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Here are the matching lines in their respective documents. Select one of the highlighted words in the matching lines below to jump to that point in the document.

  • Title: The Inner Development of Man
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    • A wise man can learn from a child. A simple-minded person can consider
    • a wise man's utterances in like manner as a child's babblings,
    • convinced that he is superior to a child and unaware of the
  • Title: Lecture: Woman and Society (Die Frauenfrage)
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    • child, and it is precisely from this that the love of power, of
    • a forgetful child, he will still be a forgetful person today. One can
  • Title: Lecture: Overcoming Nervousness
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    • the classroom to strengthen the etheric body even in childhood. But, even
    • anything but foolish. Nevertheless, suppose that children were first taught
    • in the education of the child. If a father, for example, denies a wish of his
    • then, is to be done? The answer is for the person guiding the child or
    • pupil to deny himself the wishes in such a way that the child becomes
    • the child, especially during the first seven years, and it will soon become
    • and an influence upon the education of children can follow from our
  • Title: Jesus and Christ
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    • human life the experiences of childhood are not the same as those of
    • Men in ancient cultures faced the world as a child does. The child's
    • ancient pedagogy. Children growing up under our artificial education
    • unfolding fresh forces and lived in the stage of childhood, as it
  • Title: Lecture: Newborn Might and Strength Everlasting
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    • portraying the Heavenly Child and His earthly destiny
    • hamlets, felt themselves drawn to the Heavenly Child. In him they felt the
    • look up again to the Heavenly Child who brought the greatest of all
    • Our teachings concerning the two Jesus boys, the Solomon child and the
    • Nathan child, only appear to be more complicated. In the Nathan Jesus boy
    • we see the Child of Humanity, the Being of mankind who was left behind when
    • Tempter or luciferic principle. He was the Child who was left behind in the
    • spiritual world, remaining, as it were, in the childhood stage of mankind
    • up to the Heavenly Child who is worshiped in the Nathan Jesus boy. It was
    • childhood. We must bear this in mind if we wish to understand what simple
    • folk felt when they saw the Heavenly Child glorified in such a play.
    • What appeals to us most of all in this play is the Child's divine innocence
    • led astray and carried off by the devil, and the Child of Humanity, who
    • angels have been depicted by the artist as children. Here we find a
    • some people preserved a childlike innocence in their feelings and
    • the spiritual world keep their childish form.
    • eternal being during the first three years of childhood. I have tried to
    • men felt this close connection between what appears in childhood and the
    • marvelous way the relationship of medieval humanity with the Child. We
    • Christmas plays. We can see how the legend of the Child brought to the
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  • Title: Lecture: Pre-Earthly Deeds of Christ
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    • preparation for the Mystery of Golgotha two Jesus-children were born.
    • the child of the line of Solomon, and from that time until his
    • thirtieth year the Nathan child with the Ego of Zarathustra made
    • Gospel of St. Luke as the Jesus-child. Three times had this Angelic
    • the Jesus Child, or a representation of the Crucifixion, but could we
    • child's mind: only when he has reached an age when he can look back in
    • still unable to work on the child by physical means, he will look upon
    • a picture of the Madonna and Child or at the Cross on which hangs the
    • the child — three things of immense importance.
    • The child learns to walk; that is to say, he learns to raise himself
    • It is this upright position that the child learns to acquire before
    • a growing child when we see him emerging from the crawling, wriggling,
    • child learning to stand upright and to walk has most certainly a deep
    • religious background. We should often call to mind why the child walks
    • protectors and guardians of a child's growth and development and see
    • second capacity which a child acquires before the actual
    • later became the Nathan-Jesus child, received into himself the
    • inhabited regions. A child learns to speak, but he could never do so
    • if we remember, when we see a child beginning to speak and gradually
    • child's power of speech, guarding and stimulating it.
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  • Title: Lecture: Anthroposophy and Christianity
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    • childhood, is essential to our life as human beings. The study of
    • Don't we all agree that a child only begins to remember around his
    • child has a soul before the soul becomes aware of itself during the
  • Title: Lecture: Christ in Relation to Lucifer and Ahriman
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    • child — a wonderful, lovely boy. Now, one day the following happened.
    • and did not know that the child was buried under it. When we were
    • informed that the child was missing we tried to heave the vehicle up
    • with the task. Naturally the child had been dead since five-thirty in
    • case in detail because we are here concerned with a child's ether
    • entire ether body of the child, with all its powers, is enlarged in
    • The greatest damage is done when what is poured into a child's soul
    • induces the child to develop merely materialistically later in life.
    • is calculated to impress the child's soul materialistically. The
  • Title: Lecture: Preparing for the Sixth Epoch
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    • civilizations were like little children in the first epoch. Forces
    • that is like the child of the forces of the spirit self — the
    • But something new must arise! What is significant in the child will be
    • a community of souls is what we develop, in its childhood stage, in
    • cultivate a living reality from its childhood — such is the
  • Title: Lecture: Human Life in the Light of Spiritual Science
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    • which preparation has been made during childhood and youth, has to be
    • considered highly illuminating, and it is taught to our school children.
    • perform a simple experiment for the children in order to believe that the
    • process of the world's creation in miniature? The children think they
    • children are now being taught this — the central gaseous sphere is formed
    • Spiritual sight beholds in the period of childhood the first member of this
    • interesting to observe on its own account.) The period of childhood from
    • planetary being, as a child is the son of his father. While the son resembles
    • member for the characteristics which elevate us even in childhood above the
  • Title: Lecture: Social and Anti-Social Forces in the Human Being
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    • the education of children. For we can really develop this imaginative
    • moment: If the 10 year old child works on unconsciously in you, then
    • the same with the 11, the 12 year old child and so on. Egoism has
  • Title: Lecture: Social Understanding Through Spiritual Scientific Knowledge
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    • Education of the Child in the Light of Anthroposophy
    • spiritual-scientifically that in everything working in the child up till the
    • then make a study of everything going on in the child up till the age of
    • level of the child as far as possible, and not teaching him anything that
    • machines so that they can teach the children to do all kinds of sums by
    • counting balls. Nothing must go beyond the child's mental capacity.
    • lead to nothing but commonplace concepts if they avoid giving the child
    • Suppose a child is taught in such a way that he takes a particular thing in,
    • teacher's warmth of enthusiasm gets passed on to him, and the child takes
    • child takes it in just because it lives in the warmth emanating from the
    • teacher. If the child absorbs something that reaches beyond his
    • age of thirty the grownup will remember what the child took in, perhaps,
    • with your more mature mind. The more care you take that the child does
    • learned, how to teach a child is learned, how to arrange the lesson is
    • work out of it with children, a remarkable thing will happen: Let us
    • same rules, but have to learn from the child afresh each time, how he has
    • what you do. And it is ideal if the teacher can teach the way the child tells
    • a clue about the rules. For the moment the child stands in front of him
    • again he will again be electrified by the growing child and will know
    • education, and shown how the education of children under the age of
  • Title: Lecture: The Moral as the Source of World-Creative Power
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  • Title: Lecture: Search for the New Isis, the Divine Sophia: The Quest for the Isis-Sophia
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    • Madonna. The Virgin is holding the child Jesus, and behind her are the
    • clouds, representing a multitude of children. We can imagine the Virgin
    • receiving the child Jesus descending through the clouds, through a
    • portrayed Isis holding the child Horus. The motif of that earlier picture
    • the child. We know that we bear this being within us, but we must also
    • the manger and bring to the Child our sacrifice and our gift, which lie in
    • have in common. The mystery brought into the world by the Christmas child
  • Title: Lecture: The Two Christmas Annunciations
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    • nevertheless true, that what our children learn as arithmetic and
    • children to-day. They are nothing else; and their Mystery-character
    • different matter to call upon the reasoning of children through the
    • world which is the offspring of the shepherds' wisdom. The child bears
  • Title: Lecture: The Alphabet
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    • subconscious. But as the child develops, forces press upwards within
    • way that consonants can be produced. While the child is learning to
    • speaking, Man felt himself within the cosmos. When the child learned
    • being of the child.
  • Title: Lecture: The Human Heart
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    • indicated how the child behaves to a great extent as an imitative
    • In early childhood, until the change of teeth, the whole body partakes
    • the senses are during the rest of human life. The child is still in
    • important to let nothing happen in the young child's environment, not
    • even in the forming of our thoughts and feelings, which the child
    • With the change of teeth it begins to be possible for the child to
    • nature of ideas. The child begins to take as his guideline what we say
    • The child will quite naturally follow and be guided by what is said to
    • become a determining factor for the child only after the change of
    • teeth. And a true power of judgment, when the child or adolescent
    • time of puberty. Not until then can the child begin to form real
    • viewpoint, how a child grows into the world. These facts can be
    • teeth. In the etheric body of the little child, this cosmic sphere is
    • body. He keeps this etheric heart during his childhood years, but then
    • as a very young child — we find a multitude of single organs
    • child, great secrets are inscribed there. Much can be seen there of
    • mist. When the child kicks and fidgets, all manner of effects come up
    • into the astral body from these childish movements, but they impinge
    • child learns to speak and develops ideas which are retained in memory.
    • This process, as I said, begins when the child learns to speak —
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  • Title: Lecture: The Invisible Man Within Us
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    • childhood on. They remain pale and thin, or, because of the
    • teacher, or at least teachers of children from elementary school on.
  • Title: Lecture: Polarities in Health, Illness and Therapy
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    • one works upon the children in a soul-spiritual manner in instruction can have
    • of the child only if he expects neither too much nor too little. If he
    • effects upon a child.
  • Title: Lecture: Man As A Picture of The Living Spirit
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    • life are the times we spent in sleep as very little children. We
    • the world as little children wide-awake and never slept, we should,
  • Title: Lecture: Exoteric and Esoteric Christianity
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    • just as the child knows nothing of death. The people who were
  • Title: The Dead Are With Us
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    • When young children who have loved us die, it is a very different
    • secret of communion with children who have died can be expressed by
    • with us. When children die in early life they continue ever present
    • through and developed, that when children die they are not lost to us;
    • We do not lose little children; older people do not lose us.
    • the physical world much farther than do children who remain with us,
    • than are children who die young. Those who are older retain us.
    • lose the children, for the children remain more or less within the
    • it is caused by the death of a child or of an older person.
    • children have died the pain of those who have remained behind is
    • really a kind of compassion — no matter whether such children
    • were their own or other children whom they loved. Children remain
    • child feels in us. It is good when a child can share his feeling with
    • in a child. One who died in later life retains us, does not lose us.
    • share his feeling as we do in the case of children, we feel the pain
    • fraught with compassion in regard to little children. The child
    • lives on in us and we actually feel what) the child feels. In reality,
    • child who has died, it will not be altogether appropriate to emphasise
    • the specifically individual aspect. Because the child, as we saw,
    • remembrance should take a more universal form, giving the child, who
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  • Title: Lecture: The Origin of Speech and Language
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    • this same area of the brain in small children who have passed away,
    • substance, especially at the time before the child has learned to
    • words, the left cerebral convolutions in the child who has learned to
    • means that something happened to the brain while the child learned to
    • children learn to speak, they move their body. In particular, they
    • they were merely fidgety, cried, and so forth. As long as the child
    • “mush,” as I described it. The more the child learns not
    • child begins to utter sounds, this uniform mush is transformed into
    • the matter stands like this: When children cry, the sounds they utter
    • they do not need a developed left cerebral convolution; the children
    • that children initially make A sounds; later on they add those
    • out of their crying children gradually manage to form words by adding
    • move your lips. When you were a child, you had to learn this through
    • must always move some organs. From mere fidgeting the child must
    • imitation. The more the child moves beyond the vowels formed in mere
    • how children initially learn to speak. They learn to speak only
    • All of this is imitation. This means that children take in, see,
    • a sculptor works on marble and bronze, so the child's movements
    • “sculpt” the brain. The organs the child moves carry
    • the organs the child activates through observation are at work here
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  • Title: Lecture: The Sense-Organs and Aesthetic Experience
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    • Aphrodite is the child not of Zeus and Dione, but of Uranus and the
  • Title: Lecture: A Turning-Point in Modern History
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    • children between the ages of ten and eighteen. They staged a regular
    • then one acts like a child who is playing, not obeying any duty but
    • necessities of life do not yet intervene in childhood.
  • Title: Lecture: Elemental Beings and Human Destinies
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    • simple, elementary manner. Then the child is ripe for it. In Waldorf
    • ego-consciousness receives then a new form. The child becomes capable
    • ten years old our children cannot read or do sums. The Romans were not
    • so at all; they were unhappy if a child of ten did not yet know the
    • great trouble to make our children acquainted with the terms of the
    • law. Our children's minds would be in a sorry plight if we did! What
    • the typical instance I have often given. If we teach a child to pray
    • nature, if in childhood he has not learned to pray. Prayer turns into
  • Title: Lecture: The Ear
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    • unconscious being, when in our early childhood we acquire human
    • space now finds expression in the little child's learning to walk and
    • on Earth the child-like man is still within you in your later life.
  • Title: Education for Adolescents
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    • When children come to the age of puberty, it is necessary to awaken
    • with children of this age ...
    • that occur when the children have the feeling: “The teacher just
    • itself. If we have children of six or seven, then the course is
    • the children must say to themselves: “Great thunder and
    • This crushes the soul of a child or a young person. It is more
    • are immensely fond of their lower selves, produce in children of just
    • children with an attitude that is inwardly moral through and through
  • Title: Lecture: The Work of Secret Societies in the World
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    • difficult for you to understand the following — Think of a child who
    • nothing is yet within the child. Work continues until what was once outside
    • the child has been instilled into him and he is able to read. And so too is
  • Title: Christ and the Twentieth Century
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    • men even in his childhood, and then came forward as the Saviour of
    • mother and wife, and children, and brethren and
    • protest against the claims of kinship and love of children, but to
    • stand, if correctly understood, thus: “The Child, who has these
  • Title: Lecture: The Crossing of the Threshold and the Social Organism
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    • year in the life of a child, we can see in it the inheritance
  • Title: Lecture: The Migrations of the Races
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    • allege that he was a “mothers child.”
    • This is an indication that the child's most intimate relationship was
  • Title: Lecture: The Mystery of Golgotha
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    • the Spirit whose children we are? In the best of human souls, in the
  • Title: Lecture I: Ancient Myths
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    • in many respects, characteristic of swallowing all his children as
    • brothers and sisters, children and so on.
    • to provide him with an emetic, so that all the children swallowed by
    • through Gaea, because he was cruel, supplanted by the children,
  • Title: Lecture II: Ancient Myths
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    • was a living process and all knew that the child up to nine or ten
    • this in almost every child of tender age, it is only that people pay
    • no attention to it, or talk the children out of it as being foolish
    • children in full Imaginations up to the time of puberty. And when
    • what I saw as a child through the Imaginations in the atmosphere, now
    • Imaginatively, is the same as I experienced in childhood before
    • As child, up to puberty, he perceived, he only perceived;
    • him, and the changes occurred of which we have spoken. For the child
    • that as child he had seen something else in it. He knew that the air
    • else than that they had received a child from heaven. That was a
    • as it were, what as a child they had formerly perceived; they
  • Title: Lecture III: Ancient Myths
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    • be added when one speaks of heredity. If man points to his childhood,
    • and back from childhood to birth, if he asks himself ‘What do I
    • having-been-young. If one looks to one's childhood one speaks of what
  • Title: Lecture IV: Ancient Myths
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    • today, pedagogy, practical education of children, proceeds entirely
    • from recognizing that the child is born and develops as child,
    • the time must come in which the child learns what it means to become
  • Title: Lecture V: Ancient Myths
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    • humanity as such, the reverse is the case. A man is first child, then
    • Schlegel in 1828 was child's play. And then also came a materializing
    • back at one's youth and say: Ah, how fine it was when I was a child!
    • child reacts. One cannot do this in an artificial way, it can only
    • one is a child.
  • Title: Lecture VI: Ancient Myths
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    • head in a child is relatively already quite finished, it develops
    • though it sounds grotesque — to give children an adequate
    • make children officials, industrialists, we can even make them
    • children today into complete human beings, into all-round developed
    • quickly, rapidly as a child. The whole life through must the human
    • possibility at all of giving our children anything that could really
    • lacking for really giving to children today something that refreshes
    • It is imparted even to the smallest children — at least, what
    • conception as is imparted even to children today would be unthinkable
    • can impart to the children, they will be an important possession for
    • the children, to keep the soul full of life. We still have to speak
    • children's education.
