching. Let us imagine, without more delay,
teaching proceeds in the right course unless it is accompanied
teaching and education one cannot get on. But neither can one
later. The principle that you should only teach the child what
is not remarkable that you find a very well-known teacher of a
for his teacher, from a sense of his authority. Accordingly you
Altogether it is most important for teaching and for education
benefit to teaching or to education to introduce all kinds of
tricks into teaching, merely for the sake of the
artificially prepared for the purpose of teaching is a mistake
in school. As to how games should be incorporated in teaching
assimilation of teaching in this case is of the greatest
will take it in well, as, in fact, in teaching, all depends on
similar process can be applied to the teaching of music. Here,
let us take first the teacher who takes the main morning
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Title: Practical Course/Teachers: Lecture V: Writing and Reading - Spelling
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Practical Course for Teachers
Together with Study of Man and Discussions with Teachers these
to the teachers of the first Waldorf school. Here are 14 lectures,
Practical Advice to Teachers, and is published in German
but I should like to indicate the essential course of the teaching,
well-founded teaching that a certain intimacy with drawing
the foundation of teaching in reading and writing. To-day I
will say in parenthesis that much depends in teaching on being
teaching, and now is the moment to apply it. That is: we
value to you in teaching than are the discoveries of your own
And from these two points of view both life and teaching must
teaching — or to feel yourself so astir in your soul that
we teach him that what he has learnt for the beginning of a
teaching as opposed to dead: all depends on starting from the
teaching that we succeed in leading the child into the world in
to teach the child a, you will say to him: “Now
this way you teach the child first of all a kind of
You can teach the child this: you can say to him: “Just
another, you bring the child on, never by mere abstract teaching,
world around him by writing organically and teaching reading
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Title: Practical Course/Teachers: Lecture VI: On the Rhythm of Life and Rhythmical Repetition in Teaching
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Practical Course for Teachers
Together with Study of Man and Discussions with Teachers these
to the teachers of the first Waldorf school. Here are 14 lectures,
Practical Advice to Teachers, and is published in German
will not only have to be teachers and educators at the Waldorf
growing child. Clearly our principles and methods of teaching
we teach simply and solely in accordance with this theory we
absorb truths for his teaching which are rather
system of Central Europe. You know that especially the teachers
European system of education and teaching were people on whom
former educators of youth, especially the teachers of more
not merely consist, as it did formerly, in the teacher's
Mystery teachers withheld such secrets of life esoterically
certain degree every teacher must know truths which he cannot
teacher retaining his same pupils; of taking them over for the
teacher, after finishing with the eighth class, should then
teacher who cannot himself develop what he instilled into
children in earlier years. It is part of the teaching method
itself that the teacher should go up with his own pupils
that is what we are concerned with when we educate and teach
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Title: Practical Course/Teachers: Lecture VII: The Teaching in the Ninth Year - Natural History - the Animal Kingdom
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Practical Course for Teachers
Together with Study of Man and Discussions with Teachers these
to the teachers of the first Waldorf school. Here are 14 lectures,
Practical Advice to Teachers, and is published in German
your teaching, but it will also make the teaching of some
their ninth year and can really only continue your teaching
explain to you, as teachers, what you will have to make clear
be aimed at in the child by means of natural history teaching
is radically defeated unless the teaching of natural history
taught as a preparation for all other teaching in natural
by the course of your teaching you will have to awaken in him
Thus we ought to teach the child, by evolving ideas from form,
translate it into teaching, for you must first be conscious of
inculcates man with conceit to teach him perpetually that he is
if you do not teach him that he is perfect through his lazy
teach natural history, we should take man as our
teacher must pay attention to it. For his reason you will be
child's age, for when you teach natural history in the way I
teaching of natural history so that the child has no
suspicion that you intend to teach him anything moral.
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Title: Practical Course/Teachers: Lecture VIII: Education After the Twelfth - History - Physics
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Practical Course for Teachers
Together with Study of Man and Discussions with Teachers these
to the teachers of the first Waldorf school. Here are 14 lectures,
Practical Advice to Teachers, and is published in German
with regard to religious teaching, and also with regard to the
teaching in the elementary school.
especial subject of teaching in the future will have to be the
teaching will then have to include the study of historical
when you teach the child about the formation of the human eye?
Naturally, the further organization of physics-teaching can
subjects of teaching are arranged so as to develop the child's
important in teaching not to deviate too much from life, but at
is called by many teachers an “object lesson,” and
great a distance from life and teach the child empty
the teaching of physics. Indeed, physics teaching of itself
that very much depends on the teacher's sound knowledge, on his
the teacher believes it himself, but in his subconscious nature
naturally unaware. He says to himself: “Yes, the teacher
in what we teach the children and in what later we teach young
reason we must at least see that what we consciously teach the
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Title: Practical Course/Teachers: Lecture IX: On the Teaching of Languages
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Practical Course for Teachers
Together with Study of Man and Discussions with Teachers these
to the teachers of the first Waldorf school. Here are 14 lectures,
Practical Advice to Teachers, and is published in German
this rule is, teach economically.
shall teach economically if, above all, particularly with those
language teaching, for this is of real importance for our
teaching they have received has naturally been given on certain
all so-called foreign language teaching the greatest waste of
you set about teaching your pupils a foreign language —
of former work and your later teaching, to avoid translation,
of course give the child this logical teaching, but it will
underlie your teaching of grammar. You will be wise to talk
combine your teaching of the foreign language with the child's
the language lesson, you do not begin by teaching the child
syntax he knows. But please steer clear, in teaching a foreign
books which were to teach the foreign language. But here, too,
to teach pronunciation well if you confine your sentences
arrange your teaching that these sentences in one or another
economy, particularly in foreign language teaching, for it
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Title: Practical Course/Teachers: Lecture X: Arranging the Lesson up to the Fourteenth Year
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Practical Course for Teachers
Together with Study of Man and Discussions with Teachers these
to the teachers of the first Waldorf school. Here are 14 lectures,
Practical Advice to Teachers, and is published in German
ages. How many stages of teaching can we differentiate
concerned with the first stage of school-teaching. What
subjects shall we then teach? We shall take the artistic
Consequently, we re-create them in our teaching from the
in teaching writing at least, the thread which connects the
with drawing again, and to teach writing before reading.
teaching” in particular. But we also embark on the
teaching.
Here we begin to teach syntax. The child is only really ready
teaching is, of course, continued and extended to syntax.
and, as teachers, to do no more than guide this conversation.
and to have the teacher confining himself to correcting their