    • children. Then these hearts of young children will feel: here upon
    • which in childhood and youth I learnt through my head. The heart
    • child is educated in such a way that he knows ‘I can learn
    • between children and their elders, which is entirely lost in our age
    • deepen knowledge through the heart, of giving children what they need
  • Title: Lecture VII: Ancient Myths
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    • can be outwardly substantiated. One who observes children in
    • can often be asked — whom does the child really resemble? And
    • the likeness often only comes out strongly in later childhood —
    • childhood, but relatively early — it loses connection with
    • finished early. Man continues in his childhood his union with these
    • for mothers and children’ — and ‘Earthly Death &
    • knows that when he observes a child's head (a really young child's
  • Title: Lecture: The Souls Progress through Repeated Earth Lives
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    • in childhood, especially when we practice this out of our inner being
  • Title: Lecture: The Forming of Destiny in Sleeping and Waking
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    • earliest period, as a tiny child, the human being as it were sleeps
    • times when a child is actually and obviously asleep, but of the whole
    • consciousness. To external observation the child may give the
    • the child's consciousness does not take a form which can be
    • the child without his having subsequent memory of it, we are
    • in a particular child, but in general it can be said that the human
    • some considerable time before one can truly say that a child thinks.
    • does not merely consist in the child's learning to stand
    • world. This means the child can move freely in any direction without
    • imitation; the little child tries to imitate — just as he does
    • during the time when, as a child, he is learning to speak; and it is
    • child, or even a grown-up, is exerting himself to learn to speak a
    • earliest childhood, enables us, each in his own way, to learn to
    • child when it stops crawling and begins to walk, when it first learns
    • Suppose, for instance, a little child continually stumbles and falls.
    • little children learn to walk, can indeed come to realise what a
    • when a child is learning to walk, and even before, it is not a matter
    • whether the child's temperament is phlegmatic or choleric, or
    • appear in the body of the next earth-life when, in early childhood,
  • Title: Lecture: Goethe and the Evolution of Consciousness
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    • his soul even when he was still a child, when he was studying at
    • Think of him as a child with all the religious convictions of his
    • example, taught to nearly every child to-day would have been regarded
    • was all childish. We are fortunate in having got beyond it. We have
    • in olden times and, the comparison often drawn is that a child who
    • Those who imagine that a child personifies the table as a living
    • a child. For a child sees the table just exactly as we see it, but he
  • Title: Lecture: On the Reality of Higher Worlds
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    • upon a long past childhood by the material world of sense.
    • early childhood undergoes many metamorphoses and that it can reappear
    • nothing else than stimuli received during childhood, appearing in a
    • Everyone knows how in a tiny child the brain develops by degrees into
    • This process is at work during earliest childhood; it comes to a halt
    • ordinary science. But in that, as children, we have developed from
    • in the child — we feel that this is something super-sensible,
  • Title: Lecture: The Etheric Body as a Reflexion of the Universe
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    • older, until it reaches, as it were, a certain childlike stage of
    • childhood stage, when we pass through the portal of death. We might
    • concrete example is really connected with a child, with the little
    • of him. This child (he was only seven years old) was an exceptionally
    • lovable child, with exceptionally beautiful qualities.
    • furniture van arrived and overturned, and that the child simply
    • the child's death. In a similar case, we think correctly and
    • really arrived at that particular spot because the child had to
    • conditions that enabled the child to meet its death, as prescribed in
    • its Karma. Trivially speaking, we might say: The child's Higher Self,
    • body of a child of seven severed itself from the child's
    • enlarged etheric body of this child, as if by an aura that reaches
  • Title: Lecture: Salt, Mercury, Sulphur
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    • Kings. This story of the visit of the Three Kings to the Child Jesus
  • Title: Lecture: It is a Necessity of Our Earnest Times to Find Again the Path Leading to the Spirit
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    • a preliminary stage of what they really aim at. The child is no
  • Title: Lecture: Some Conditions for Understanding Supersensible Experiences
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    • women will be barren; children will no longer be born in the manner
    • physical children. In order to make the picture graphic, I will put
    • children are educated away from free spiritual activity. The very
    • School some at least of the children of men will be given a real
  • Title: Lecture: The Ego-consciousness of the So-called Dead
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    • childhood, stands before us simultaneously, in powerful pictures. A
    • moment of bur childhood in which we acquire self-consciousness, which
    • exuberantly healthy child, and immediately afterwards, for the
    • exist at all, for a child is full of exuberant vitality. But later
    • life by having, to begin with, the dull consciousness of childhood.
  • Title: Lecture: Perceiving and Remembering
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    • ‘Those who wrote this long ago were at a childish stage of human
    • wisdom, were but at a childish stage.’ It is not so much a question in
    • fill mankind from childhood with materialistic ideas. This materialistic
    • training lords it even over the tender souls of your children; materialistic
    • teaching than through their whole nature, imbue the children's souls with
    • that what should be inculcated during the tender years of childhood into the
  • Title: Being of Man/Future Evolution: Lecture 1: Forgetting
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    • come from negro parents, white children from white parents, and we
    • temperamental nature of a child that show similarities with the
    • children who have different parents but who are very similar with
    • one of these children is neglected and does not have much education,
    • say that this development of the child's capacities was already there
    • made an impression on you since your childhood, every day of your
  • Title: Being of Man/Future Evolution: Lecture 2: Different Types of Illness
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    • out and interfering so horribly in the education of children and the
  • Title: Being of Man/Future Evolution: Lecture 3: Original Sin
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    • if we consider it let us say philosophically, it is somewhat childish
    • This is a childish way of looking at things and can only lead to our
    • at birth and on into childhood human beings were really very similar
    • whether the one child was a scamp and the other a gentle little
  • Title: Being of Man/Future Evolution: Lecture 6: Illness and Karma
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    • become as little children, ye shall not enter into the kingdom of
    • you arrive back in your childhood filled with the intention of
    • general character. For instance we see typical cases of children's
    • that the child is learning inner control of a certain part of his
  • Title: Being of Man/Future Evolution: Lecture 7: Laughing and Weeping
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    • in the child, as we said, when the child is born. But before birth as
    • until the child has come into the world.
    • the child has entered the world this kernel of individuality begins
    • child at birth, and little by little the individual qualities work
    • itself does not begin until the child has come into the world. And
    • start with, therefore, the child has certain qualities in common with
    • weeks after birth the child really cannot either laugh or weep in the
    • when the child cries its first tears and also smiles, because that is
    • the ego only gradually begins to be active in the child, and at birth
    • of the strings which direct the organism from within, the child can
    • about her child. And here we have the true relationship of laughing
    • crying while laughing. A natural child often expresses itself this
  • Title: Being of Man/Future Evolution: Lecture 9: Evolution, Involution and Creation out of Nothingness
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    • During the first seven years of his life the child's etheric body is
    • If you watch a very young child for several weeks or months, you will
    • see the child's head surrounded by etheric and astral currents and
    • the same as it will be a few weeks or months later. The child already
    • nerve-strands develop only after birth. A child will hear and see a
    • is ringing. The child learns this only gradually, because the part of
    • possible for the child to reach the conclusion: ‘What I see is
    • the child's development as an extra covering round the brain. But
    • outside during the first weeks of the child's development could not
  • Title: Between Death and Rebirth: Lecture Two
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    • child is born the ‘I’ is already active. This is obvious
    • long before the child has any ‘I’-consciousness, when in
    • children in whom this happens at an earlier age, the child begins to
    • about the reason why the child gradually passes from the stage when
    • that if from the earliest periods after birth a child were never to
    • given yourself a hard bump! In the case of a child these collisions
    • their effect is similar — to some extent at least. When a child
    • when a child opens his eyes and light falls upon them. It is actually
    • by such contacts with the world outside that the child becomes aware
    • world the child acquires self-consciousness and says ‘I’
    • child must therefore keep it alive and alert. The only possibility of
    • function once the child has reached the stage where he says ‘I’
    • just as the child develops consciousness of his ‘I’ by
  • Title: Between Death and Rebirth: Lecture Four
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    • being is restored. In the very earliest years of childhood, when any
    • actual inflow of life can still be observed, the child's
    • is the fact that he does not remember his earliest childhood. We can
    • could actually perceive. But it would be childish to imagine that
  • Title: Between Death and Rebirth: Lecture Five
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    • Jesus Child described in that Gospel. [See the Lecture Course entitled
    • the astral body of the Jesus Child of whom we are told in St. Luke's
  • Title: Between Death and Rebirth: Lecture Seven
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    • The Education of the Child in the Light of Anthroposophy
    • Education of the Child,
    • The Education of the Child in the Light of Anthroposophy
    • in the human being during early childhood is the work of the backward
    • the astral body of the Jesus-Child of St. Luke's Gospel
    • their childhood those who are to become leading figures, because
  • Title: Between Death and Rebirth: Lecture Eight
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    • follows. Only in the very first years of a child's life does this
    • of a grown-up person, however, or of a child from a certain age
  • Title: Between Death and Rebirth: Lecture Nine
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    • Freethinkers' Calendar as follows: Children ought not
    • nature. If children are allowed to grow up without having any ideas
    • against children being taught any ideas about religion would
  • Title: Christ and the Spiritual World: Lecture One
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    • back at these children, these poor dear children, who centuries ago
    • built up the Gnosis out of childishness — they imagined all
  • Title: Christ and the Spiritual World: Lecture Two
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    • at the birth of the Jesus-child.
  • Title: Christ and the Spiritual World: Lecture Three
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    • Jesus-child and in him, up to his twelfth year, underwent the
    • Jesus-child, on whose nature the Luke Gospel throws some gleams of
    • We must now consider a little this Nathan Jesus child. I
    • have already drawn your attention to the fact that in this child we
    • remained behind appeared in the Nathan Jesus-child. Hence of this
    • child we cannot say that in him there lived an ordinary human ego
    • was then in a certain sense born in the Nathan Jesus-child, we are
    • the Being who later appeared as the Nathan Jesus-child and who had
    • later became the Nathan Jesus-child was permeated by the Christ
    • spiritual worlds. This Being who appeared as the Nathan Jesus-child
    • Jesus-child and who (as we have explained) dwelt in earlier times on
    • the Nathan Jesus-child by the Christ Being, the high Sun-Spirit.
    • Nathan Jesus-child assumed a cosmic form such that his life was in a
    • this Nathan Jesus-child by the high Sun Spirit whom we call the
    • Jesus-child had been permeated by the Christ Being. And the essential
    • later became the Nathan Jesus-child: he appears to us ensouled by the
    • Nathan Jesus-child. The Greeks saw them in such a way that when they
    • string instruments. And when once a child was born who so to speak
    • Nathan Jesus-child, the one who heals through God, Jehoschua-Jesus.
    • Being who was born as the Nathan Jesus-child and the Christ Being,
  • Title: Christ and the Spiritual World: Lecture Four
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    • Greeks reverenced Apollo, the reflection of the Nathan Jesus-child as
    • Jesus-child was permeated by the Christ, but in such a way that he
    • Jesus-children.
    • Nathan Jesus-child. It was the destiny of the Nathan Jesus-child that
    • locates the birth of the Jesus-child — in Bethlehem —
    • was later to come to Earth as the Nathan Jesus-child; a Being who at
    • birthplace of the Nathan Jesus-child. In conjunction, these words
  • Title: Christ and the Spiritual World: Lecture Five
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    • wanted to bring up her child so that he would remain a stranger to
    • also that from an early age the child began to notice everything
    • As he with simple childlike mien
  • Title: Perception of the Nature of Thought
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    • universal symphony of thoughts, that is only due to a childish stage
  • Title: Lecture: The Moment of Death and the Period Thereafter
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    • just before death and what we experienced during our childhood
    • from our birth until that moment of our childhood in which we
    • of health, like an exuberantly healthy child, and immediately
    • all, for a child is full of exuberant vitality. But later on,
    • with, the dull consciousness of childhood. At first we only
  • Title: Lecture: Relationships Between the Living and the Dead
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    • far that we have discarded this childish play of the human race.”
  • Title: Mission of Folk-Souls (1929): Lecture 2
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    • when some children were playing in a glass-cutter's workshop
  • Title: Mission of Folk-Souls (1929): Lecture 4
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    • of the child from the standpoint of spiritual science, you will admit
    • development through child and youth. You can see, if we take this
    • childhood. Later on their influence grows less; hence a man is less
    • childhood. It determines his whole life; a man is so entirely
    • characteristic of his early childhood permanently upon him. That is
    • earth-forces not already in childhood but later when he passes from
    • earth which imprint upon man the characteristics of early childhood.
    • corresponding to early childhood, in which man, as regards his
    • Let us suppose a man grows up from his childhood to a
  • Title: Mission of Folk-Souls (1929): Lecture 7
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    • their original form, such as we would have to see in a child, when
    • childhood. In the Archangel who was sent to Scandinavia we have those
  • Title: Mission of Folk-Souls (1929): Lecture 10
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    • Child of these two worlds, stands in front of them as a third world.
    • is at the same time felt to be the Blessed Child of the Heavenly
    • Earth-Mother, and the Blessed Child of the East.
    • In the Blessed Child there is again a world which
  • Title: Mission of Folk-Souls (1929): Lecture 11
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    • childish ailments, it will develop further. It has also gone out into
  • Title: Mission of Spiritual Science and of Its Building at Dornach
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    • Mother with the Child Jesus. I think that if a person who had never
  • Title: Lecture: Michelangelo
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    • stand. Look at his Madonnas; in the earliest phase the child rests
    • we ourselves live. Thus he releases the child from the repose and
  • Title: Lecture: Past Incarnations of the Peoples of Today
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    • surrounded from childhood by the decadent forms of ancient Oriental
    • all that is inculcated into the minds of children in the instruction
    • not essential for children to get hold of the abstract idea of
    • in the background. The minds of children who are taught history in
  • Title: Lecture: The Inexpressible Name, Spirits of Space and Time.
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    • your childhood upward, can say “I” when referring to
    • it is today, if we were to observe a child's development, the
    • the right to educate and train children unless they acquire a concept
    • take over the tasks entailed by the care of young children; the state
  • Title: Lecture: The Etheric Being in the Physical Human Being
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    • “The Education of the Child” — maltreat a
    • child by developing its power of memory. During the first seven
    • years, the essential thing is to leave the child's elastic
    • should therefore tell a child as much as possible, but without
    • artificially. In regard to the unfolding of memory, the child
  • Title: Lecture: The Coming Experience of Christ
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    • science are fulfilled — so that children are given a stimulus
    • the age of fourteen is what it should be, children on leaving school
    • world something that came out in childhood as disposition, as
    • been developing in one's soul since childhood, and comes
    • the spark which kindles in them from childhood onwards comes from
    • thing anyone asks about a child to-day is from whom he has got this
    • or that characteristic. And the reply seldom is that the child
    • poverty man no longer feels himself to be a child of the spiritual
    • world, but merely a child of characteristics inherited in the course
    • children will now very soon have. The children will feel that no
  • Title: Lecture: Spiritual Knowledge: A Way of Life
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    • Even as through the years of childhood, from birth onward, we are
    • he was quite a little child, his life took a direction that was to
  • Title: Lecture: How Can the Destitution of Soul in Modern Times Be Overcome?
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    • it developed as a natural tendency. The child grew up, and as his
    • difficult for children to understand their parents, parents their
    • children, brothers and sisters each other. Reciprocal understanding
    • being, to understand the child, and how each child develops according
    • described above, the moment has come when parents and children,
    • the growing child. What long-winded theories are devised in every
  • Title: Lecture: The Meaning of Easter: St. Paul and the Christ Impulse
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    • what is utterly childlike in man, to that in man which does not need to
  • Title: Agriculture Course: Lecture 2
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    • works upon the rest of our organism, notably in childhood, but also
  • Title: Lecture: The Universe
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    • what he takes in from outside. Consider that when the child
    • new birth lives within its being; if the child could
    • the child. The human being does not only look back into his
    • head and the thorax still form a whole in the child, during
    • childish head teaches the child (“Kindskopf den
    • always remains a child in regard to his head. He only grows
    • really remains a child throughout life. Indeed, we may say:
    • how the childish head, which is the teacher, should treat
    • the childish pupil in the right way.
  • Title: Lecture: The Templars
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    • actually believe that they place their children into existence all by
    • that it is the parents alone who bring the children to existence. Seen
  • Title: Paths to Knowledge of Higher Worlds
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    • those which we inherit, as it were, from childhood onwards and which
    • which goes back to a certain moment in childhood, can be said to be
    • This conception leads to a standpoint that makes it appear childish
    • way, and not speculatively. We can observe the child’s growth
    • way, we can see that after the second dentition the child’s
    • When the child changes its teeth, it reaches a final point in regard
    • They gave the child’s physical body its structure, but with the
    • the child as soul-spiritual forces.
    • appear in the child revealing a more sharply outlined concept of
    • child. The paths which lead us to the higher worlds also enable us to
    • observe the child year by year and week by week, as it develops from
    • birth to puberty; it enables us to see in the child the forces which
  • Title: The Supersensible Being of Man and the Evolution of Mankind
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    • back to the dreamlike mental images of early childhood and compare
    • now considered childish, namely that there is spirit working in
  • Title: The Year as a Symbol of the Great Cosmic Year
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    • time regard as a childish superstition; we realise it as a true and
  • Title: Lecture: The Christmas Mystery, Novalis, the Seer
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    • child Horus. There we see how what is born from the clouds,
    • ancient time, we see in the Christian Madonna with the Child
  • Title: Lecture: Some Characteristics of To-day
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    • for such things knows that very many children born during the last
    • different can be seen in the physiognomy of these children. And if we
    • these children, almost from birth. It was not there formerly. In
    • children entering the world to-day. They do not want to enter the
    • childhood — scarlet-fever or measles — afflicting the
    • one speaks of it just as strange as when one speaks of the child's
    • faces of children, the necessity of using our etheric body for
  • Title: Lecture: Buddha and Christ: The Sphere of the Bodhisattvas
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    • 28:9 And thou shalt take two onyx stones, and grave on them the names of the children of Israel: \
    • 28:11 With the work of an engraver in stone, like the engravings of a signet, shalt thou engrave the two stones with the names of the children of Israel: thou shalt make them to be set in ouches of gold. \
    • 28:12 And thou shalt put the two stones upon the shoulders of the ephod for stones of memorial unto the children of Israel: and Aaron shall bear their names before the LORD upon his two shoulders for a memorial. \
    • 28:21 And the stones shall be with the names of the children of Israel, twelve, according to their names, like the engravings of a signet; every one with his name shall they be according to the twelve tribes. \
    • 28:29 And Aaron shall bear the names of the children of Israel in the breastplate of judgment upon his heart, when he goeth in unto the holy place, for a memorial before the LORD continually. \
    • 28:30 And thou shalt put in the breastplate of judgment the Urim and the Thummim; and they shall be upon Aaron\'s heart, when he goeth in before the LORD: and Aaron shall bear the judgment of the children of Israel upon his heart before the LORD continually. \
    • 14:18 And Saul said unto Ahiah, Bring hither the ark of God. For the ark of God was at that time with the children of Israel. \
    • indicating this showed themselves in the early youth of the child in
    • of the Bodhisattva is it known, either in his childhood or youth, that
    • and will not incarnate as children, are, for example, individualities
  • Title: Lecture: Nervous Conditions in Our Time
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    • when you first taught children to write, you taught them a certain
    • the child will follow your example and deny wishes to
    • education of children, can follow from our fundamental
  • Title: Lecture: The Position of Anthroposophy among the Sciences
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    • back to the way in which we came to know in early childhood the structure
    • space of geometry (which the child learns to know from inner
  • Title: Lecture: The Seeds of Future Worlds
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    • thinking has been grafted on to him from early childhood? He learns
  • Title: Lecture: Exoteric and Esoteric Christianity
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    • just as a child knows nothing of death. Those men who received
  • Title: Lecture: Realism and Nominalism
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    • really educate him to be a complete human being. A child will grow into
  • Title: Lecture: Spiritual Science, a Necessity for the Present Time
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    • upon us daring the 20th century. The children and grand children of
    • children and grandchildren forces which enable them to hold out in
    • these children. In the 20th century our descendants will need strong
    • Building. Dear friends had moved to Dornach with their children and
    • had settled down as gardeners near the Building. Their eldest child,
    • heart-qualities, was a veritable Sun-child. One felt deeply
    • attracted by the child's soul, even if one only met the boy, now and
    • work. It was now ten p.m. The child's disappearance had to be
  • Title: Lecture: The Shaping of the Human Form out of Cosmic and Earthly Forces
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    • head. In the body of the mother, too, the child has a special
  • Title: Lecture: Yuletide and the Christmas Festival
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    • Child, by the birth of the Christ Child. And if we believe
    • consciousness of Egohood. In its childlike, innocent state
    • your childhood! Then that Ego will shine into everything
    • typical of childhood, that which is to be resurrected among
    • ox and the ass — where the Child Jesus lay near his
    • Today this new spirit is still at the stage of childhood,
  • Title: Lecture: Hygiene - a Social Problem
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    • which the tiny child acts, plays, walks — all this is to-day
    • it also has its bodily aspect. Faulty education of the child
    • instance, measure the consequences of allowing our children to sit in
    • whether the child at school breathes in the right way and
    • supposed to instruct the child. We need something that makes the
    • teacher realise what it means if he helps the child to speak
    • allows the child to catch its breath after only half a sentence or
    • able to educate children on the basis of a conception of the world
    • making men and women out of the children who are being educated
    • healthy in later life because, in childhood, they were helped to
    • that teaches and instructs the children in a way conducive to real
    • people that they must not send children with scarlatina to school,
  • Title: Lecture: Speech and Song
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    • being, which emerge in early childhood, are in reality a
    • new birth, i.e. in his pre-earthly life. At birth the child is
    • conditions of equilibrium. We see the child slowly and gradually
    • in the element of air. It is, however, but a childish conception of
    • of sound. It is really childish. Imagine, for a moment, you have a
  • Title: Lecture: The Problem of Jesus and Christ in Earlier Times
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    • primitive and simple. We could say that the child Jesus — the
    • people began to look up to the child; before then, Christians
    • shown as a child, whereas the deep- natured mystics looked for the
    • side. Just consider the wide gulf between the childlike gaze of the
    • children, could actually become the one who assumed the position at
    • is Jesus. We enter the world as children. I said that the Paradise
    • children. We still do not, of course, find the whole answer in that
    • point were one becomes a child, because if we look with the right
    • feeling, we see in the child a being free of Lucifer. And if we are
    • able to do this — to look at a child with the right feeling,
    • Jesus. This opportunity to see something in children that is not yet
    • when we look at the child. In that little book I explained that
    • through the physical body, children still live in an element that
    • veneration for the infant Jesus, when he is portrayed as a child and
    • when their experiences change human beings from the child, about whom
    • relation to the “Nathan” Jesus Child. We connect with the
    • the Jesus child, unites with the Christ idea, which is fulfilled when
    • already lost their connection with the Christmas child, just as the
    • more about Steiner's views on the two Jesus children,
  • Title: Lecture: On the Dimensions of Space
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    • you were able to think well as a child of 12, your head having now
  • Title: Lecture: Thinking and Willing as Two Poles of the Human Soul-Life
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    • germ in any little child we may happen to meet. Only, — as you
    • know from other lectures I have given — the child makes use of
    • change of teeth, the child makes use of thought-forces to guide
    • child, very little connection with the power of thought. To an unprejudiced
    • observation this is obvious. Watch the sprawling movements of a child during
    • the first weeks of his life and you will certainly say: The child has
    • forces of the will, and the development of child-life consists
    • existence. Watch and see how, to begin with, the child moves his limbs
  • Title: Evolution/Aspect: Lecture 1: Introductory Lecture
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    • Jesus of Nazareth, or about the two Jesus children, or the entrance
    • place our two Jesus children, the Baptism of John in [the] Jordan, and the
  • Title: Evolution/Aspect: Lecture 3: The Inner Aspect of the Sun-embodiment of the Earth
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    • time — and they are the children of the Thrones and the
  • Title: Evolution/Aspect: Lecture 5: The Inner Aspect of the Moon-embodiment of the Earth (Part 2)
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    • take the case of a child who in his seventh or eighth year, or at
    • some other age may have experienced some injustice, to which children
    • of those around him to throw the blame on the child, so as to have an
    • end of the matter. Now children are very specially sensitive to
    • may have bitten deeply into the childish life, the later Soul-life
    • is concerned the child forgot it. And indeed it may very well never
    • Do not we smile too when children cry? Just think of the endless
  • Title: Fall/Darkness: Lecture 1: The Driving Force Behind Europe's War
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    • of children smashing up all the pots and plates, glasses and
    • are considering how to stop it, for the children keep running
    • children, find a solution: They take care that everything
    • teacher says to a band of children: To make sure nothing else
  • Title: Fall/Darkness: Lecture 2: Humanity's Struggle for Morality
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    • childhood and up to a certain time of our youth, for only
    • developing the way a child develops, and this only came to an
  • Title: Fall/Darkness: Lecture 4: The Elemental Spirits of Birth and Death
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    • and especially the education of children, unless the matter
  • Title: Fall/Darkness: Lecture 5: Changes in Humanity's Spiritual Make-up
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    • have children, even before the earth has gone through all its
    • today growing children cannot be considered in a way which
  • Title: Fall/Darkness: Lecture 6: The New Spirituality
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    • The children
    • case of children, the inward human being cannot be fully
    • children are something quite different from what comes to
    • outward expression. We even know extreme cases. Children may
    • human beings. But you will also find many children who are
  • Title: Fall/Darkness: Lecture 7: Working from Spiritual Reality
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    • child might as well come and run off swinging all this
    • progress in consciousness, for our consciousness is the child
    • brought me together in childhood and youth certainly are
    • changing of the teeth, children want to imitate everything,
    • which the children can imitate in the right way. Children
    • with the child's soul before either of us — teacher and
    • child — were born. The difference is merely that we
    • the children. Before that we were together with them in the
    • one particular field or another. The child's soul was
    • the child something which it accepted from you in the world
    • mood. It is poison to demand that children should understand
    • pointed out that children cannot understand everything. From
    • are not even supposed to teach the children their tables
    • anyway! Such an approach makes children into calculating
    • is outside the human being, so that children are caught up in
  • Title: Fall/Darkness: Lecture 9: The Battle between Michael and 'The Dragon'
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    • observe a child when it is seven, eight or nine years old,
    • So we can work out what this child looked like a hundred
    • human being, for example. A hundred years ago the child did
    • never happen that in a hundred and fifty years time a child
  • Title: Fall/Darkness: Lecture 10: The Influence of the Backward Angels
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    • childish then, with people taking dreams seriously! Just
    • only with what children understand but also with ideas they
  • Title: Fall/Darkness: Lecture 11: Recognizing the Inner Human Being
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    • significant during childhood and youth in the near future.
    • has long since come for us to say: the children and young
    • feel they must behave towards growing children and young
    • way that the child can immediately understand; children
    • if we make every effort to give children only such things as
    • lives they have nothing but the understanding of a child.
    • to be so wise and enlightened, remains at a childish level.
    • that the thinking in their world is largely childish, but it
    • fact that only the child's understanding is addressed. This
    • consciousness, that a mysterious inwardness reigns in a child
    • and we must present to the child's heart and mind much that
    • will only be understood later on in life, not in childhood.
    • recall things they were told in childhood, and then be able
    • future. To teach children abstract notions of nature and the
    • special conditions of life described to give the children a
    • dishing up elementary zoology to children in the dreadful way
    • natural history which is dinned into children today should
    • only come in later years; children must first of all be able
    • is the botany children should be told. And they should be
    • crystallography which is dished out to children who are still
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  • Title: Fall/Darkness: Lecture 12: The Spirits of Light and the Spirits of Darkness
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    • the begetting of children, procreation, with love in the
    • children as they get older, and their bodies then follow a
    • whole of their lives just because it is good for children to
  • Title: Fall/Darkness: Lecture 13: The Fallen Spirits' Influence in the World
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    • one thing and another; in future, children will be vaccinated
    • children, but in this case on the whole of humanity. As I
  • Title: Fall/Darkness: Lecture 14: Into the Future
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    • merely come between the children and their understanding of
    • be suitable for children; it might induce someone to write a
    • children's book on bees, or perhaps on ants. You would have
    • children as it is now written, would have to be handled in
    • in it. Of course, you cannot tell children, not even boys and
  • Title: Lecture: Fall and Redemption
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    • concepts are already instilled into our children in the early grades,
  • Title: Lecture: Man's Fall and Redemption
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    • observe the tiny child (I will not now consider the embryo in the mother's
    • understand why the child slumbers dreamily and only begins to think
    • child does nothing but sleep and dream, thoughts take hold of its
    • Thus we may say that in the tiny child thought takes possession of
    • all four elements. The later development of a child consists in this,
  • Title: On the Mysteries of Ancient and Modern Times: Lecture 1
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    • childhood. At the 14th or 15th year of life, in those olden
  • Title: On the Mysteries of Ancient and Modern Times: Lecture 2
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    • of the Earth, — just as the Christ-Child is found in a
  • Title: Lecture: The Supersensible in the Human Being and in the Universe
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    • as it were — as a small child — his first battles
    • children in an unprejudiced way know this). To find our position
    • upon the human being in his childhood were used as a connecting
    • orientation, in that force which impels them in their childhood
    • his power of orientation in a different way than the child
    • — so that it differs from that which becomes, in the child
    • people said to themselves: When a child changes from its crawling
    • world, which also influences the child, impelling it to take up
    • mantric words. What the child poured out, as it were, in its
    • Just as the child
    • organization, of the connection existing between the child's
    • child the spiritual-super-sensible and the physical-sensory parts
    • afterwards the child pours out, as it were, in the sensory world
  • Title: Lecture: East and West in the Light of the Christmas Idea
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    • Greece life consisted in a childlike joy over the nature of
  • Title: Lecture: Knowledge Pervaded with the Experience of Love
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    • because mankind has left behind the stages of childhood.
  • Title: Lecture: The Golden Legend and a German Christmas Play
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    • utter ‘I’ at a definite time of our childhood. We enter
    • relation to our Ego. The Ego is present in our childhood, it works
    • whole Earth life to our childhood. There, in our childhood, precisely
    • can say: ‘Suffer the little children to come to Me!’ Not
    • the man who is bound to the Earth, but the little child. Humanity
    • this human body in childhood. This is what should underlie our
    • Child man should be reminded of the Human-Divine, which he left
    • Man should be reminded by the Child of that which has again brought
    • his child-nature to him. This was no easy task, but in the very way
    • in which this Festival of the Cosmic Child, this Christmas Festival,
    • an ox and an ass, the Child and two figures representing Joseph and
    • At first the people understood absolutely nothing about the child
    • lying in the manger. They had never seen such a thing as a child in a
    • people passed, each one took part by rocking the child for a moment.
    • but when the child was brought, they made a tremendous uproar,
    • they felt in the birth of the child. It was then received in a mood
    • of the Child, of that which remains holy in man whilst his other
    • child-nature, which is connected with what entered into the
    • the union with the child-nature, that pure and noble childlike
    • character that appeared in a new form in the Jesus-Child. When we so
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  • Title: Lecture: The Christmas Thought and the Secret of the Ego
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    • definite moment in childhood. We gain a relationship to this
    • the child, this “I” is there also, but it works within,
    • life, back to our childhood. Our spiritual element has remained
    • back in our childhood. We always look toward this if we wish to
    • the little children come to me.” Not adults, who are
    • connected with the earth, but rather the little children. In having
    • during childhood. This is what should lie at the basis of the
    • heavenly heights. In the form of the child, the human being should
    • to him. The human being ought to be reminded of this childlike
    • childlike element to him again. Though it was not easy, one can see
    • way in which the festival of the World Child, the Christmas
    • as well as the Child and two dolls representing
    • lay the Child. They had never seen that, they had never seen a
    • child in a manger. Certainly earlier, when they were not permitted
    • Child in it for a little while. Gradually similar moments of
    • the Child there, incredible noise erupted and everyone screamed and
    • because the Child had been born. This was taken up entirely in a
    • Child, the view of what has remained holy in the human being while
    • Child, which is connected with what entered into Christian
    • bond with the childlike, with the pure, truly childlike element
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  • Title: Lecture: Zarathustra
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    • Children of God, enjoy eternal beauty: —
    • the “pure children of God,” who serve the highest Divine
  • Title: Lecture: Hermes
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    • children. All you know is the outcome of your own contemplation and
    • children you will remain.”
  • Title: Lecture: On the Nature of Butterflies
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    • thinks of turning tiny children into scholars, and they are sent to
  • Title: Memory and Love
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    • child up to the change of teeth. You will observe how the power of
    • elementary. The child has a certain memory, but it becomes an
    • is complete in its development when the child is ripe for school.