mind of the teacher must do its quite peculiar work. You must
consideration of such facts is part of the economy of teaching.
For we must know what makes the teaching of a foreign language
you can do. The right way is for the teacher to introduce the
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Title: Practical Course/Teachers: Lecture XI: On the Teaching of Geography
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Practical Course for Teachers
Together with Study of Man and Discussions with Teachers these
to the teachers of the first Waldorf school. Here are 14 lectures,
Practical Advice to Teachers, and is published in German
told you that the teaching of geography can first be begun at
suitably. Wherever the elementary-school teaching of the future
is in question — and this even holds good of teaching in
geography. And even if I said that the teaching of mineralogy
geography between nine and twelve, if only we go about teaching
you show him — here the teaching of mineralogy springs
elements for this in your nature-teaching — to describe
hesitate at this early stage to teach him many facts which he
— when you have been teaching history for six months on
greatest understanding to bear on such teaching. You can now
put into the teaching of geography, so that, in fact, the
to the geography teaching, you will be able to extract as many
teaching of manual skill is really no substitute. And the
bring unity into the rest of teaching. It is, perhaps,
teaching him to write. That is: we occupy the hours which we
claim from his morning in teaching him to paint, draw, write.
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Title: Practical Course/Teachers: Lecture XII: How to Connect School with Practical Life
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Practical Course for Teachers
Together with Study of Man and Discussions with Teachers these
to the teachers of the first Waldorf school. Here are 14 lectures,
Practical Advice to Teachers, and is published in German
sense, if we are to be true educators and teachers, we must
one could teach the child, in an economical fashion, the entire
excellent thing. There would be no immediate need to teach him
principles of teaching. In this connection I should like to
pervade our teaching. In every vocation something of the
irreligious attitude. And if human teaching is pervaded by this
teaching, must be clearly kept in mind, and what the child
language-teaching should be applied instead of that form of
to applying language teaching to the essay of a business type,
difficulties. You do the child a great kindness if you teach
example, the teacher in religious instruction condescended now
part of his religious teaching, and connected with it, the
teacher of religion is doing this would make an extraordinary
have to think, like pedants: Now teach geography, now history,
sofas as part of the history teaching. Then we proceed to other
lesson, the teacher suddenly begins to talk about the
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Title: Practical Course/Teachers: Lecture XIII: On Drawing up the Time-table
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Practical Course for Teachers
Together with Study of Man and Discussions with Teachers these
to the teachers of the first Waldorf school. Here are 14 lectures,
Practical Advice to Teachers, and is published in German
teaching, that we are gradually nearing the mental insight from
Waldorf School. But we shall only be good teachers of the
chief mistake attendant to-day on the teaching of children
perverted teaching.
can tell them everything that we want to teach them. We aim at
only a burden on the child's soul: we shall have to teach him
also teach him what a noun is, what an article is. And here we
we shall be able to teach him what a noun is, an article, an
try to teach him what an article is. But he has to learn it.
short, it will be a good thing for us to teach with complete
awareness that we are introducing something new into teaching.
will invade our teaching. But the first year will include much
point of departure for teaching writing. The first school year
We teach him the elements of listening by means of
teaching is now directed towards the intellect.
in the modern manner you do not teach them religion at all; you
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Title: Practical Course/Teachers: Lecture XIV: Moral Educative Principles and their Transition to Practice
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Practical Course for Teachers
Together with Study of Man and Discussions with Teachers these
to the teachers of the first Waldorf school. Here are 14 lectures,
Practical Advice to Teachers, and is published in German
those days was left to the actual process of teaching itself,
for this out of its own powers should stimulate teachers to do
educational and teaching system from the collapse which has
teacher approaches the Official Gazette. This, even in
teaching and education. We have had to approach the curriculum
It will only result in the practice of teaching if the many
the whole of teaching, and this should not be. And it robs
teaching of precisely what I emphasized at the end of my last
teaching if you simply remember to leave many things
much false object teaching and too little training of the will
gain an enormous amount in your education and teaching if you
That is why you can teach the child in these years about the
school, where the teaching is concerned with questions of
in teaching a particular thing at the right moment. You really
provide for the whole of his life if you teach a child what is
that much of our teaching must contain such vitality that it
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Title: Practical Course/Teachers: Concluding Remarks
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Practical Course for Teachers
Together with Study of Man and Discussions with Teachers these
to the teachers of the first Waldorf school. Here are 14 lectures,
Practical Advice to Teachers, and is published in German
the following day he sketched the teaching aims in the
concluding this fortnight's work for teachers Rudolf Steiner
“Firstly that the teacher in general and in detail, in
that the teacher is a person of initiative, that he must never
thing: The teacher must be an individual of initiative in
“The second is that as teachers we must take an interest
and mankind. As teachers we must be interested in all worldly
do this as teachers, it would be greatly to be deplored. We
second thing: The teacher must be interested in every aspect
“And the third thing is: The teacher must be an
teacher must be profoundly and inwardly true, he must never
falsehood coming into our teaching by many and devious
channels, especially method. Our teaching will only bear the
also a golden rule for the teacher's work: The teacher must
teacher must aspire.
teaching by this detour through the world of feeling and will.
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Title: Study of Man: Lecture I
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the three-fold man. Nature of sleep in child and adult. The teacher
consciousness through which alone we can truly teach and educate.
teaching and education, if we fill ourselves with the consciousness:
The task of the educator, and of the teacher too, is the mutual
right inner way, and education will have to consist in teaching the
We, as teachers and educators, cannot really teach the child anything
Thus you see that all our activity of teaching and education is first
directed to a very lofty domain — namely to the teaching of right
breathing, and to the teaching of the right rhythm in the alternation
we are doing, right down to the foundations. When we teach this
now been said. For you can only become good teachers and educators if
friends, it makes a very great difference whether one teacher of the
that the one teacher is more skilful in his practice than the other.
teaching — lies in what the teacher bears within him, as his
teacher who occupies himself with thoughts of the evolving human being
will work very differently upon his pupils from a teacher who knows
an inner spiritual relationship, may hold sway between the teacher and
instruction and admonition, not only my skilfulness in teaching. These
between the thoughts that fill us and the effects of our teaching on
Our whole conduct and bearing as we teach will not be complete unless
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Title: Study of Man: Lecture II
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In the future all teaching must be founded on a real psychology —
how this can give us help to arrange our teaching in a hygienic way,
abstractions in teaching a child, you involve him too intensely in the