    • this, by building too much on memory we make the child rigid and create
    • children before the change of teeth, it is a question of their receiving
  • Title: Lecture: Reincarnation and Karma
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    • earnest investigator this childish conception must be swept
    • time journalism is not reckoned as pure childishness —
    • about that the souls of a number of children are different, from
    • school children are sometimes required in their tasks to narrate
    • the same numbers of lessons daily to the children and attain
  • Title: Lecture: Life and Death
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    • observe the child, not only from the outside but also from
    • childhood than in later life. So we can say that in the realm
    • earliest childhood. In the normal life of to-day man
    • remembers up to a certain point of his childhood, then memory
    • children's lives, will be able to make one observation from
    • observation of the soul of a child we discover that
    • the moment when the child, of his own accord, no longer says:
    • child does not receive the perceptions of ideas in such a way
    • the child from the outside as sense-perceptions, and are only
    • the child has no conception of the Ego, then no Ego-mirror,
    • long as that lasts, one notices that the child imagines into
    • turned our eyes? Just as the child has not that in his
    • remembrance is there. This objection is just as if a child of
    • four were brought to us, with the remark: “This child
    • “Wait till the child is ten years old, he will then be
  • Title: Lecture: 'Goethe's Faust' from the Point of View of Spiritual Science
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    • very different when we, for example, study a child from the
    • with the spiritual world. Not an ordinary child is the
    • child. But then again come the moments of ordinary life, when
    • this child vanishes into the spiritual world. This one has to
    • Euphorion, the spiritual child of the mystic, and despite all
    • the child of a marriage with the spiritual world. Then the
    • child calling to our soul as its Mother.
  • Title: Lecture: Birth of the Light
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    • ‘Yea, I am Cyprianus, whom, a child,
    • In Kora's mournful death-complaint. Then as a temple-child
    • Christ-Impulse which shows us its preparation in the ‘Child.’
    • feel themselves near to that which so simply, like a child
    • mankind through the Child of St. Luke's Gospel, which is not
    • spiritual kings, magic kings. The Child of St. Luke's Gospel
    • child received by no great ones — received by the
    • evolution, this Child of St. Luke's Gospel, in such a way that
    • to us how that which is given in this Child is so great, so
    • which worked on through the Luke-Jesus-Child, the simplest man
    • souls. And yet — all is contained in this childlike
    • the Jesus-Child is placed before us in St. Luke's Gospel, so do
    • really feel it like this, just because it is a child. Only it
    • is intensified because in addition to all that a child has at
    • any time, this Child has the quality of forlornness: it is cast
    • see it already laid out in the organism of the child. Wherever
    • — in the childlike organism. And just as it appears in
    • the child — that which is all-wisdom in the physical
    • itself — so does the child lie there. And if it is thrown
    • out into a corner of mankind, like the Child Jesus, then we
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  • Title: Lecture: Galileo, Giordano Bruno, and Goethe
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    • himself a child of his age. The feelings which possessed
  • Title: Lecture: Factors of Karma, Deficiencies in Psychoanalysis
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    • ‘Education of the Child in the Light of Anthroposophy,’)
    • observing the child's behaviour, and wishing somehow to
  • Title: Lecture: Matter Incidental to the Question of Destiny
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    • that schools which fail to show their children any maps are
  • Title: Lecture: Hereditary Impulses and Impulses from Previous Earth Lives
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    • wise: — Children, they say, inherit certain
    • ‘Education of the Child in the Light of Anthroposophy’
    • choose the right callings for our children; but that we
    • early childhood. And ever since that time, efforts were made so
    • they are children, albeit they may be old members of this or
  • Title: Lecture: The Birth of Christ in the Human Soul
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    • turned to the picture of the childlike element entering
    • become as little children, ye shall not enter into the Kingdom
    • children” — this is truly not an exhortation to
    • “Except ye become as little children, ye shall not enter
    • ye shall become as little children,” which we can
    • the world as a child he withdraws from the world of spirit. For
    • child is of such a character, for those who possess insight, as
    • declares that the child is incomplete, and that the ego little
    • nature, while he is a child, is still undefined; it has as yet
    • equality of the human nature in all men. We sense the child
    • nature with the greatest intensity when we see a child
    • first into the child's nature. All this is imparted to the
    • child declare.
    • to this mystery of the child the Christmas conception is
    • thought of equality enters the world in the child, but that
    • even though they are not so in childhood, by reason of
    • child, his aspiration, toward equality, I have been
    • “Except ye become as little children ye shall not enter
    • which the child manifests, if we look upon him in the right
    • for that Child whose birth we commemorate on Christmas
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  • Title: Lecture: The Mysteries (Die Geheimnisse)
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    • who, in the simplest words — as a child might speak, not in
    • her. The Thirteenth, still a child, kills the viper. Hereby is
    • incarnations — kills the viper in early childhood: that is
    • Like deepest lore, yet uttered by a child,
    • How as a child a viper he destroyed,
  • Title: Mission/Folk-Souls (1970): 2. Normal and abnormal Archangels and Time Spirits.
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    • used, some children playing in the glass polisher's workshop
  • Title: Mission/Folk-Souls (1970): 4. The Evolution of Races and Civilization.
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    • education of the child you will know that in the first seven-year
    • whole course of human development through childhood and adolescence
    • especially during his early childhood. Later on their influence
    • early childhood and thereby determines for their whole life those who
    • childhood permanently upon them. This is more or less typical of all
    • determined by these childhood characteristics.
    • childhood; the centre in Asia corresponds to those which give man the
    • recognition in this lecture, corresponds to early childhood, the
    • us take the example of a man growing up from childhood to the stage
  • Title: Mission/Folk-Souls (1970): 6. The Five Root Races of Mankind.
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    • The East in the Light of the West. The Children of Lucifer and the Brothers of Christ.
  • Title: Mission/Folk-Souls (1970): 7. Advance of Folk Spirits to the Rank of Time Spirits.
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    • peculiar to a child whose particular talents, latent gifts, etc.,
    • remain at a childlike stage. The Archangel who was sent to
  • Title: Mission/Folk-Souls (1970): 9. Loki - Hodur and Baldur - Twilight of the Gods.
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    • Children of Light, the Spirits who are here the dominant Powers. He
    • descended to the physical plane in order that the children of men who
  • Title: Mission/Folk-Souls (1970): 10. The Mission of Individual Peoples and Cultures in the Past, Present and Future.
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    • Child of these two worlds. This Blessed Child is not an individual
    • Blessed Child of the Heavenly Father and the Earth Mother. Universal
    • by the Heavenly Father, the Earth Mother and the Blessed Child of the
    • East. In the conception of the Blessed Child there is again a world
  • Title: Lecture: Wonders of the World: Lecture 1
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    • The Children of Lucifer,
    • The Children of Lucifer,
    • The Children of Lucifer
    • produce a German version of The Children of Lucifer at the opening of
    • friends, show us how men are formed in childhood, what they look like
    • The Children of Lucifer
  • Title: Lecture: Wonders of the World: Lecture 2
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    • her child to be born in that human nature. That is what Demeter did
    • child Persephone lost in man's nature, saw her raped as it were
    • Education of the Child
    • Education of the Child
  • Title: Lecture: Wonders of the World: Lecture 7
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    • that we return to the world as little children, that we become
  • Title: Lecture: Wonders of the World: Lecture 9
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    • prepared through the two Jesus children, as is described in my little book
  • Title: Lecture: Wonders of the World: Lecture 10
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    • childish, regarding it as derived purely from fantasy and as having
    • which is still possible in childhood though no longer so in later
  • Title: Lecture: The Mission of Raphael in the Light of Spiritual Science
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    • was growing up more or less as a child in Urbino, his environment was
    • of Art in human evolution. The “Mother with the Child” hover
    • naturally to form themselves into human figures, one being the Child
    • the picture of the Madonna and Child is a sense picture of the eternal
    • the whole way in which the Madonna with the Child, and the Child John
    • the world, forget above all that this Child in the arms of the Madonna
    • gazing simply at a Mother was a Child, which in the words of Hermann
    • Madonna to her Child and separate it off from everything else. Thus
  • Title: Four Seasons/Archangels: Lecture II: The Christmas Imagination
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    • prevailed. It was thought that before a new-born child had
    • the child was always laid directly it was born — the right
    • child is of the Sun. So it is possible now to look on the woman who
    • has borne the child as a being who is in the deepest sense related to
    • spirit is expressed the coming to birth of the Jesus-child, who is
    • to take into herself the Sun, the child, the Sun as it rays through
    • to the Sun-element, the child, forming itself out of the clouds
    • condensed into the Sun resting on Mary's arm: the Jesus-child. And
    • stars. The picture of Mary with the little Jesus-child arises out of
    • into the picture of Mary and the child — that picture which
    • Sun-forces can find entry, and the innocent Jesus-child, who must be
    • Jesus-child in Mary's arm must appear as though emerging from the
    • expression of it in the picture of the Mother and child.
  • Title: Four Seasons/Archangels: Lecture III: The Easter Imagination
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    • human control. When in earlier times it became obvious that children
    • the Easter Imagination, just as we had the Virgin and Child as the
  • Title: Fifth Gospel (1950): Lecture I
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    • philosophy to-day seem mere child's play, so greatly do they
    • the ailments of childhood, men will perceive quite clearly that
  • Title: Fifth Gospel (1950): Lecture II
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    • we are all of us children of the age. But a time will come in
    • has been connected with Christianity since early childhood. If
  • Title: Fifth Gospel (1950): Lecture IV
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    • in one of the two Jesus children born at that time, had passed
    • over, through a mystical act, into the other Jesus child
    • — the child who is described at the beginning of
    • child of St. Luke's Gospel was lost and when he was found he
    • Jesus child, endowed now with the Zarathustra-Ego, grew up in
    • and who regarded him as a wonder-child. Then, however, he
  • Title: Fifth Gospel (1950): Lecture V
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    • his twelfth year this Jesus child was, in the outward
    • Jesus child who in his twelfth year had received the
    • once given birth to the Jesus child of St. Luke's Gospel.
    • mystery of the two Jesus children — which also belongs to
  • Title: Lecture: The (Four) Great Virtues
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    • years of childhood. I have often mentioned this. When we enter the
    • upright in childhood, when we are tired, remains tired all through
    • uprightness as children is no longer done by us in later life.
    • we use in early childhood are not really lost for us in later life.
    • we use as a child when we raise ourselves up from crawling, lives in
    • the education of children will bring special fruit if the virtue of
    • Where children are to be educated, these virtues must be regarded in
    • an individual way, by showing the children again and again that they
    • of children in this way. In the later course of our study of spiritual
  • Title: Tension Between East and West: Lecture 1: Natural Science
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    • submitting more or less passively, as children to heredity,
  • Title: Tension Between East and West: Lecture 2: Psychology
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    • little child, I developed a mental life that was so dim and
    • did there arise from this dream-like mentality of the child
    • vagueness and lack of differentiation of the child's
    • capable being, were dormant during my existence as a child. Why
    • see in life how, for example, a man takes his childish steps,
    • Looking at the child's soul life and the interplay of sympathy
  • Title: Tension Between East and West: Lecture 3: East and West in History
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    • point in childhood onwards. To this state of mental permanence
    • the logic, familiar to us from childhood, operative in the
  • Title: Tension Between East and West: Lecture 5: Cosmic Memory
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    • are any gaps in it, as far back into our childhood as we can
  • Title: Tension Between East and West: Lecture 6: Individual and Society
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    • nor the child of primary school age, nor even the adolescent
    • do this, but not while we are children or while we are young
    • child's psyche, is quite certainly nothing intellectualized.
    • Next, the child enters an age — say from second dentition
    • child should only take in what it already understands. In this
    • way, only this one stage in the child's development is catered
    • effort to present the child solely with what, it is believed,
    • he “already understands.” The child certainly
    • since childhood. This is something quite different from living
    • — one that seeks to give the child of this age, not
    • true, have their uses in life. To the child, however, their
    • transmits vital concepts that will live on with the child as
    • have an inner growth. Only then shall we give the child not
    • life. When the child experiences the sort of thing I have just
    • — will regain the ability to look fully into the child's
    • life. They will thus be able to draw out of the child's life
    • from the child, so too it ultimately separates us from other
    • of the School to think that it sought to impart to the children
    • to say: among the children he has before him, there may be some
    • handle the children at each age not only in such a way that
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  • Title: Tension Between East and West: Lecture 8: The Problem (Asia-Europe)
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    • earthly life. Plato thinks it quite feasible that children who
  • Title: Tension Between East and West: Lecture 9: Prospects of its Solution (Europe-America)
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    • of the child, so to speak, in the sphere of the will. They had
    • enable them to reach the child's will by way of his ideas, to
    • childhood, in the context of his family, his church, his
    • of the temperament, the volitional side of children. Central
  • Title: Goethe's Secret Revelation: Lecture IV
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    •  Than on the British stage, where a small child
    • when the soul has raised itself up into higher worlds; a child of
    • spiritual world, of experiencing Euphorion, the child of the
  • Title: World History: Lecture I: Evolution of the Soul and of Memory
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    • human beings were childlike, that they believed in all kinds of
    • children still feel the need of these repetitions. We have here
  • Title: World History: Lecture III: Asiatic Mysteries of Ephesus, Gilgamesh and Eabani
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    • childishness to suppose that the Moon is the dead frozen body
  • Title: World History: Lecture IV: Atlantean Wisdom in the Mysteries of Hibernia, Gilgamish and Eabani at Ephesus, Logos Mysteries of Artemis at Ephesus
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    • in Spring spiritual flower-children come forth from the calices
  • Title: World History: Lecture V: Mysteries of the East, West, and of Ephesus
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    • connection the human being has with his own childhood. The men
  • Title: World History: Lecture VI: Mysteries of the Ancient Near East Enter Europe
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    • still living in these last and youngest children of the great
  • Title: World History: Lecture IX: World History in the Light of Anthroposophy
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    • that until the nineteenth century mankind was childish and
  • Title: Purpose of the Goetheanum and Anthroposophy
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    • the beginning as very little children. If we had stopped with
    • development achieved since earliest childhood. And anyone who
    • when the child was born, what it became with the seventh
    • know that what the child works out in the first years of' life
  • Title: Whitsuntide in the Course of the Year
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    • at first the child grows into the world as in a kind of
    • dream. This dream-life of the child is, however, closely
    • processes; and the younger the child whom we consider, the
    • sprouting world. It is childish to believe that the
    • plant-like life of the child, so the life between death and a
  • Title: Tree of Knowledge and the Christmas Tree
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    • suppose that we have a child before us. What is the condition
    • primary to our devotion to this child? What is the first
    • condition to our educating the child? It is that we take an
  • Title: Karma of Vocation: Lecture I
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    • unconfused by those disturbing influences that affect children
    • happiness these years of his boyhood and childhood that led to
    • orientation of his life. As he grows in childhood, he is just
  • Title: Karma of Vocation: Lecture II
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    • more than a child. His later inclination to art is thus glibly
    • so that their children would have been stillborn. But we can by
    • childhood continues to progress. Then something comes from
  • Title: Karma of Vocation: Lecture IV
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    • anyone who wishes to educate children will have to understand
    • question: How shall I place my child into the evolution of
    • according to which children must be allowed to become what
    • potentialities of grown children to determine whether or not
    • since childhood.” Yet, closer inspection of these cases would
  • Title: Karma of Vocation: Lecture V
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    • Education of the Child in the Light of Anthroposophy,
    • development of children from approximately the seventh to the
    • definite way in the developing child that we may call, in a
    • developing child is derived from karma and is the effect of the
    • child's vocation will be from his manner and bearing. He would
    • the child.
    • this period of a child's life ends, or even before that time
    • antagonistic forces struggle with each other in the child. One
  • Title: Karma of Vocation: Lecture VI
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    • schools which do not show maps to children are of the right
  • Title: Karma of Vocation: Lecture VII
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    • discussing the problem of heredity today mean that children
    • The Education of the Child in the Light of Anthroposophy.
    • as we know, and are able to beget children. Now, it will be
    • consist merely in learning how to direct children to the right
    • 1840's on — in a sense, ever since her birth or childhood.
    • innocent as children, in spite of the fact that they may be old
  • Title: Karma of Vocation: Lecture VIII
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    • somewhat more carefully since he was really a sort of child of
    • as many children as possible; that is, how the conditions
    • children. For example, there is the case of the well-known
    • real scientist could not possibly accept the childish and
    • preserved — was considered mere childishness. It was
    • indifferent words. A child had run across the street, had been
    • childhood I adopted his view of the world without investigating
    • child receives the truth from his father. But I did not yet
  • Title: Karma of Vocation: Lecture X
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    • areas. The first is that of educating and teaching children. We
    • and especially the teaching of the child in this spirit so that
    • teaching the child as a divine service, but also make it
  • Title: Mysteries of the Sun: Lecture I
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    • ladies are built up anew, as children new, it is true, but
  • Title: Mysteries of the Sun: Lecture III
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    • one hand young children die and on the other hand people grow
    • as children, some as adolescents, some in the middle of the
    • beings die as mere children, many in old age, others in
    • of the parents' germ cells passes over to the children; but
    • to the children and and again there remains some of this to
    • pass over anew to the children. And another part of the germ
  • Title: Reincarnation and Immortality: Lecture II: The Historical Evolution of Humanity
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    • the first years of childhood and in the later years of
    • childhood up to puberty. And if we look still further we note
    • development as it does with a child at the change of teeth, in
    • body in a way that today only happens in our childhood years.
    • saying that a four year old child cannot do arithmetic,
  • Title: Reincarnation and Immortality: Lecture III: The Supersensible Being of Man
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    • this is something that can be developed. In the young child,
  • Title: Reincarnation and Immortality: Lecture IV: Nature of Anthroposophy
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    • must be able to say to ourselves: In early childhood we
    • point that life provides, just as the powers of the child have
    • which goes back into our early childhood; but the stream of
    • physical organism especially during early childhood. We
    • the children in the school. Through the fact that Anthroposophy
    • the child's nature itself the curriculum and the aims of
    • education for each year of the child's school life.
  • Title: Reincarnation and Immortality: Lecture V: Mystery of the Human Being
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    • certain point in our childhood development, we begin to use the
    • point in our childhood. This is as far as we can think back to.
    • What we experienced in the first years of our childhood we can
    • ourselves back to the time in our earliest childhood when
    • of our earliest childhood, but the ego that has brought our
    • superstition is like a childhood disease, a scientific
    • childhood disease of our times. This is cited by Oskar Hertwig,
  • Title: Eurhythmy (Introduction to a performance)
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    • child is allowed to carry out the movements of Eurhythmy, all
    • children have made this Eurhythmy Art their own. They really
    • itself. The natural joy of a child learning to speak may be
    • compared with that of children between the ages of seven to
    • hundred children in the Waldorf School there were at the very
    • children who for some fundamental reason took to Eurhythmy
    • without hesitation that Eurhythmy develops in children
  • Title: Differentation of Primeval Wisdom into East, Middle, West
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    • who have children, do think a little more earnestly, because
    • of their children; but then they like to fog themselves a
  • Title: The Real Being of Man
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    • beings can hold us back at the childhood stage. They can
    • childish in the evil sense of the word. That is a Luciferic
    • beings will remain children, and will not we able to age. The
  • Title: Necessity for Spiritual Knowledge: Lecture 1 (alternate translation)
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    • good-will, how children should be taught, if you put it in
  • Title: Necessity for Spiritual Knowledge: Lecture 2
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    • and a child coming into being (and it can be actually seen in
    • quoted a characteristic example. Children in their 12th,
    • Children and grown up people are quite satisfied to be lulled
    • forces to be paralysed in our children up to their fifteenth
    • exhortations to children up to fifteen years old and then
    • the child. Pedagogy should be born afresh every moment in the
    • arises as the immediate result of having any particular child
    • the position to-day? Men are children; they act like children
    • influenced by their environment. Then the child becomes an
    • curves of childhood; we get white hair and wrinkles, and we
    • age and childhood have a wrong relationship to each other.
    • in old age, one must have learnt in childhood how to fold the
    • childhood. The soul element has the same relationship to
    • has to the the hair of childhood. This inner change enters
    • such a way; his childhood was spent in such and such a way.
    • children when they do the same things as they did at the same
    • age; they do not understand that children of to-day do the
    • expect those who are now children to be as well behaved as
    • that children now must be just the same as they were when
    • they were children — a generation ago; children, who are
    • Maximum number of matches per file exceeded.
  • Title: Man and Nature: Intellect in Man and Nature Bereft of the Gods
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    • on the Earth. Children born later have been living in the
    • children have just descended to the physical world, whereas
    • realise this quite clearly among children who are taught
  • Title: Anthroposophical Ethics ... St. Francis, Lecture III
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    • suppose that we have a child before us. What is the condition
    • primary to our devotion to this child? What is the first
    • condition to our educating the child? It is that we take an
  • Title: Teachings of Christ the Resurrected
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    • childlike sort of teaching about the Mystery of Golgotha
  • Title: Eternal Soul of Man in the Light of Anthroposophy
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    • small child, I dreamed in a certain way within life. Then I
    • left childhood, I had to do so, yes, and I came to parenting
    • the dull, dreamy state of the child's consciousness.”
    • the child, so must it be presumed that from the standpoint of
    • until the beginning of childhood. As otherwise we experience
    • that, in addition — for instance, when we were children
  • Title: Supersensible Knowledge: Lecture II: Blood is a Very Special Fluid
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    • childlike folklore or pretentiously declare them to be
    • impression made upon him when, as a small child, standing in
    • childhood.
    • person could remember not only his own childhood, but his
  • Title: Supersensible Knowledge: Lecture III: The Origin of Suffering
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    • plants that have life but not sensation. This childish notion
  • Title: Supersensible Knowledge: Lecture VI: Education in the Light of Spiritual Science
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    • childhood till old age. That is why, if we are to understand
    • development, the child goes through more events of a similar
    • to spiritual realms. The child is enveloped by an etheric and
    • an astral sheath; the child reposes in them as he did in the
    • maternal covering through the child before birth. Thus, the
    • child is born for a second time when the ether body is born.
    • child is born for the third time.
    • child, it is not impossible, but certainly highly damaging to
    • have a bearing on the child's physical body; we should in
    • child's physical body before it is born. However, just as the
    • inviolability of the ether body for the sake of the child's
    • child's bodily faculties develop; they become independent and
    • effect on the child's senses is of immense importance. It
    • true of the child before the change of teeth. Everything is
    • imitated during this time, and as whatever enters the child
    • the child should act beneficially.
    • the example. What the child sees, what happens around him, he
    • well-behaved child were astonished to discover that he had
    • the child had inclinations to steal. Questioning brought to
    • light that the child had simply imitated what he had seen his
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  • Title: Supersensible Knowledge: Lecture V: Illness and Death
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    • category. Only the second teeth are produced by the child's
  • Title: Supersensible Knowledge: Lecture VII: Education and Spiritual Science
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    • on his far-flung journeys as the little child learns from his
    • for children?
    • of evolution up to the present. And after birth, the child
    • childhood onwards as follows: The first epoch, lasting up to
    • children play, investing their toys with pictorial
    • Lemurian and Atlantean epochs are repeated in a child's
    • this period of the child's life conveys the spirit of the
    • child to the time up to the twelfth century, the time when
    • authority and community. The children should experience
    • self-evident for the children, just as what was taught by the
    • it does great harm if the child doubts the teacher. The
    • child's respect and reverence must be without reservation, so
    • naturally must have — seem to the child like a
    • For the child
    • life of the child, forces will flow from his or her soul to
    • that of the child. Processes of nature must be described in
    • child when the capacity for imagery is fostered. Plants
    • should not merely be shown and described, the child should
    • ought not to be used; one must do sums with the children on
    • permeate every subject that is taught. The child will not
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  • Title: Supersensible Knowledge: Lecture VIII: Insanity in the Light of Spiritual Science
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    • their children for such illness, mistaking it for
  • Title: Supersensible Knowledge: Lecture X: Stages in Man's Development in the Light of Spiritual Science
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    • discernible already in childhood, and only waiting to be
    • the growing child enables the physical structure to unfold in
    • example. At this age the child Imitates everything that goes
    • the foundation for the child's further development is laid,
    • mentioned, it is best not to give children perfect dolls and
    • similar toys. A healthy child will only get pleasure from it
    • because the child's fantasy becomes active in providing what
    • and enjoyment because it calls up in the child inner feelings
    • its organs. A bad environment at this time in the child's
    • notion, based on false asceticism, that the child benefits
    • utterly wrong. As regards nourishment, if the child is given
    • right and healthy for the child's bodily nature. Regarding
    • bond between mother and child, especially during the early
    • years; the mother who breast-feeds her child pays heed to
    • chemical components; spiritually it is related to the child.
    • from the mother's ether body. Because the child's own ether
    • good, beautiful and wise. To the child this person must be
    • presenting to the child ideal examples to
    • character are brought before the child. From descriptions of
    • strangers. The child's horizon expands through awareness of
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  • Title: Supersensible Knowledge: Lecture XIII: The Bible and Wisdom
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    • assumed that the child had sought to be born on the day that
  • Title: Contrasting World-conceptions of East and West
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    • through childhood upwards, that he has to-day.
    • taught from childhood upwards, and the way in which we have
  • Title: The Mystery of Golgotha
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    • themselves as children of God.
  • Title: Year's Course as a Symbol for the Great Cosmic Year
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    • childish superstition, can be experienced as something
  • Title: Spiritual Relations in the Configuration of the Human Organism: Lecture I
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    • and retains only the plastic formative forces. If we look at the child
    • bring to a child in education or instruction between the seventh and
    • long enough. You can, if you look only out for that which the child
    • him and what he comprehends, teach the child what he wants to grasp
    • children's cramps. These common cramps are based on nothing else than
    • on the necessity that with the child the astral organism and the ego
    • cramp-like conditions come about as can especially appear in children's
  • Title: Spiritual Relations in the Configuration of the Human Organism: Lecture II
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    • to be formed during childhood, but continuously because our organs are
    • much more has to be worked on this in childhood. But later on these
  • Title: Spiritual Relations in the Configuration of the Human Organism: Lecture III
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    • quantity of light into their organism. We know that children who at
    • how frequently rickets occurs among children who live in city apartments,
    • where little light enters, and how little children are inclined to rickets
    • if we keep the children in school immobile. For example, it is always
    • quite grievous for me to see the children use any kind of finished triangle,
    • shifted. This is the point: that the children get the conception in
    • people who want their peace and quiet, who are already angry, when children
  • Title: Necessity and Freedom: Lecture II: The Legend of the Prague Clock
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    • sun, and moon has come to us in the same way as our childhood
    • way as your childhood thoughts have remained in you. If you
  • Title: Necessity and Freedom: Lecture III: Three Teachers with Different Attitudes
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    • were successful and got across to the children. All the work I
    • childhood and take into account everything that had its effect
  • Title: Necessity and Freedom: Lecture IV: The Roman World and the Teutonic Tribes
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    • proper teacher this time — you have a particular child to
  • Title: Social Question as a Problem: Lecture I: The Inner Experience of Language
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    • less exist. Last time I concluded by showing why children
    • century. So those children born in the second decade came to
    • came to earth with those children helped in large measure to
    • of recently-born children. It is an expression of soul which
    • in the most recently born children is something quite
    • different from that in children born in the nineteenth or
    • melancholy expression seen in our youngest children, in their
    • If you look at a child with his characteristic of doing
    • his physical body, then in the way the child behaves you will
    • longer see as in the child, how whatever is in him is acting
    • Comparing an old man with a child and comparing the gestures
    • only children faces the danger that very strong ahrimanic
  • Title: Social Question as a Problem: Lecture II: The Inner Experience of Language
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    • one follows closely how children are born, how they developed
    • speak, in the way they learn there mingles into the child's
    • the mother, father or nurse contributes to the child's
    • child who is learning to speak. He will only be able to
    • assumption that a child is actually bringing from the
    • I described, comes to expression in what a child carried into
    • say yesterday that they were antipathetic to the children who
  • Title: Goetheanism as an Impulse for Man's Transformation - Lecture I: The Difference Between Man and Animal
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    • instance, Ernst Haeckel. He is a true child of the conceptions fostered
  • Title: Goetheanism as an Impulse for Man's Transformation - Lecture III: Clairvoyant Vision Looks at Mineral, Plant, Animal, Man
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    • in reality is hidden within them is concerned, always children, thorough
    • children. The simple truth is that far more lies hidden in a man between
    • smell of which I have spoken and, forgive me, the childishness of men,
    • And the childishness of men does not allow us to confess its presence
    • and men end see their childishness, then, if we can develop the power
    • a mere child. Man remains a child, the animal in his general being,
  • Title: Goetheanism as an Impulse for Man's Transformation - Lecture 4: Human Qualities Which Oppose Antroposophy
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    • between a father, mother and child, in the interest between father,
    • mother and child. It is not to be found in anything that can be experienced
    • immediately she bears a child—this love of the mother for her
    • child which obviously springs from the very sources of nature—try
    • be influenced by what is there in the mother's love for her child when
    • father, mother and child.
    • nobody is immediately capable of behaving to every child as though it
    • were his own, that every child cannot behave to all other women, all
    • not be able to stand in the relation of father, mother and child. But
    • are also bad children, my dear friends, whom we even have to punish,
  • Title: Goetheanism as an Impulse for Man's Transformation - Lecture 6: Goetheanism as an Impulse for Man's Transformation
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    • of the last of Goethe's grandchildren in Weimar the Archives of Goethe
  • Title: Goethe's Relationship to his 'Faust'
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    • growing, sprouting, prospering not only during child
  • Title: What is Self-knowledge?
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    • children's disease in the anthroposophic movement, which needs
  • Title: The Building at Dornach (Bn/GA 289): Lecture III: Lecture 3
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    • we see the growing man in embryo in the little child, so can we see
    • of the walls, a kind of flying child, immediately at the junction of
    • the large and small domes. You see this flying child, which in its composition
    • of this child here if you keep in mind the two adjacent forms.
    • composition of Faust and Death, we have this flying child, which to
    • Trinity is to be understood: Death, the Seeking Man and the young Child
    • Child, this Figure of the 16th century, below Death, the remainder less
    • The fact that you see here the child as it were held up by the Initiate,
    • child. When you see this in the dome, you will observe that an earnest
    • which is young and childlike, in order to bear all that which one experiences
  • Title: Problem of Faust: Lecture I: The Problem of Faust
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    • warlike Mars but by birth is a child of ancient Saturn,
    • When it is made ready, children of men attacked by severe
  • Title: Problem of Faust: Lecture II: The Romantic Walpurgis-Night
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    • drowned her child, and wandered around until she was
  • Title: Problem of Faust: Lecture III: Goethe's Feeling for the Concrete.
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    • progress in such things. They remain children forever,
    • children who can believe that it is possible to rule the
  • Title: Problem of Faust: Lecture V: Faust and the Problem of Evil
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    • child of the fifth post-Atlantean epoch. Goethe did not
  • Title: Problem of Faust: Lecture VI: The Helena Saga and the Riddle of Freedom
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    • in childhood, are of great significance. And you may also
  • Title: Problem of Faust: Lecture IX: Goethe's Life of the Soul from the Standpoint of Spiritual Science
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    • which had been working in him since his childhood. It was
    • kindled nature's fire above his minerals. Here in childish
  • Title: Problem of Faust: Lecture X: Faust's Knowledge and Understanding of Himself
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    • the pride, the unjustified, childish pride, of modern man in
    • human being while quite a child has the closest affinity to
  • Title: The Ten Commandments
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    • you, I will disappear as the divine in your children, parents
    • as the divine in your children, parents and grandparents and
    • children, parents, grandparents capable of surviving, when you
  • Title: Way of Knowledge
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    • whoever says this doesn't realise how childishly the argument
  • Title: Haeckel, "The Riddle of the Universe," Theosophy
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    • considered an evidence of childish fancy, belonging to earlier
  • Title: Cosmic Forces in Man: Lecture II: The Soul Life of Man ...
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    • activity manifests, as in a child, in whom thought is not yet
    • operating. We have this child-like life continually within us; but
    • into this child-like life, the life that is involved in a gradual
  • Title: Cosmic Forces in Man: Lecture III: The Mission of the Scandanavian Peoples
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    • teachers we are incapable of helping the child to think
    • however, we are unable to work on the child's life of feeling and of
    • insist upon the importance of the child being made to use his brain,
    • upon the cultivation of his intellect. True, much that the child
    • child in the right way, that is to say, when we are able through
    • belonging to feeling and to will. We injure the child's eternal life
    • childlike peoples of the North. This condition which was still present
  • Title: Spirit of Fichte: Lecture I: The Spirit of Fichte Present in Our Midst
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    • other children had come, till they were now a large family; and so
    • blessed with children.
    • open to his class, but who, even as a nine-year-old child, had
    • the Spree Canal, a terrible message was brought. Some children,
    • could for the child, who however was dead when taken from the
  • Title: Lecture: The Christmas Festival In The Changing Course Of Time
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    • child I was able to behold the last remnants of such a magic wind as
    • children would enjoy everything connected with it, as they saw Joseph
    • the children, could sense this in an intimate, loving, fulfilling way
    • in one or another Christmas play Mary, expecting the Jesus-child,
    • says, “The time has come, I see a little child”, this means
    • she clairvoyantly beheld the child in a vision in the days preceding
    • vision of the child that is to be born in a few days. But it does
    • Child in the manger. Today we need other means to awaken this mood in
    • And we also greet the little child.
    • when the Child in the crib was displayed during the Holy Christmas
    • from the spirit. This art can only be a child of true devotion, a
    • child of the most sacred feelings, when we feel in this context the
    • happen in former times in a much more childlike mood, then we may
    • similar way as the children and the grown-ups used to look on
    • Child, at the shepherds before Him, and at “the ox and also the
    • Christmas time! The child of light is to be born, whom we have
  • Title: Occult Significance of the Bhagavad Gita: Lecture 4 of 9
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    • two Jesus children mentioned in my book,
    • beginning of our era not only one but two Jesus children were born.