Title: Study of Man: Lecture III
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Equal importance of teachers of children of all ages. Twofold division
The teacher of the present day should have a comprehensive view of the
teacher's soul with the highest ideas of humanity. A real canker in
teacher of younger classes in a kind of dependent position, in a
teachers in the upper school. Naturally this is not the place for me
teaching must be on an equal footing; and public opinion will have to
recognise that the teacher of the lower grades, both spiritually and
in other ways, has the same intrinsic value as the teacher of the
to-day in the background of all teaching — with younger children
essential that the teacher should know if his teaching is to be
In our teaching we bring to the child the world of nature on the one
As teachers it will be necessary for you on the one hand to give your

Title: Study of Man: Lecture IV
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Teacher must understand hidden being of man. Marxist education
The education and teaching of the future will have to set particular
oriental spiritual teaching as indwelling in man. But amongst western
physical body itself is, in this respect his teacher. We can observe
“general willing.” Yet the teacher and educator has to enter
To be a teacher and educator one must work with what is taking place
It is of the utmost importance that the teacher or educator should
realise continually: it is not enough to base our teaching on ordinary
that the educator and the teacher of the future must understand the
religion teacher entered and read a story by Gottfried Keller, which
what part of education, what part of teaching affects the will nature
strengthens the authority of the teacher, and doing the same thing

Title: Study of Man: Lecture V
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which the teacher and educator must bring to full consciousness. In
we be able to do what we have to do for our teaching in the right way.

Title: Study of Man: Lecture VII
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(Realschule) and he to the Teachers' Training College, and what
later to teach a large number of pupils, until at last he was
our times. But the teacher must understand also the times in which he

Title: Study of Man: Lecture VIII
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Course for Teachers) I used the spherical form for the head, the

Title: Study of Man: Lecture IX
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to teach and educate well. Through an educational instinct which will
Now, as you know, the period of life which concerns us in teaching and
to think logically. But what you yourselves, as teachers, have to know
only through your whole general attitude. But as teachers you will
found in the teaching of logic. In real life these three judgments
importance for your teaching. In the Waldorf School you will get
children of all ages who bear the result of former teaching. The
have already been prepared, and in your method of teaching in the
teach the children to form judgments. You must be absolutely aware of
to the habits of that child's soul. Hence the teacher, who possesses
the concepts which teachers and educators inculcated in these people
teaching. What then must we do? In teaching we must not make
in all branches of our teaching to characterise the animal from
arise of itself, if, for instance, the teacher does not merely
characterisation. A right kind of teaching will aim, from the outset,
aim not to destroy anything in the growing human being, but to teach
when in teaching the children Morse telegraphy you arouse a feeling of
Teachers.) I tried to show in the first piece about the sheep-dog,
we must make our teaching a thing of enjoyment for the children —
this principle of making teaching a source of pleasure and enjoyment
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Title: Study of Man: Lecture X
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Teacher must understand man as microcosm.
good for the teacher to master a conception remote from common life.
is the duty of the present-day teacher of youth to know these things.
civilisation. But a teacher above all, if he is to do anything with
part, though some teachers may not admit it, the teacher meets the
we shall not learn to teach earnestly and truly. The moment we have

Title: Study of Man: Lecture XI
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sleeping. Limbs awake but unformed. Teacher can only educate part of
child. First mother milk, then mother speech awaken child. Teacher's
to awaken the head-man. Here we come to the true function of teaching
If this were not so, real education and teaching would be utterly
impossible. For suppose we had to teach and educate the whole of the
as teachers would require to be equal to whatever the human beings in
teaching at once, for you could only educate people equal in
teaching is the education of the will, and part of the education of
reason it is so important to be conscious in our teaching and
that in good teaching reading and writing must only be given by way of
do not misuse the head nature as we misuse it when we teach
years when the child is first given into our charge, we must teach him
You must bear in mind that the child you are teaching and educating
It means that you must not by your teaching, by your education,
growth; rather your teaching and education should only be such as is
teach rightly unless you know that, while you are teaching and
if you are ignorant of natural development? How can you teach if you
perceiving such a relation. For example the teacher should be able to
for Teachers) He must, then, hold a review, so to speak, of the
that time; or perhaps another has shot up too much. Then the teacher
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Title: Study of Man: Lecture XII
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And all that a teacher ought to know about the evolution of the body

Title: Study of Man: Lecture XIII
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teachers. Now when is a man active without purpose? He is active
the present-day teacher must understand them; for, not only must he be
the teacher of those children entrusted to his care, he must also work
altogether and let the school year finish as it began. As teachers we
one's teaching (provided it is genuine) is literally a bringing of