    • David, the other from the Solomon line. These two children grew up
    • side by side. In the body of the Solomon child lived the soul of
    • Zarathustra. In the twelfth year of the child's life this soul passed
    • over into the other Jesus child and lived in that body until its
    • about the two Jesus children, which are to be found in this higher
    • this concerning the two Jesus children can never be found in this
    • truth like the history of the two Jesus children. Just when one feels
  • Title: Occult Significance of the Bhagavad Gita: Lecture 5 of 9
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    • the custom of teaching children religious ideas. He points out that
    • this is contrary to the child's nature, since he himself has observed
    • that when children are allowed to grow up on their own they develop
    • ideas into children. Now we can be certain that this Calendar
    • how senseless it is to teach children religion. There are many such
    • logic. In reply we need only ask, “If children for some reason
  • Title: Occult Significance of the Bhagavad Gita: Lecture 6 of 9
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    • connection I can illustrate by a childish comparison. Suppose I am
  • Title: Occult Significance of the Bhagavad Gita: Lecture 7 of 9
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    • unconsciousness of these forces; the innocence of childhood. Then at
    • is what meets us in the child as such a wonderful mystery. It is the
    • childhood, whatever the naughtiness, obstinacy and other more or less
    • unpleasant characteristics a child may have. These innocent qualities
    • of the child are those of the grown-up person, but in childlike form.
    • forces, sleeping during the most tender age of childhood, waken
    • innocent childhood, and then in sleep it is awakened in the
    • a child. Those of our friends to whom I have spoken of this before
    • know that at the time when Christianity was founded two children were
    • child is mentioned in St. Matthew's Gospel, the other in St. Luke's.
    • two Gospels. Now this very Jesus Child of St. Luke's Gospel is an
    • Jesus child. What was there embodied is related to the forces that
    • are asleep in every child in their sublime purity and innocence,
    • until they awaken as the sex-forces. In this child they can manifest
    • becomes sexually mature. But the body of this child that had
    • the forces related to the innocent sex-forces in the child. Thus the
    • soul in the other Jesus child, which was the soul of Zarathustra,
    • Jesus child, and from then on dwelt in that body.
    • wonderful mystery. We see how into the body of the Luke Jesus child
    • man, which we have seen hailed as Krishna, permeates the Jesus child
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  • Title: Occult Significance of the Bhagavad Gita: Lecture 8 of 9
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    • to those Western people who in childlike unconsciousness look to the
  • Title: Occult Significance of the Bhagavad Gita: Lecture 9 of 9
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    • children so that their minds are awake when their concepts of the
    • the Jesus child of the Nathan line of the House of David, described
    • in St. Luke's Gospel. Thus, fundamentally, this child embodied the
    • Jesus child? At a far distant time this soul had had to go through
    • child. In two stages he gave that teaching that from another side was
    • the St. Luke Jesus child Himself the Christ Impulse lived for three
    • received by the Luke Jesus child mankind was in the midst of this
  • Title: Mysteries of the East: Lecture 1
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    • upon this evolution through his spiritual power. It would be childish
  • Title: Mysteries of the East: Lecture 2
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    • first in full force when persons who in this sense are the children of
    • with a child that is very much attached to its mother when the mother
  • Title: Mysteries of the East: Lecture 4
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    • what they think it right to instill into children; consider what is
  • Title: Esoteric Cosmology: Lecture VI: Yoga In East and West (conclusion)
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    • life within us, we must love them as a mother loves her child.
  • Title: Esoteric Cosmology: Lecture IX: The Astral World
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    • unto you, unless ye become as little children, ye cannot enter into
  • Title: First Lecture: The Gospel of St. John
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    • child. One could be tempted to say that these innocent
    • ancestor. However, everything within the child expresses
    • all its movements. What slumbers in the child strives to come
    • mother would appear to a new-born child, were the child able
  • Title: Third Lecture: The Gospel of St. John
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    • the children unto so and so many generations does not hold
    • children of light.’”
  • Title: At the Gates: Lecture II: The Three Worlds
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    • became blind and deaf, and even in her seventh year this human child
  • Title: At the Gates: Lecture III: Life of the Soul in Kamaloka
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    • ye became as little children, ye cannot enter the kingdom of Heaven.”
  • Title: At the Gates: Lecture IV: Devachan
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    • he will find when he reincarnates today. Nowadays a child's life between
  • Title: At the Gates: Lecture V: Human Tasks in the Higher Worlds
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    • apparently childish but in reality inspired by lofty powers has given
    • impregnation, and the passional nature of the child is determined by
  • Title: At the Gates: Lecture VI: The Upbringing of Children. Karma.
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    • Lecture VI: The Upbringing of Children. Karma.
    • UPBRINGING OF CHILDREN.KARMA.
    • of the child, so that the outer world has no access to the child. At
    • birth, things change; only then can the child receive impressions from
    • other beings in the physical world. But the child's etheric and astral
    • the child during his first seven years is through the development of
    • are significant, and everything a child sees or hears affects him in
    • a child's sense-organs. He will see with his eyes how people round
    • a child's senses, to draw them out so that they become active
    • on their own account. That is why it is such a mistake to give a child
    • his own inner powers to work. A normal child will reject the doll and
    • during these early years a child should be surrounded by noble-minded,
    • stamp themselves on the child's inner life. Example, therefore, in thought
    • what we say but what we are that influences a child during his first
    • of a child's being, his surroundings should be kept free from all impure,
    • every care to develop these features; we must influence a child's
    • foundation. The child will grow up like a will-o'-the-wisp if
    • be taken to see that the child learns as much as possible through stories
    • before the child; these are the things which act on the etheric body.
    • critical judgment is aroused in a child, the better. But children ask
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  • Title: At the Gates: Lecture VII: Workings of the Law of Karma in Human Life
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    • and inclinations change much more slowly. A passionate child, for example,
    • This type of character shows itself even in childhood, and a child with
    • this temperament will take the lead in childhood games.
    • suspicious. This temperament, too, is apparent in childhood: a child
    • the children, even to the third and fourth generations. This does not
    • would not only be neurotic in the ordinary sense but children would
    • child resembles his parents, but that he is born into a family where
    • child seeks out a particular mother; the love between them has its source
    • much further back, and after birth it continues. The child loved its
  • Title: At the Gates: Lecture VIII: Good and Evil. Individual Karmic Questions.
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    • of the task is that these evil races will not be like bad children in
    • the karmic reason that causes many people to die young, even in childhood?
    • following conclusion. If we study a child who has died young, we may
    • explanation of children born dead? In such cases the astral body may well
    • so the child is born dead. But why does the astral body withdraw? The
  • Title: At the Gates: Lecture IX: Evolution of the Earth
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    • passes through the various stages of his life, as child, young man or
  • Title: Pastoral Medicine: Lecture 2
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    • childhood, from birth, is also diagnosed as mentally retarded. In the
    • perhaps in childhood, which is still normal, already shows a tendency
  • Title: Pastoral Medicine: Lecture 3
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    • is terribly childish.
    • psychology textbooks are absolutely childish to someone who
  • Title: Pastoral Medicine: Lecture 4
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    • see how they develop as a children, from day to day, from week to
    • body in accordance with the model. Why? Because, like the child
    • answers the question: What does a child really perceive? The answer
    • years of life the child's whole being cannot unite with anything
    • warmth, all cold. The child is fully aware when entering this
    • quite different to a child than to an adult. This fact is never
    • recognized. To a child the sense impression is something entirely
    • spiritual. For this reason if a child's father has a fit of anger,
    • the child is not conscious of the angry gestures but of the moral
    • state behind the gestures. It is this that passes into the child's
    • body. During this time, therefore, the child is working with the
    • forces that build a physical body in accordance with the child's own
    • model — the body that will now be the child's own — and
    • Only invisible spiritual beings make an impression on the child,
    • reality, all this is working upon the child. And out of these
    • spiritual forces, out of these mighty spiritual dynamics the child
    • the child, in all the awkwardness and uncertainty that are in the
    • child is still dreamily and half-consciously immersed in the other
    • the true cause of the so-called “children's diseases.”
    • transformation in the child's soul-life when the first life period
    • Maximum number of matches per file exceeded.
  • Title: Pastoral Medicine: Lecture 5
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    • children are, how frightfully clever, what clever answers they can
    • The children who are so excessively clever at this age are receiving
    • beginning of the twenties. With these children the astral body has
    • along with the symptoms that I indicated. So now if a child worries
    • could also have been present in early childhood
    • and change of teeth. Occasionally young children show, not exactly an
    • related to the child's entire destiny. We will also speak about this
    • child in their fourth or fifth year with capacities that often
    • delight the people. They say, “This child talks or acts like a
    • childhood.
    • the change of teeth it occupies children with activities that are not
    • putting into the child's first years of life something that should
    • front of us is wrong education in early childhood. The second life
  • Title: Pastoral Medicine: Lecture 8
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    • is by no means a childish image to think of the sun as a receptacle
  • Title: Broken Vessels: Lecture 2
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    • childhood, from birth, is also diagnosed as mentally retarded. In the
    • perhaps in childhood, which is still normal, already shows a tendency
  • Title: Broken Vessels: Lecture 3
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    • is terribly childish.
    • psychology textbooks are absolutely childish to someone who
  • Title: Broken Vessels: Lecture 4
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    • see how they develop as children, from day to day, from week to
    • body in accordance with the model. Why? Because, like the child
    • answers the question: What does a child really perceive? The answer
    • years of life the child's whole being cannot unite with anything
    • warmth, all cold. The child is fully aware when entering this
    • quite different to a child than to an adult. This fact is never
    • recognized. To a child the sense impression is something entirely
    • spiritual. For this reason if a child's father has a fit of anger,
    • the child is not conscious of the angry gestures but of the moral
    • state behind the gestures. It is this that passes into the child's
    • body. During this time, therefore, the child is working with the
    • forces that build a physical body in accordance with the child's own
    • model — the body that will now be the child's own — and
    • Only invisible spiritual beings make an impression on the child,
    • reality, all this is working upon the child. And out of these
    • spiritual forces, out of these mighty spiritual dynamics the child
    • the child, in all the awkwardness and uncertainty that are in the
    • child is still dreamily and half-consciously immersed in the other
    • the true cause of the so-called “children's diseases.”
    • transformation in the child's soul-life when the first life period
    • Maximum number of matches per file exceeded.
  • Title: Broken Vessels: Lecture 5
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    • children are, how frightfully clever, what clever answers they can
    • The children who are so excessively clever at this age are receiving
    • beginning of the twenties. With these children the astral body has
    • along with the symptoms that I indicated. So now if a child worries
    • could also have been present in early childhood
    • and change of teeth. Occasionally young children show, not exactly an
    • related to the child's entire destiny. We will also speak about this
    • child in their fourth or fifth year with capacities that often
    • delight the people. They say, “This child talks or acts like a
    • childhood.
    • the change of teeth it occupies children with activities that are not
    • putting into the child's first years of life something that should
    • front of us is wrong education in early childhood. The second life
  • Title: Broken Vessels: Lecture 8
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    • is by no means a childish image to think of the sun as a receptacle
  • Title: Genesis: Lecture III
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    • human knowledge was still at a very childish level! A fine
    • childish level,” when we rediscover in it the highest
  • Title: Genesis: Lecture IV
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    • Now every child today knows that the regulation of our twenty-four-hour
  • Title: Genesis: Lecture V
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    • children were to become university professors? Those who do not
  • Title: Genesis: Lecture VI
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    • tiny child on the threshold of earthly life, we know that a unitary
    • some time that a child even utters the “I” which holds
  • Title: Festivals/Easter: Lecture I: Easter: The Festival of Warning
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    • childlike in man, to that in man which does not need to be
  • Title: Festivals/Easter: Lecture III: The Death of A God and Its Fruits In Humanity
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    • suffer the death that can be undergone only by the children of earth.
    • Christianity as it is understood in Rosicrucianism. He sees children
  • Title: Festivals/Easter: Lecture IV: Spirit Triumphant
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    • little Child. Banal hymns about the Jesus Babe gradually became the
    • its own level, drawn Him down as the helpless Child, and as one
    • other pole of the entrance of the child into the world at birth, is
  • Title: Festivals/Easter: Lecture VIII: Spiritual Bells of Easter, II
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    • upon a child, weak and ailing. Suffering is the child's lot in the
  • Title: Faith, Love, Hope: The Third Revelation
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    • of a child. Observing the child rightly, we find that on its first
    • child cannot speak, cannot think; everything must be done for it by
    • The Education of the Child — will know that first it
    • no understanding which can be attributed to thinking. What the child
    • Thus we have three successive periods in the child's development
    • stages in the child's development we may compare what mankind has gone
    • this guidance may be compared to what happens to the child before it
    • can either speak or think. What is done for the child by its
    • have learnt something that may be compared with a child's learning to
    • may be compared with how a child learns to speak. Through the Gospels
    • the adoration of the Child by the Shepherds or by the Wise Men from
    • may be compared with how the child learns the thought-content in its
    • present the Gospels are no better understood than the child
    • child's full consciousness, so are the Gospels related to the new
    • their stage of childhood but men heave now progressed to knowledge.
    • as a child will sometimes do before it understands the thought-content
  • Title: Faith, Love, Hope: Towards the Sixth Epoch
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    • this feeling for his ego during early childhood, a man does not even
    • belonging to the childish stage of human evolution.” It may well
    • something which yesterday was likened to how children learn to speak.
  • Title: Forming of Destiny: Lecture 1: Spiritual Life in the Physical World and Life Between Death and Rebirth
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    • small children. We cannot at once develop memory, this development we
    • to the outer world are acquired. The child first gropes and then
    • child learns much during this time, much more than is usually
    • in childhood to which one can go back, so must it be also in the life
    • the child — has these unused forces still within it. In general
    • children who are quite normal, who have no prominent spiritual life,
    • physical body the further we are from the spiritual world. A child of
    • the case up to the fourteenth year; till then a child so lives in the
    • If a child dies at the age of thirteen, he has a retrospective
  • Title: Forming of Destiny: Lecture 2: On the forming of Destiny
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    • As you know, there are such people. Even in childhood we can predict
  • Title: Forming of Destiny: Lecture 3: The Subconscious Strata of the Soul-Life and the Life of the Spirit After Premature Death
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    • terribly clever children, and it would not take much to bring out at a
    • that people hold, as, for instance, that those who die as children
    • continue to live on as children, are naturally incorrect. The
    • not their true form; it is rather the expression of it. A child may
    • die, but the human entity incarnated in the child may be a highly
  • Title: Forming of Destiny: Lecture 4: The Connection Between the Spiritual and the Physical Worlds, and How They Are Experienced After Death
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    • the young child fresh and rounded, its inner life flowing through its
    • from it. The moment we became children its connection with the Cosmos
    • of childhood. We grow young as regards our etheric body. Thus it will
  • Title: Forming of Destiny: Lecture 5: Concerning the Subconscious Soul Impulses
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    • he long to see the child again. Markus Freund obstinately denied
  • Title: Forming of Destiny: Lecture 6: Lecture on the Poem of Olaf Åsteson
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    • experiences them in his own way, as a simple primitive child of
    • of Spiritual Science with the simplicity of children if we only remove
    • describes what the Christ Festival is to the children and further, how
    • out of the neighbouring village, not out of his own; how the children
    • These children had thus never yet heard the midnight bells. Now they
    • was especially fond of the children, as is often the case.
    • Grandparents are often more devoted to the children than the parents.
    • The grandmother liked to have the children with her, as she was too
    • children were sent over to their grandmother. The children went over
    • turned out different from what was expected. The children were
    • What the children went through is very beautifully described; how
    • the children. The story continues:
    • children sat thus a pale light blossomed in the sky, in the centre
    • The children sat thus through the night. They heard nothing of the
    • rest and merely say that the children were almost stiff with cold,
    • gifts later. The mother went to the children, which is related as
    • ‘The children were confused by all this agitation. They had been
    • This is a beautiful presentation. The children had grown up without
  • Title: Lecture: Foundations of Esotericism: Lecture VI
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    • just as the child today has the old man beside him who is at another
  • Title: Lecture: Foundations of Esotericism: Lecture VIII
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    • reincarnated today he must as a child learn quite other things. As a
    • child he must learn to write. The stream of culture has meanwhile
    • development of the individual soul. As a child one must catch up with
    • child.
  • Title: Lecture: Foundations of Esotericism: Lecture X
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    • auric egg. In the case of little children the auric egg is
    • appear within it. In the lower parts however little children also have
    • shines out. This is especially the case with quite young children who
  • Title: Lecture: Foundations of Esotericism: Lecture XVIII
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    • with that of savages or of a clumsy child. Remains of such human
    • being has developed from this childish stage of existence up to the
    • being back to childhood we do not come to greater imperfection for the
    • child is descended from father and mother. That is to say we come to a
    • child has the predisposition to a later stage of perfection, whereas
    • Just as a child is descended from his parents, so all those primitive
    • to begin to learn mechanical work. In this he was like a child, clumsy
  • Title: Lecture: Foundations of Esotericism: Lecture XX
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    • In the case of children with somewhat psychic tendencies, one can
  • Title: Lecture: Foundations of Esotericism: Lecture XXI
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    • warm feeling. An educator of children can observe this. If during a
    • lesson we approach the child with warm interest, we know what a
  • Title: Lecture: Foundations of Esotericism: Lecture XXVII
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    • takes place in a small way in man. Let us think of a child. He is
    • sins against the child take their revenge. These sins remain
    • In childhood the foundation of what man will have in old age is
    • in old age under the weaknesses of his childhood. Only what man works
  • Title: Lecture: Foundations of Esotericism: Lecture XXX
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    • the saying: ‘If you do not become as little children, you cannot enter
  • Title: Lecture: The Four Temperaments
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    • hand, as a person develops from childhood on, we can see unfolding out
    • is especially noticeable in sanguine children, where it can be a
    • source of concern. The sanguine child's interest is easily kindled, a
    • direct them as they develop in the child. But the temperaments are
    • there. For example, if a child has a sanguine temperament, he will not
    • simply will not allow it. Instead of asking what the child lacks, in
    • always stimulate the sanguine child's interest in. However flighty the
    • child might be, we can always stimulate his interest in a particular
    • child together with someone who is, the child cannot but develop an
    • interest of the sanguine child be awakened. More than children of any
    • sanguine child is exposed to a variety of things in which he has shown
    • child's interest in them will intensify; then they may be restored. In
    • The choleric child is also susceptible of being led in a special way.
    • qualities, as one does with the sanguine child, one should see to it
    • that the child's belief in his teacher's ability remains unshaken. The
    • child. Any showing of incompetence should be avoided. The child must
    • will be lost. The magic potion for the choleric child is respect and
    • esteem for a person's worth, just as for the sanguine child it was
    • love for a personality. Outwardly, the choleric child must be
    • The melancholic child is not easy to lead. With him, however, a
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  • Title: Lecture: The Human Soul and the Animal Soul
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    • higher animals. We can also observe that bodily pain in children is a
  • Title: Lecture: The Human Spirit and the Animal Spirit
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    • standing on the firm ground of natural science, it is child's
    • childish were Spiritual Science to assume a gulf between man and the
    • working of the forces which in childhood had free play. At a certain
    • necessarily be quite immaterial whether a wheel was used as a child's
  • Title: Initiation/Passing Moment: Lecture III
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    • as a growing child acquires sense conceptions, not by theory but by
  • Title: Inner Nature of Man: Lecture 2: The Vision of the Ideal Human Being
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    • have passed since our childhood, back as far as our memory extends,
    • Anyone who means to bring up a child seriously will take care not to
    • allow this child to grow up with external, material conceptions
  • Title: Inner Nature of Man: Lecture 3: The Senses and the Luciferic Temptation
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    • physics in its childish idea of the world says that behind colour,
    • and so on. This is indeed but a childish conception of the world, for
    • that now came into being was the Christ. Christ the child of the
  • Title: Inner Nature of Man: Lecture 4: Wisdom in the Spiritual World
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    • knowledge of this reality, the case is different. As children we have
    • be childless. He would still be the same man. The cause is the man A,
  • Title: Inner Nature of Man: Lecture 5: Between Death and the 'Cosmic Midnight Hour'
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    • the soul-forces come forth in a growing child in the first weeks of
    • same as if someone were to say: the child comes into the physical
  • Title: Inner Aspect of the Social Question: Lecture I
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    • unfolded since childhood? But we can do this also in a special way.
    • with people at other stages of life; and particularly with children,
    • is the same with the child as with people in general — a great
    • enter the world as children, bearing some quality which is important
    • childhood, or in maturity, or in old age, if we remain shut up in
    • way. We can reach it if we look at the child with finely-tuned
    • spiritual perception, and realise that in the child is revealed
    • something which the child does not and cannot ever know, but which
    • gazes on the child. It is something revealed through the child
    • — not to the child himself and not to the man or woman whom the
    • child becomes — but to the other person who from a later
  • Title: Inner Aspect of the Social Question: Lecture II
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    • children, education, art, literature, and also (as I have remarked
    • possible — State schools, State child-care, and so on. That has
    • experiencing similar needs. The upbringing of a child means that one
  • Title: Tenth Lecture (First Scientific Lecture-Course)
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    • when imparting scientific notions to the children. You will of
    • not get our children into difficulties. But this at least we can
    • service to you in the whole way you speak with the children about
    • so as to get the children to think in connection with the
    • the children who are entrusted to you.
  • Title: Macrocosm/Microcosm: Lecture 2: Sleeping and Waking Life in Relation to the Planets
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    • what really underlies it, with what is learnt by a child about the
    • slow and the other quicker — means. The child will eventually be
    • time is half-past nine. But that would not mean very much. The child
    • We are taught as children that the Sun is at the centre of the solar
    • the heavens as a child has learnt about the clock when from the
    • But then we can go on to learn something else. Just as a child learns
  • Title: Macrocosm/Microcosm: Lecture 7: The Four Spheres of the Higher Worlds
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    • Innumerable impressions-particularly those of early childhood-sink
  • Title: Macrocosm/Microcosm: Lecture 8: Mirror-images of the Macrocosm in Man. Rosicrucian Symbols.
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    • our life, to childhood, we see how rapidly the child advances in
    • knowledge does not advance as far as a child advances through what he
  • Title: Macrocosm/Microcosm: Lecture 11: Man and Planetary Evolution
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    • plant today. Just as today the plant is a child of the Earth, so were
    • man's physical and etheric bodies the children of an earlier
    • of breathing really make the impression of children playing with fire.
  • Title: Man/Being/Spirit/Soul: Lecture I: Man as a Being of Spirit and Soul
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    • grows. A child does not appear to have an ego. As the body
  • Title: Man/Being/Spirit/Soul: Lecture II: The Psychological Expression of the Unconscious
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    • become the child of all those who seek to penetrate into
    • spirit; and that child is what is called
  • Title: Man/Being/Spirit/Soul: Lecture III: The Science of the Spirit and Modern Questions
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    • five year old child — what
    • will the child do with it? He will tear it to bits or play with
    • it in some other way. If the child is ten or fifteen years old
    • five year old, a child has certain capacities in his soul which
    • development of these capacities the child becomes different
    • as the five year old child with a volume of Shakespeare. There
    • child who has reached fifteen or twenty years approaches the
    • childish when compared to the heliocentric system. But if
    • look back to a particular year in our childhood, and the
    • for the uses of education and given to the children in an
  • Title: Lecture: Occult Science and Occult Development
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    • him his wife and children whom he dearly loved. This man and his family were
    • to himself: ‘I have left behind on the earth my wife and children;
  • Title: Origins of Natural Science: Lecture V
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    • birth and death had its gradations. When a child was seen to grow
    • one really entered into this growing process of the child, this could
  • Title: Origins of Natural Science: Lecture VI
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    • in man although in early childhood this bone fuses with the upper
  • Title: Origins of Natural Science: Lecture VIII
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    • chemistry, though it is of course considered childish today. No other
  • Title: Warmth Course: Lecture V
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    • such a dialogue as I did in my childhood with a youthful friend who as
  • Title: Warmth Course: Lecture X
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    • childhood, the greater the body building, and as we take on years
  • Title: Philosophy/Cosmology/Religion: Lecture I: The Three Steps of Anthroposophy
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    • the life of the embryo and the subsequent unfolding in childhood and
  • Title: Philosophy/Cosmology/Religion: Lecture III: Methods of Imaginative, Inspired and Intuitive Knowledge or Cognition
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    • the powers of growth which accompany man from childhood to maturity,
    • has progressed by means of the powers of growth from childhood
    • In ordinary consciousness it is only the young child who has not yet
    • man who uses his imagination correctly. The child has not yet
    • A quite small child is an unconscious philosopher; the
    • ‘imaginative philosopher’ is again a small child, but
    • If the Philosopher is a child with fully-developed consciousness, the
    • As the Philosopher resembles the fully-conscious child, and the
  • Title: Philosophy/Cosmology/Religion: Lecture VI: Transference from the Psycho-Spiritual to the Physical Sense-life in man's Development
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    • the little child is an unconscious memory of this experience. But it
    • of the child's earliest experience, lies in this active unconscious
  • Title: Philosophy/Cosmology/Religion: Lecture X: On Experiencing the Will-Part of the Soul
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    • less normal course of human life on earth. It differs in childhood
    • activities in childhood and of the influence of education and tuition
    • science is to-day called childish, because we view everything from the
  • Title: Lecture: Rosicrucian Esotericism: Lecture I: Rosicrucian Esotericism
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    • and what is recorded by external science, but this is all child's
    • Babylonian wisdom, stand before these objects like three-year-old children
    • turn to my essay, The Education of the Child in the Light of Anthroposophy.
    • child. He is born, sees the light of the world — this is the usual
    • of a child's head at the place that remains soft for a considerable
    • an instrument for a power of which the child will only later be capable,
    • sees how during the very first weeks and months after birth the child
    • child it still extends far beyond the physical body, especially around
    • radiance in the child's etheric body, a radiance that fades away in
    • substance after the child has been born. Forty to fifty streams of forces
    • streams. A wonderful spectacle is presented by a child during the first
    • within the child's brain. To begin with, the etheric body was
    • outside the child, surrounding the head, and was entirely primitive.
    • forces, and now it penetrates gradually into the child's head and remains
    • world, in the brain of a human child, also takes place in the macrocosm,
    • years. Just as in a child the etheric body itself prepares the physical
  • Title: Lecture: Rosicrucian Esotericism: Lecture IV: Man Between Death and Rebirth
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    • ye become as little children ye cannot enter into the Kingdom of
  • Title: Lecture: Rosicrucian Esotericism: Lecture V: The Physical World as an Expression of Spiritual Forces and Beings
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    • and child is an example. To begin with, this relationship is founded upon
    • further evolution would result in the child resembling the forefathers
    • in one's children would be lost and that the love based upon having
    • child loves the parents even before conception and is thereby impelled
    • to them. The parents' love is therefore the answer to the child's
    • love as the reproduction of the child's love that precedes the
    • child has around it, and what he is allowed to do. If you were never
    • that is around the child. While there is activity, the organs develop.
    • the whole of man's nature. For the child's development it is not a matter
    • In regard to a child's memory, the most important thing of all is that
    • memory. It is often argued that nature sees to it that the child uses
    • work that is accompanied by nature. The eyes of a child have been made
    • the child's memory should be worked upon by nature in order that then,
    • way. How, from then onwards, ought one to work on the child's
    • memory? Just in the way that nature works until the child's physical
    • opinion that the child ought to develop the faculty of independent judgment
    • principle applies here as in the case of the young child; he understands
    • averted. The more the knowledge conveyed to the child is illustrated
    • How a child's questions
    • this to the child, we must believe it ourselves, for otherwise the child
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  • Title: Lecture: Rosicrucian Esotericism: Lecture VI: The Configuration and Metamorphoses of Man's Physical Body
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    • He said, “You Greeks remain forever big children. You know nothing
  • Title: Signs and Symbols: Lecture 2: The Christmas Festival as a Symbol of the Sun Victory
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    • “She lives in countless children, and the mother, where is she? She is
    • We are all children of nature and when we believe we are not acting in
    • Our ancestors felt themselves to be spiritual children of the whole
    • teachers develop spiritual science concerning the growing child, if on
  • Title: Signs and Symbols: Lecture 3: Signs and Symbols of the Christmas Festival
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    • the Christ Birth Festival. They brought to the Child gold, the symbol
  • Title: Lecture 5: Spiritual Beings in the Heavenly Bodies and in the Kingdoms of Nature
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    • concept of Child or Son — Father and Mother, as that which towers
  • Title: Lecture 6: Spiritual Beings in the Heavenly Bodies and in the Kingdoms of Nature
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    • children told at school — at least I do not know whether it is
    • quite clear and comprehensible, the children are shown by means of a
  • Title: Lecture 8: Spiritual Beings in the Heavenly Bodies and in the Kingdoms of Nature
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    • Redemption; waiting for the adoption of the state of childhood.”
  • Title: Lecture: The Ten Commandments
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    • shall pass away as your divine nature in your children, grandchildren
    • and great grandchildren, and their bodies will become waste. If you
    • your ego in your children, grandchildren and great grandchildren, and
  • Title: Lecture: The Sermon on the Mount
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    • themselves, for they shall become the children of God.” This points
  • Title: Three Paths: Lecture I: The Path through the Gospels and The Path of Inner Experience
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    • organization takes place in childhood. We go through something in our
    • childhood and makes its own way through life. But what is the
    • The Education of the Child in the Light of Anthroposophy.
    • nothing shameful, children between one and seven would be able to
    • for the children. From fourteen to twenty-one, man would have looked
    • fact that we already have the Ego-consciousness in tenderest childhood
  • Title: Three Paths: Lecture II: The Path of Initiation
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    • them all either as false or as childish stages of human development.
  • Title: The Mission of Savonarola
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    • eyes, is by contrast mere children's games. One can take that
  • Title: Lecture: Waking of the Human Soul and the Forming of Destiny: Lecture I
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    • body; how the child sleeps, as it were, into the physical-earthly
    • world. We see that the life of the child in its relation with the
    • awakes. Threefold, however, do we find is that which the child
    • sense a human being always observes a child. But the full significance
    • points to a series of things that the child achieves at the same time.
    • The child enters into the world in such a way that it is in a state of
    • existence. This is what the child must first learn. Out of what the
    • striving that the child must exercise in order to gain the dexterity
    • child, in learning to walk, steps on the heel, the ball of the foot,
    • human being as childish thinking. Walking, speaking, thinking, —
    • the force is none the less within the child in the last after-effects
    • Thinking, as it flows out of the child, — one who observes the
    • which reappears in the thinking that the child acquires in the third
    • circulation. When that which there struggles out of the child,
    • Let us go back now to the first thing that the child learns: to walk,
    • the nature of conscience, the child places himself just as into the
    • are there at work when the child passes over from the creeping to the
    • darkness of the child's consciousness, lead us to a still loftier
    • cultivated in children. But through such thinking, which Goethe and
    • Beings. It is so very beautiful when the child has learned to think so
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  • Title: Lecture: Waking of the Human Soul and the Forming of Destiny: Lecture II
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    • thinking in the period of childhood, although this is lost in the
    • derived from the Gospels, that the child-like heart took possession
    • there was overshadowed also the child-like memory of the Palestine
  • Title: Lecture: Younger Generation: Lecture II
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    • help saying: Nature is round the young child too, for example. But in
    • its life of soul-and-spirit the little child derives nothing from
    • Nature. The little child has to get something from Nature by coming
    • What should we make out of the child? How should we inculcate this or
    • themselves the question: What pleases me in the child, and how can I
    • get the child to be what I like? But such questions have no
    • the teachers must awaken the children and the young people.
  • Title: Lecture: Younger Generation: Lecture III
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    • and the ideas of nature evolved in “childish” times. No
    • point of view it is childish. But now let us put aside the modern
    • a little child, he needs the greatest amount of sleep. If ever a
  • Title: Lecture: Younger Generation: Lecture IV
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    • what in his opinion a child has, namely, a life of instinct, impulses
  • Title: Lecture: Younger Generation: Lecture V
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    • words. from the Bible: “Except ye become as little children ye
    • does not become like the child before puberty, one cannot enter the
    • Kingdom of Heaven. Childlikeness, youthfulness, must be brought into
    • child. Out of a science of language such as Fritz Mauthner has
    • this sense we must return to childhood and learn a new language. The
    • language we learn in the first years of childhood gradually becomes
    • be moved by the Spirit. Then we shall become children again, that is
    • to say, we shall carry childhood on into our later years. And that we
  • Title: Lecture: Younger Generation: Lecture VI
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    • feeling, especially about the growing child.