Title: Study of Man: Lecture XIV
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Pythagoras. No pedantry permissible in teaching. Schelling. A maxim
for teachers ...
child's imagination in all we teach him, in all the lessons he has to
learn during these years; all history, all geography teaching must be
Thus all the teaching, even what is given in geometry and arithmetic
another course of lectures to teachers) that I wondered that nobody
way. The teacher could say: “Suppose we have three children; the
imagination between teacher and child. The teacher must keep alive all
permeate all that he has to teach with a willing rich in feeling. Such
teaching has a wonderful influence on children in their later years.
intercourse, the complete harmony of life, between teacher and
children. For this reason no one can be a good primary teacher unless
he constantly endeavours to bring imagination into all his teaching;
he must shape his teaching material afresh every time. For in actual
This, in turn, throws light on what the teacher must be himself. He
be fruitful, two things must never meet, namely, the teaching vocation
and pedantry. Should the teaching vocation ever be joined to pedantry
we need even imagine such an incongruity, as that teaching and
From this you see that there is a certain inner morality in teaching,
teacher. And this categorical imperative is as follows: Keep your
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Title: Anthroposophy Science: Lecture IV
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work. And what especially teaches us modesty is the

Title: Anthroposophy Science: Lecture VI
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teachings that are in fact essentially falsified memory

Title: Anthroposophy Science: Lecture VII
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his teachings on metamorphosis always looked for, under

Title: Anthroposophy Science: Lecture VIII
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anthroposophical movement. The lively manner of teaching in
teachings of natural science. For this reason we strive

Title: Dear Children: Lecture I: Address at the Christmas Assembly
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“What are my dear Waldorf children and their teachers doing
you, “Do you love your teachers?”
teachers, and these nice capable teachers approach them with real
to coming up here and of the love you show for your teachers. These
teachers have to work long and hard to be able to teach you all the
where your teachers get all the strength and ability they need so
that they can teach you to grow up to be good and capable people?
hard and pay attention as children, and if we have teachers that are
be able to fly into life, where the love of our teachers carries us.
attention to what your nice teachers are giving you, I was so glad to
see your love for your teachers streaming out of your eyes when I saw
teachers?” [“Yes, we do!” shout the
felt your teachers' love all day long up here, then you can go home
teachers into your hearts and kept it there, then I will again be
spirit, that brings teachers and children together
mood was resting on all the serious teaching that was taking place,
teaching activity. This is something that can readily be felt,
teachers, and your parents at home will have no concerns and will

Title: Dear Children: Lecture II: Address at a Monthly Assembly
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lovingly the first grade teacher had helped the children make some
for each other, love for our teachers, love for God, who speaks to us
teachers presented to you each morning, you have also been
thankful. We have heard you, under the direction of your teachers,
persistence of your teachers, what travels through the world as light
teachers? [“Yes!” shout the children.]
you are meant to take up into your souls. Love for your teachers will
to love your teachers. You can be sure that in the great building that
love for their teachers.”
that is always meant to prevail here, a spirit that your teachers
teachers bring to you with love, patience and endurance. May it
Love needs to be present among you, for each other and for your teachers.

Title: Dear Children: Lecture III: Address at the Assembly at the End of the First School Year
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heart. I often asked you, “Do you love your teachers?”
do not see your teachers for a while, and so now I want to say
that you are not going to see your teachers, learn to be grateful to
learn to love your teachers, now learn to feel firmly in your heart
that you are grateful to your teachers, so that when you ask
yourselves, “Am I grateful to my teachers?” you can
“All of what we received from our dear teachers, everything
we will once again take into our hearts what our teachers will give
teachers have worked hard at this on your behalf; you have been
in school, it may be that you think, “Oh, I had nice teachers,
good it was that you came together so that your teachers could help
dear teachers bring to us.”
your presence to your dear teachers, who have now put all the
speaking to the teachers, but you children can also hear it and can
times still look very bad. But then the Waldorf teachers were the
above all else. The Waldorf teachers came here and said, “Yes,
not sleeping, but of staying awake. That, dear Waldorf teachers, is
Dear children, when your teachers
you, “Do you love your teachers?” and you so heartily
whether you are grateful to your teachers. But you, dear Waldorf
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Title: Awakening to Community: Lecture I
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set up to teach anthroposophy, but to solve the problem of how to teach for
for teaching its views, not a school based on universally human
teacher imaginable, one wholly consonant with the spirit in which the
teacher wholly in that spirit. The school can shape itself and its
school to teach anthroposophy. The individual Waldorf teacher may
would have to be faced in the case of a Waldorf School teacher who,
may be a first-rate Waldorf teacher and a first-rate spreader of

Title: Awakening to Community: Lecture III
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light in anthroposophical teaching. This led to the differences with
foundation that already included the most important teachings about
Teachers have a

Title: Awakening to Community: Lecture IV
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an able Waldorf School teacher became a poor anthroposophist. (This
possible to be both a first-rate Waldorf teacher and a poor
Waldorf teachers, workers at Der Kommende Tag, scientists, medical

Title: Awakening to Community: Lecture VII
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what they think they are understanding of teachings about the higher

Title: Fruits/Anthroposophy: Lecture 1 (Summary): Effects of Modern Agnosticism
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teachers try to place things before children in such a way that they

Title: Fruits/Anthroposophy: Lecture 3 (Summary): The Tragedy of F. Nietzsche
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therefore, he arrived at a transformation of Darwinism into the teaching

Title: Fruits/Anthroposophy: Lecture 5: From Sense Perception to Spirit Imaging
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moral life. And symbolic, pictorial presentations were used to teach
the body of knowledge is in books, but in those days the teaching aids

Title: Fruits/Anthroposophy: Lecture 7: The Gulf Between a Causal Explanation of Nature and the Moral World Order
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sphere can kindle in us, a love of humanity that teaches us the value

Title: Fruits/Anthroposophy: Lecture 8: The Social Question
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which has arisen from the teaching of Copernicus, of Galileo, has certainly

Title: Natural Science; the Anthroposophical Movement
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itself. It no longer fits into the current teachings of human
teachers of mankind, who should be the great Keepers of the

Title: Spiritual-Scientific Consideration: Lecture 1: Prelude to the Threefold Commonwealth
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teacher — I mean, as the latest great teacher,
present state of affairs teaches us so loudly and so
that events teach. Only think how the whole of life
out to teach the young, then we cannot nope for anything
teachers and then letting them loose like camels among
threefolding was accomplished. The true economic teaching

Title: Spiritual-Scientific Consideration: Lecture 2: Esoteric Prelude to an Exoteric Consideration of the Social Question I
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of men over a certain threshold teaches one that the

Title: Spiritual-Scientific Consideration: Lecture 3: Esoteric Prelude to an Exoteric Consideration of the Social Question II
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city he served throughout his teaching career, and in his
teachings a typical example of the thinking that has
name another similar thinker. Mach himself did not teach
solid Bourgeois teacher? What became of it? It became the
moment suspect that his teachings are capable of becoming
is a fact (and the exceptions only teach more bout the
that the entire teaching of evolution is only an

Title: Spiritual-Scientific Consideration: Lecture 4: Pedagogy, from the Standpoint of the History of Culture
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reduce anthroposophical teaching to the trivial phrases

Title: Esoteric Studies: Lecture I: Cosmic Aspect of Life Between Death and New Birth
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experience of that which lies in the teachings of Francis of
hearts, disciples of Francis of Assisi or of his great teacher,

Title: Esoteric Studies: Lecture II: Establishment of Mutual Relations Between the Living and the So-called Dead
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point in our considerations which can teach us how the abyss

Title: The Experiences of Sleep and their Spiritual Background
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Golgotha, teachings were given in the places of the Mysteries and
found their way to the individual human beings; these teachings
aroused by contact with the outer world of the senses. Such teachings

Title: Reincarnation and Karma: Lecture III
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Karma constitutes Steiner's early important teachings on reincarnation
old! We need not remind ourselves that some teachers are severe, or

Title: Reincarnation and Karma: Lecture IV
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Karma constitutes Steiner's early important teachings on reincarnation
by an ordinary teacher, but by a priest.
in order to assimilate the teaching of reincarnation and karma?
— This teaching must meet with far more rapid success if
which the laws, the teachings of reincarnation and karma will be

Title: Occult History: Lecture 1
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to-day. This applies, shall we say, to Hermes, the great Teacher of the
the physical plane, is Aristotle, the teacher of Alexander the Great.
could be explained only by the teaching of how gods came down and united
into the secrets of the ancient occult teachings ... but everything

Title: Occult History: Lecture 2
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who understands what the master is teaching so little that he has to

Title: Occult History: Lecture 3
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good old teachings which were transmitted through that extraordinarily
Science in the world — occultists must teach cyclic and evolutionary
the influence of the ancient Mystery-teachings, into which forces streamed
ever-present fact of Reincarnation and Karma, occultists must teach

Title: Occult History: Lecture 4
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to him by his uncle the Emperor, he came into contact with teachers
knew not only more than any of the teachers about the secrets of the
but in order that they may sink into many a soul as the teaching of

Title: Occult History: Lecture 5
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For you will remember from many descriptions I have given of the teachings

Title: Occult History: Lecture 6
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a period when it was, so to speak, under the influence of the teachings
treasures of the temple-wisdom, when the teachers of the ancient Greek
If we grasp this we shall see how not only the teaching concerning Fire
and of Thales, work on, but also the actual teachings of the guardians

Title: Karmic Relationships, VI: Lecture IV
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Anthroposophical Society to have me only as teacher, as one who could

Title: Karmic Relationships, VI: Lecture V
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and again of a number of ancient Initiates, of teachers and priests
according to which the connection of certain pupils with the teacher
must be so close and strong that the teacher might not desert them
teacher — I have also spoken of him in my
teacher's club-foot became for me the starting-point of occult
the intimate impression made by my geometry teacher upon those who

Title: Karmic Relationships, VI: Lecture VI
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Moon separated from the Earth, the ancient primeval Teachers of
primeval Teachers had not incarnated in physical bodies, but only in
was imaginative, inspirational. And all the wonderful teachings which
Teachers on the Earth. But the essential nature of these Teachers enabled
into the Moon sphere and encounters these great primeval Teachers as
possibility of doing evil, these primeval Teachers were present
Teachers who have established their colony on the Moon, the
dead are freed from illnesses in the Mercury sphere. This can teach
himself in the Mysteries. The Gods themselves were the teachers in
are souls on the Moon: the souls of the great primeval Teachers,

Title: Lecture: The Tasks and Aims of Spiritual Science
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Steiner had been able to work as an independent teacher within the
the German Section. His teaching of the unique nature and position of
— as experience teaches us — it is so exceedingly difficult

Title: Deeper Education: Lecture I: Gymnast, Rhetorician, Professor: A Living Synthesis
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Speaking to the teachers at the first Waldorf school in Stuttgart,
and professor as a necessity for successful teaching.
on the ability of the teachers to develop the attitude that
the teachers themselves. I would like to preface what I have to
teachers in England, [Rudolf Steiner, A Modern Art of
an admirable mastery of the principles of teaching; you
or to teach their pupils in the way we do today. We speak
teachers who have passed through only a training college
teacher pf gymnastics whom I knew well. He felt extremely
teachers in the Waldorf School to adhere to the principle that
teacher should cultivate gymnastics in the noblest sense,
said. It must not be distorted. The teacher should simply
a particular significance for the teacher today. No educator,
That, above all, is what the teacher needs. I would like to
emphasize strongly at the beginning that the teacher should
we need above all else in our work as teachers. We must relate
introduce in our teaching in school should sustain and uphold
that no true teaching can ever be boring. How could it be? One
our teaching is boring there must be something wrong with it,
is lacking in us when our teaching bores the children.
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Title: Deeper Education: Lecture II: Forces Leading to Health and Illness in Education
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Speaking to the teachers at the first Waldorf school in Stuttgart,
and professor as a necessity for successful teaching.
our teaching and education. I would like to speak to you now
value in what he became through the teaching and education he
he is to be a true teacher. This enthusiasm is infectious, and
teacher.
heaviness in the teachers. The lessons are really conducted
realize that as teachers we need to develop a consciousness of
graduation. This lies like a leaden burden upon the teaching in
develop this consciousness, the Waldorf teacher's
breathing, as teachers we must bring the next higher stage into
the remedy. What we do as teachers, is really to work in such a
as a teacher with the child. This is the higher metamorphosis
oneself as a teacher. It may be said that engendering this
if, in teaching languages, for example, we make the child learn
This shows us how as teachers we must demand a higher
teaching in the musical sphere and, on the other, the right
kind of teaching in lessons that are based upon outer
upon the musical sphere. Thus, our teaching takes shape, and
The consciousness of a Waldorf teacher should be imbued

Title: Deeper Education: Lecture III: A Comprehensive Knowledge of Man as the Source of Imagination in the Teacher
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Comprehensive Knowledge of Man as the Source of Imagination in the Teacher
Speaking to the teachers at the first Waldorf school in Stuttgart,
and professor as a necessity for successful teaching.
the Teacher
teacher's profession. In continuation of what I said this
process. By arranging a schedule so that the teaching of
a true consciousness of one's purpose as teacher. We must
cosmic processes. In fact, as teachers we are coworkers
teacher, confronted by an obvious authority. The teacher
and goodness. What the teacher takes to be beautiful or true or
be the basis of all the teaching. A child does not always
this authority but accepts them because he loves the teacher.
merely teach children trivial mental conceptions has no real
something he once accepted simply through love for his teacher.
of teaching, but you can go into the classroom supported by
various realms of your teaching; if one has acquired this
human being, and goes no further than that, will not teach in a
teaching in school; it is essential for the right method to
your facial expression while teaching. Your expression is then
face of a teacher has three main nuances of expression,
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Title: Reappearance/Christ: Lecture V: The Reappearance of Christ in the Etheric
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way through the teachings of Moses that one said to oneself: the
of initiation yield as the great spiritual teachings about the
teaching according to which Christ in our century will become truth
teachings of spiritual science, will carry these faculties through
understanding acceptance of the teachings of spiritual science one
the whole of spiritual scientific teaching, will not bear fruit for
teaching of the spirit as the content of their whole soul life —

Title: True Nature: Lecture II: The Second Coming of Christ in the Etheric World
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Elements. And it was a great advance when, through the teachings of
teaching concerning the Hierarchies, the detailed wisdom concerning
great spiritual teachings of the cosmic secrets yielded by the
knowledge of the Hebraic secret doctrines. From these teachings
teachings, namely that when the Christ, the Messiah who was to come,
spiritual teaching through which, in actual vision, the Christ will
develop these faculties on the earth through the teachings of
an event which the teachings of Spiritual Science alone can make
But those who receive into themselves the essence of the teaching of the

Title: Esoteric Lessons Part II: Stuttgart, 1-1-11
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teachings; envy and jealousy — think of a beautiful work of art;

Title: Esoteric Lessons Part II: Stuttgart, 2-12
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these sublime beings who are also our teachers in the spiritual

Title: Truths and Errors: Lecture VIII: The Questions of Life and the Riddle of Death - 2
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“In particular it [theosophy] teaches self-redemption
sciences hypothesise. However, the usual life already teaches
to that which spiritual science teaches.
swindler; nevertheless, his teachings were accepted later.

Title: Lecture: Inner Nature of Music: Lecture V
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shall address myself chiefly to the needs of teachers. My subject

Title: Lecture: Inner Nature of Music: Lecture VI
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teachers in school what they need as background for their

Title: Poetry/Speech: Lecture VII: The Uttering of Syllables and the Speaking of Words
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education and teaching-practice. Certainly all the lectures that
of education and teaching in general. But when confronting art

Title: Lecture II: Man in the Past, the Present and the Future
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What was the source from which these teachers of the Mysteries drew in
after-feeling, but Initiation gave the Mystery teachers, who were the
Mystery-teachings which showed him that Nature also was permeated by
older teachers not to give way to this feeling; when he began to feel

Title: Lecture III: Man in the Past, the Present and the Future
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heads of the teaching departments and the most distinguished

Title: The Three Fundamental Forces in Education: Lecture
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The second of four lectures delivered to the teachers of the
second of four lectures delivered to the teachers of the
impossible to educate or teach without a spiritual grasp of
or puberty, lies that period of teaching with which we have
educator, in teaching and educating, must pay close attention
teacher's feelings are the most important means of education
conditions, we acquire greater enthusiasm for teaching,
Apollonian element in teaching the plastic arts,
everything we teach the child of music and speech during the
for our teaching, because we know that when working with music
the pedagogy of the future, teachers will no longer be
teachers, to develop the necessary reverence, the necessary
fundamental forces by which the teacher-soul must be
old Mystery- teachers expressed themselves somewhat
Mystery-teachers would always have used animal forms to
incorporate it in our sensitive teaching ability, we have
protect him through our teaching. Otherwise he would
rickety, to become a gnome. And in teaching and educating him
formula in the soul of the educator and teacher. And if one
manifestation of the teacher-character.

Title: Universe, Earth and Man: Lecture I: The Egyptian period, and the present time.
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symbols and teachings which the Egyptian priests gave to the people;
We know from the teachings of Spiritual Science that humanity of

Title: Universe, Earth and Man: Lecture II: Ancient Wisdom and the new Apocalyptic Wisdom. Temple sleep. Isis and the Madonna. Past stages of Evolution. The bestowing of the Ego. Future Powers.
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was regarded as the teacher of the Egyptian priesthood in this

Title: Universe, Earth and Man: Lecture VII: Animal forms -- the physiognomical expression of human passions. The religion of Egypt -- a remembrance of Lemurian times. Fish and serpent symbols. The remembrance of Atlantis in Europe. The Light of Christ.
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for it belongs to the most elementary teaching of Anthroposophy; we
They gave to man what he needed, namely, guidance and teaching, for
described as the first teachers, the first Initiates of humanity;
who acted as great teachers in the Atlantean schools of initiation.
spiritual teaching, is to enable us to comprehend this Power of

Title: Universe, Earth and Man: Lecture XI: The progress of man. His conquest of the physical plane in the post-Atlantean civilizations. The beginning and up-building of the 'I am.' The chosen people.
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always finds that the teachers told their pupils: “You may raise

Title: Universe, Earth and Man: Lecture X: The reflection in the fourth epoch of mans experiences with the ancient Gods and their way of the Cross. The Christ-Mystery.
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freedom. Hence the teaching of these spiritual individualities had to
as teachers in the schools of initiation, and on this account being
earlier teachers. Even the ancient Egyptians when they spoke of Osiris

Title: Universe, Earth and Man: Lecture XI: The reversing of Egyptian remembrance into material forms by way of Arabism. The harmonizing of Egyptian remembrance. The Christian impulse of power in Rosicrucianism.
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the teaching regarding numbers. This was not merely abstract
Christian impulse of power is found in Rosicrucian spiritual teaching.

Title: Astronomy Course: Lecture II
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course of human development can teach us how the prevailing

Title: Astronomy Course: Lecture V
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from this point of view the teachings about the creation of
teachings which, as things are today, are not so easy to see

Title: Astronomy Course: Lecture VIII
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treat the individual children both in our teaching and in

Title: Astronomy Course: Lecture XIV
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in itself, it has significance in teaching us to be careful

Title: Astronomy Course: Lecture XVIII
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good. Yet you must not forget: There were you the teacher,

Title: Social Basis For Primary and Secondary Education: Lecture I
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and instruction of the teacher himself. When today the teacher is
text book. In the examination of teachers this can be entirely omitted,
Then the teacher will not just teach reading, arithmetic or drawing; he
in this sense. For this means that the teacher will know: I must help
psychologists . The teacher must know what to give to his pupil if the
pursuits is adapted to the developing being. Whoever is a teacher of
civilised peoples with whom we have contact. This efficient teaching in
languages would naturally not consist in teaching the grammatical
the lowest classes and continued. It will be important too that teaching
teaching that is not in one form or another retained for the whole of
school or college with anyone studying to be a teacher, the result will
be a doctor, a lawyer or a teacher; that is one aspect of the matter; in
evolution of man's life. Whoever does not teach the history that rests on
teacher passes his pupil by, the pupil passes his teacher. This can

Title: Social Basis For Primary and Secondary Education: Lecture II
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reveal itself to teacher and educa tor some kind of anthropological and
the examining of a prospective teacher or educator to discover whether
age — and how today we should have to speak at teachers'
Today even at teachers'
and teachers were able to rise to the level from which they could survey
should speak to teachers so that they may themselves receive the impulse
the teaching who must rise to the level of the great and all-embracirg
in those who are teachers. Above all, people must become aware that at
for the right kind of teacher — the knowledge that recognises the
intention of teaching, and proceed to educate human beings, have the most
Above all today the teacher
courage to say: It is because teachers have isolated themselves,
result of this withdrawal behind the school walls where teachers have
teacher must be directed towards the great world phenomena; he must be
those in educational circles who should have been active as teachers, led
especially is something that a teacher must know. Teachers must have
which I speak — teachers must, above all, have each stage
elucidated. We have to outgrow what previously has prevented teachers
have the task — a thing the teacher must know — the task of
teachers; not those who are asked what they know of any particular
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Title: Social Basis For Primary and Secondary Education: Lecture III
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convenience of the college of teachers, let us say mathematics,
and so on. It is not a question of filling the soul with teaching matter,
are in the terrible situation of possessing no teachers for general human
teacher in such a way that a connection arises between the soul of the
teacher and the soul of the one who is taught. This can happen, however,
possibility of developing quite new teaching capacities, which today are

Title: Introductory Words to the First of Four Educational Lectures
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Speaking to the teachers at the first Waldorf school in Stuttgart, Steiner
He states fact that successful teaching requires a living synthesis of the
Balance in Teaching.
Speaking to the teachers at the first Waldorf school in Stuttgart, Steiner
He states fact that successful teaching requires a living synthesis of the
gave you last year about the teacher himself, the teacher and
the being of the teacher must be understood in a completely
When we speak of the College of Teachers, it is necessary to
call your attention to the fact that the teachers must really
private possession. The teacher in particular would find it
within the College of Teachers itself as such. At first a
According to that, we should have to teach the children in
educational principle. When we are teaching the children about
lessons so that your way of teaching about plants and animals
the teacher as such has something to do with the scientist; a
scientific training has actually been taken as a teacher's
different. If the teacher is a scientist, if he makes it his
do as a private man, but not as a teacher), then there comes
about something which does often happen. The teacher cuts
be more on the side of the teacher when his pupils make jokes
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Title: Lecture: Philosophy and Anthroposophy
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in still earlier times, drawing upon the various teachings of ancient
wholly ignorant of the fact that all the teachings of Indian, Egyptian, and
present day; the fundamental teachings embodying a logical system of
teachings of Aristotle did not expand to Western countries only, but also
concern themselves with his teachings, for in the interpretation placed
the teaching brought by the Arabs was not Aristotle's, but only a mistaken
correctly in order to find in his teaching a basis for the conception of
philosophy of the universe corrupt an uncommon amount of the teaching which
direct, that is, from an undistorted, development of his teaching. In the
to understand Aristotle's teaching of “matter” and

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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Speaking to the teachers at the first Waldorf school in Stuttgart, Steiner
He states fact that successful teaching requires a living synthesis of the
TEACHER.
last year I should like to add something about the teacher himself, about
teacher should be taken quite aphoristically. It would indeed be best if it
especially teachers whose attention should be drawn to the fact
should be drawn: the teacher must really have a deep feeling for the nature
And it would be necessary for the teacher especially to guard much as
the proceedings and debates taking place within the body of teachers. The
science. What, according to this, should be done in school? We should teach
would be hard to imagine a graver error in elementary school teaching, than
been deemed that the teacher as such has something in common with the
teacher training, whereas the two must be different, through and through.
If the teacher becomes a scientist, if he gives himself up in the narrow
private person but not as a teacher — then he deserves
what frequently happens, that the teacher cuts a ridiculous figure in his
side of the teacher when the students poke fun at him, or more on the side
— institutions for teaching mature young men and women,
they are at one and the same time teaching and research institutions. But
in teaching, one should never proceed from the abstract, but always from
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Title: Meditative Knowledge of Man: Lecture II: The Three Fundamental Forces in EducatioN
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Speaking to the teachers at the first Waldorf school in Stuttgart, Steiner
He states fact that successful teaching requires a living synthesis of the
and teaching.
death and our new birth. We acquire the reverence we need in our teaching
divine-spiritual, when it permeates my teaching, is actually a
wonder-worker in teaching. If I have the feeling that I am in contact with
that a teacher has are his most important teaching tools. And this
so do we gain more animation and enthusiasm in our teaching through
an apollonian element as we teach the plastic arts, painting and drawing.
after death. We gain a certain enthusiasm for our teaching by this, knowing
believe the future of education will consist in this: teachers will no
of greater importance than this, that we are able as teachers to develop in
may teach with reverence and enthusiasm. Reverence and enthusiasm
lend spirit to the teacher's soul.
exact quotation, but altered slightly to correspond with the teachings of
that man may become Man. We must naturally keep in mind that the teachers
repelled from man's inner nature by the musical element. The teachers in
capacity as teacher, then we arrive at the third feeling we have need of.
school teaching, namely that the human being on entering the world is
teaching.
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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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Speaking to the teachers at the first Waldorf school in Stuttgart, Steiner
He states fact that successful teaching requires a living synthesis of the
teacher every moment of the time. I want to put this point as an
teaching and education two elements interweave in a remarkable way. I would
for as teachers we have particular reason to know about them. Notice what a
strengthen the memory of a pale child if, as teachers, we are in the
teaching, between just listening and working on his own. Now supposing you
educate and teach
that the power of inventiveness you will need for teaching children will be
inner process of digestion goes on in your soul and spirit making a teacher
works in us and makes us teachers, comes into being through our working
things that will often keep you going for a whole day's teaching. Time
need for your teaching, in five minutes, and you will be quite different in
the case of the teacher.
of it out of the spirit. This means teaching creatively from out of the
you will be a real teacher.

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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Speaking to the teachers at the first Waldorf school in Stuttgart, Steiner
He states fact that successful teaching requires a living synthesis of the
— all education and teaching should
protected from this by their teacher when he or she sees to it that the ego
which can achieve this. They are the following: everything in teaching and
try to regulate things through the way we teach a language. All the musical
and metre in the language. As a teacher one must acquire this as an art and
examples show us how in teaching and education we can use every detail
teaching of Geography. On the whole it protects the ego from being drawn
altitudes on earth, or by introducing anything into our teaching of
you have all learnt some physics and you will remember how hard teachers
usually tried, tried as conscientious teachers will , to explain to the
teacher, I should like to say as a real soul habit, then the following will
intimate between teacher and pupil when we educate. When we meet a man the
are teachers who are inclined towards an understanding of Karma and less in
the direction of a teacher who has taught in such a way that, being
inkpot and threw it at the child's head, saying: I'll teach you how to be
fashion, but even in a less radical form we as teachers and educators must
shall gain a powerful feeling of support for teaching and educating the
the ways in which we as teachers and educators shall acquire the right
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Title: Community Building
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their understanding of the teaching drawn from the higher

Title: Polarities in Evolution: Lecture 1: Evolution and Consciousness, Lucifer, Ahriman
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night time sleep. Experience teaches us to distinguish

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 4: Western Secret Societies, Jesuitism, Leninism
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on in our modern civilized worlds. They all teach that
Ages the teachings of Aristotle infiltrated theology and
teaching Christian Ideas from their pulpits, but
teachings.
from gnostic teachings. The Roman Catholic sacrifice of
borrowing from oriental and gnostic teachings and so on.
been teaching for a long time. It is merely a final
teacher, shaking in his boots if I may put it like that,
This has become the teaching of egotism. It is restored
continue to teach the kind of basic philosophy that they
have been teaching, the inevitable conclusion simply has

Title: Polarities in Evolution: Lecture 5: How the Material Can Be Understood Only through the Spirit
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professor of physiology is teaching today, with the
simply by teaching outside the universities what until
now has been alive inside them. It would mean teaching
able to refer to the teaching of anthropology in class 5.
would teach anthroposophy to the children — we
teach. This brings the souls of the children to life;
would be taking the easy way simply to teach
to teach historical materialism but the truth. That was
things that haunt us in our community here can teach us a

Title: Polarities in Evolution: Lecture 6: Materialism and Mysticism, Knowledge as a Deed of the Soul
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teaches us what matter is on earth. We cannot know

Title: Polarities in Evolution: Lecture 7: Materialism, Mysticism, Anthroposophy, Liberalism, Conservatism
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formed since AD 140. Physicists are actually teaching

Title: Polarities in Evolution: Lecture 8: The Opposition of Knowledge and Faith, Its Overcoming
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to teach humankind the difference between knowledge of
wishes to teach it. The way people are here on earth is

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
the mood of the age that teachers perceive when they give their lessons.
find that children you teach at school in the years and decades ahead

Title: Polarities in Evolution: Lecture 11: Modern Science and Christianity, Threefold Social Order, Goetheanism
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anthroposophical cosmology teaches. We come to see this
different fields, above all the Waldorf School teachers

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