    • growing child, when looked at with this consciousness, reveals from
    • to week, from year to year. Observed in this way, the child becomes a
    • human being must develop from childhood so that there may be awakened
    • must have confidence in the human being.” But when a child
    • when the human being confronts us as a child and reveals his soul to
    • surely as the child, from its first movement on earth, is a human
    • confidence we bring to an adult. When we meet the child as teacher or
    • in a certain respect. The child comes into earthly existence from a
    • — “We confront the child who has been sent down to us by
    • solvers of all riddles — we confront the child with confidence
    • in God.” Yes, in face of the child, confidence in man becomes
    • man to man, will assume a religious coloring in relation to the child
  • Title: Lecture: Younger Generation: Lecture VII
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    • children; school must be all joy for the child. Yes, those who speak
    • children, so that the children laugh all the time, so that learning
    • the child joy, but perhaps a good deal of toil and woe, in such a way
    • that the child as a matter of course submits to it. It is very easy
    • to say what should be given to the child. But childhood can be
    • is often much cleverer than the one to be seen. In the child, for
    • invisible children about the teacher of the thirty visible ones who
    • childhood became one with what their fathers and grandfathers had
    • these things flow together in what lives in the soul of the child,
    • because the child takes in a great deal that is based on tradition.
    • The modern human being sees only that he acquired it as a child. The
    • content, which did not lead him into his own childhood but to his
    • give the children something under the assumption that they do not
  • Title: Lecture: Younger Generation: Lecture VIII
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    • out of our childhood from the depths of the soul. We must look to the
  • Title: Lecture: Younger Generation: Lecture IX
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    • suppose that a three-year-old child were to resolve not to pass
    • seventh year, but this child were to say: It is weary work to go
    • solution — that when the child enters earthly existence he
    • of teeth, the child just imitates. Out of this power of imitation
    • speech is learnt. Speech is, so to speak, poured into the child just
    • earthly existence. But the child should not come to a more and more
    • the eighteenth year the child cannot know anything, so he must be led
    • diploma, it sometimes happens that when the child is not more than
    • imitation, which up to the change of teeth is natural in the child,
    • submergence. The question is: How must adults handle children between
    • when the teacher stands in front of the child again as — in an
    • infant has towards its mother's breast, or as the small child
  • Title: Lecture: Younger Generation: Lecture X
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    • Education of the Child from the Standpoint of Spiritual Science. On
    • cured of certain childlike religious ideas by the Lisbon earthquake,
    • everything was for him. He tells how as a small child he began to
    • the length of his childlike episode, and you will find that with
    • child — for in the child there is always a being who is
    • the child is very similar. But let us awaken in the child what it
    • the children experience in the colors what the colors as such are
    • world. But we also let the children experience what the colors have
    • showing the child symbols or allegories, but we shall do it in an
    • child gradually puts down figures out of which the letters then
    • the child today are B, G, or any other sign that has developed
    • relationship. The child must acquire an aesthetic relation to it.
    • Everything is exterminated in the child because the written
    • characters are not human; and the child wants to remain human.
    • does not leave the human being alone even in earliest childhood. It
    • speaks to the children about botany in a way that is not scientific.
    • child before he is ten, and it is not until he is at least eighteen
    • environment. Those who as children have most resisted this are those
    • which may still be one for many children up to their sixteenth or
    • “I too shall one day give the breast to a child, but now it is
  • Title: Lecture: Younger Generation: Lecture XI
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    • child still has the faculty of grasping the world with his whole
    • child, however, tastes with its entire organism and therefore with
    • child learning to speak. For then the head which has to take part in
    • the head is lost today with the change of teeth in early childhood.
    • has the child lived itself into the adults around him that what he
    • the child who experiences it with his whole being. Therefore primary
    • personal relation of the child to the man who is alive and active
    • years of childhood, but to a feeling for the whole man in the soul of
    • between the period of the change of teeth and puberty the child is
    • teacher as coming out of pre-earthly existence. A young child has the
    • say that this would not matter in the primary school. If the child is
    • the teacher is faced with a class in which there are children
    • teacher consists in bringing the children not merely to our degree of
    • existence. Then it is really the child who educates himself through
    • through our own behavior the child can educate himself. We send the
    • child to primary school in order to rid him of troublesome elements.
    • rid of, that the child escapes conditions under which he cannot
    • of the child's soul than the teacher who is inartistic and
    • instruction and education, during the child's life between the
    • the teacher that works through to the child and which the child is
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  • Title: Lecture: Younger Generation: Lecture XII
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    • as today only the child confronts grownups, with comprehension of the
    • feed their children through the feeling of how they themselves were
    • should have forces of growth within us. What we have in us as a child
    • experience through true knowledge of man. We really become childlike
    • children in the right way.
    • happens today: “Except ye become as little children ye cannot
    • which worked in us during childhood, we could never be educators.
  • Title: Lecture: Younger Generation: Lecture XIII
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    • human being, yes, even from the child. Here the power of the
    • much from the child as he gives to the child. Whoever cannot learn
    • from the child what he brings down from the spiritual world, cannot
    • teach the child about the mysteries of earthly existence. Only when
    • the child becomes our educator by bringing his message to us from the
    • spiritual world will the child be ready to receive from us tidings of
  • Title: Lecture: Mission of Michael: Lecture VI: The Ancient Yoga Culture and the New Yoga Will.
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    • My dear friends, it is a childish presentation that describes air and
  • Title: Lecture: Signs of the Times: Michaels Battle and Its Reflection On Earth -- I
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    • Mr. Rothschild, or any other rich man, give him a million dollars.
    • were unable to influence Mr. Rothschild to leave them his millions?
    • have students who succeeded in gaining Rothschild's millions? You need
    • when children die, when young people leave their parents and family
    • person over a deceased child, one will find it something quite
    • It is a strange fact: If parents mourn a child that has died at an
    • is only a reflection in the soul of the parents of what the child
    • experiences. The child has remained here and what he feels penetrates
    • a pain of compassion; it is in reality the pain or sorrow of the child
    • child we shall choose the right ritual, the right commemoration, we
    • consideration that the child has remained with us, that he lives with
    • children after their death long to find in the commemoration which we
    • is most suitable for children; it is a general ritual, valid for
    • everyone in the same way. A child that has died would like to have a
  • Title: Psychoanalysis: Lecture I: Anthroposophy and Psychoanalysis I
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    • childhood. If, even at an early age, something happened that
    • in fact such an experience was found in the childhood of the
    • woman in question. She was taken driving as a child, and the
    • off, ordering the child to jump too, which it did, just before
    • the childhood experience. You see that the psychoanalysts
    • childhood without such a reaction, even with the
    • order to discover any incidents of childhood which may have
    • childhood. I have cited an example which plays quite a role in
    • you go back to his earliest childhood, that the patient as an
    • childhood the young woman jumped out of a carriage and received
    • and he does go so far — that the Greek child also
  • Title: Psychoanalysis: Lecture II: Anthroposophy and Psychoanalysis II
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    • action of spiritual impulses by showing that a child while
  • Title: Psychoanalysis: Lecture III: Reflections in the Mirror of Consciousness, Superconsciousness and Subconsciousness
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    • follow the life of such a man back into childhood. We should be
    • in our childhood; we can pretend that then we contrived to be
    • which even a child can grasp, but about which you simply have
  • Title: Psychoanalysis: Lecture V: Connections Between Organic Processes and the Mental Life of Man
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    • childhood, follow the way. The woman in question — and
  • Title: The Ego: Lecture 1
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    • were, its childish illnesses, and that in the beginning of the
    • of childhood, and be clear that the idea of race ceases to have any
    • when one brings along a four-year-old child, and because it is a human
    • the child become ten years old, and then it will reckon. It is thus
  • Title: The Ego: Lecture 2
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    • themselves in that sense as one understands it today. Any child
    • people, that they could not see what any child can see today: that
    • these intellectual contradictions; for they are childishly easy to
    • mentioned and described in the Matthew Gospel. We designate this child
    • two Jesus children who were then born at the beginning of our era.
    • case of that Jesus child described in the Matthew Gospel, care had to
    • childish compared with what stands in the Bible, only one must read it
    • modern science, still standing at the childish stage guarding its
  • Title: The Ego: Lecture 3
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    • things. As the king appeared to stab the child, his arm was paralysed.
    • child taken among the wild beasts of the desert. That is the
    • expression for the fact that in earliest childhood, Zarathustra had to
  • Title: Lecture: Lecture I: Occult Signs and Symbols
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    • heavens as Saturn today stands in relation to our earth as a child to
  • Title: Spiritual Hierarchies: Lecture 3
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    • One might say: ‘Just as a child grows up to manhood and has
  • Title: Spiritual Hierarchies: Lecture 4
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    • the child is helpless, it must receive the help of those about it. It
  • Title: Spiritual Hierarchies: Lecture 6
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    • is exactly similar to the relationship between the small child and
    • the grown-up person. The latter teaches the small child. It is the
    • as to teach it to these small children. Hence, we look back into old
  • Title: Spiritual Hierarchies: Lecture 9
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    • they have a certain merit, but they are childish in comparison with
  • Title: The East in the Light of the West: Lecture V
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    • The Children of Lucifer and the Brothers of Christ
    • East and the West and the relation between the ‘Children of
  • Title: The East in the Light of the West: Lecture VI
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    • called the “History of the Child-hood of Jesus,” is
  • Title: The East in the Light of the West: Lecture VIII
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    • pass from the later back to the earlier, as from child to father. On
    • speak of children and of their origin, of the children of spiritual
    • beings, of the children of Lucifer; when we lead time out into space
    • changes into twelve, the connotation of ‘children’ ceases
    • epoch, from the sons or children of Lucifer's kingdom and of his
  • Title: The East in the Light of the West: Lecture IX
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    • whose child it was who was speaking to the human soul. We speak of
    • the children of Lucifer in this sense when we speak of those who in
    • relationships between father and child, or mother and child, which
    • side, they co-exist. Parents, children and grandchildren live after
    • to generation, from father to child and grandchildren, those who were
    • in the olden times of the children of Lucifer, the Christ principle
    • things were prophesied about this child when he was born. His father
  • Title: Wisdom of Man: I. The Position of Anthroposophy in Relation to Theosophy and Anthropology.
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    • The child learns to speak before he learns to reason. A
    • the meaning of what is expressed in speech. That is why the child
    • to reason. The sense of speech is an educator during the child's
  • Title: Wisdom of Man: IV. Supersensible Currents in the Human and Animal Organizations.
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    • came to him? This question can be answered by observing the child,
    • the premise of the sense of visualization. The child learns to talk
    • perceives. Speech itself is at first mere imitation, and the child
  • Title: Wisdom of the Soul: III. At the Portals of the Senses.
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    • Too holy for the children of thy mysteries
    • To school the merry child, — and at the end, so void,
  • Title: Wisdom of the Soul: IV. Consciousness and the Soul Life.
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    • the demands of a certain law, that the child can start to develop his
    • child's life? At first it receives all impressions unconsciously, so
    • the moment when the child begins to develop an ego consciousness the
    • Previous to the moment at which the child begins to sense his own
    • the moment when the child arrives at self-consciousness, the entire
    • It should be noted here that the child, when it is
    • being. . It arises in early childhood through the inward reflection
    • to no more than scholastic speculating, it was like a child's first
    • was not forthcoming. Franz Brentano lived as a child of our time,
  • Title: Wisdom of the Spirit: II. Truth and Error in the Light of the Spiritual World.
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    • relation of parents to their children! The contrast of sexes is but a
    • souls of their children, while the children themselves owe this
  • Title: Lecture: The Christmas Festival: A Token of the Victory of the Sun
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    • Verily, we are all Nature's children. And when we think we are least
    • children of the great universe and they said: “We have become men
    • teacher brings spiritual knowledge to the growing child, when in the
  • Title: Lecture: Signs and Symbols of the Christmas Festival
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    • They bring to the Child: gold, the symbol of the outer, wisdom-filled
  • Title: Lecture: The Birth of the Sun-Spirit as the Spirit of the Earth
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    • the Child whose festival we celebrate on Christmas Day. To the
    • human being. The picture is of the new-born child whose soul is as yet
    • child at the beginning of physical evolution on earth. But this is not
    • a human child in the ordinary sense; it is the child who was there
    • earth-evolution, born in the Jesus Child — this was presented to
    • Gospel of St. Matthew — is the Child before whom the shepherds
    • from the time of your earthly beginning, the Child-Soul in its state
    • forces of this Child-Soul can give you the firm confidence that you
    • childlike, free from life's temptations, free from all that has
    • the soul of the Jesus Child described in the Gospel of St. Luke. This
    • it and became one of the two Jesus children — the Child described in
    • human soul in its original nature, the childhood-spirit of man as it
    • form of the Jesus Child — says to us ever and again that the powers
    • the Jesus Child in its state of innocence: the inmost being of the
  • Title: Lecture: Christmas at a Time of Grievous Destiny
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    • absorbing stirred in their souls at the thought of how the Child who
    • within a Temple. The Mystery-truths are not the childish trifles
    • lantern-lights gathered around the new-born child, they spoke of how
    • destined for greatness is born. It is the child who is the first to be
    • To be taxed with Mary his espoused wife, being great with child.
    • mankind no child's play but great and earnest, soul-shaking truths.
    • through childhood and adolescence, so the Mystery of Golgotha could
  • Title: Lecture: The Proclamations to the Magi and the Shepherds
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    • children to-day was taught in the Mysteries to individuals specially
    • taught to children at school. The mystery does not lie in the fact
    • geometry to children by calling upon the intellect in an age when from
    • of scientific observation. This kind of observation is the child of
    • the Shepherd-wisdom — but the child is very unlike the parent! And
    • our mathematical astronomy is the child of the Magi-wisdom. It was
  • Title: Lecture: On The Three Magi
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    • They bring Myrrh, Gold and Frankincense as offerings to the Child
    • Christ Principle from childhood onwards. Only then, in the Sixth Root
  • Title: Lecture: The Revelation of the Cosmic Christ
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    • events at Nazareth or Bethlehem, with the birth of the child Jesus.
    • the Jesus Child. And this loving devotion is the revelation of
    • centuries from the minds and hearts of men to the Jesus Child in the
    • and love to gather together at Christmas around the sinless Child in
    • We turn our eyes first to the manger in Bethelehem, to the Child lying
  • Title: Lecture: The Birth of Christ Within Us
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    • alive that the Christ Who came into the world through the Child born
    • able to explain that in the secret represented by the Child, the
    • highest wisdom is enshrined. In this Child was born a Being Who
    • sun and has become a child of the sun, so will earth-evolution, imbued
    • devotion we can feel towards the Child born in the Holy Night of
    • links the state of childhood, not, as yet, that of mature life, with
    • our minds turn to the Christ Child, there is enacted before our souls
    • said that immediately after birth, this Child uttered words
    • language, and which the Child himself forgot directly earthly
  • Title: Christ Impulse: Lecture 2: The Law of Karma with Respect to the Details of Life
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    • mature enough to do so. A noble nature will, even in childhood, be
    • child we ought to take particular note of it, for the feeling aroused
    • the long years of my tutorship I not only observed the children of
    • came to visit them, of studying other children of all ages, even from
    • for delicate children three, four or five years old, to drink a glass
    • of red wine every day. — I knew certain children who had their
    • against it. I was thus able to await results. The children who were
    • results of this treatment show themselves. All the children who had
    • hand, those children who, — unfortunately, as was then said,
    • when a man can say: ‘As a child I heard of a member of our family
    • way is qualified to educate children, for he will be able to provide
    • a man assumes when he instills one thing or another into a child is
    • view: ‘If a child is properly brought up, he must be this or that
    • — that is what I admire!’ It seems as though the child were
    • sympathies or antipathies, upon the child. If they knew the karmic
    • that what is stuffed in that way into a child, as into a sack, will
    • If we wish to educate a child, and to imbue it with any particular
    • force it upon the child, rather ought we to arouse a longing for that
    • particular quality, so that the child itself will desire to acquire
    • is good for a child we must not force him to eat it, but should try so
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  • Title: Christ Impulse: Lecture 3: The Entrance of the Christ-Being into the Evolution of Humanity
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    • was just as when we now remember our own childhood, our youth, and our
    • present age. In childhood we had direct experience of our childish
    • contemplates his childhood; for we say: ‘I experienced my
    • childhood; it was not a dream!’ That was like the state of things
  • Title: Life Between ... II: Investigations Into Life Between Death and Rebirth 2
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    • childhood?” The answer lies in the fact that we do not
    • child what has happened on the earth in the intervening period.
    • Consider, for instance, what a child of six had to learn in Roman
    • Let us consider the child. As yet he does not live fully on the
    • period after death as that of childhood, and the second period as
    • become children in relation to the spiritual life during the second
  • Title: Life Between ... III: Mans Journey Through the Planetary Spheres
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    • about the age of three, when a child begins to have the experience,
    • is kindled for the first time during childhood. Now let us ask “How
    • does knowledge of the ‘I’ gradually awaken in the child?”
    • does the child pass out of the ego-filled ideas and mental pictures?
    • Anyone who genuinely studies the life of childhood can understand how
    • ego-consciousness develops and becomes strong in a child. Suppose he
    • after such a thing happens. In other words, the child becomes aware
    • child puts his hand on something there is an impact on a small scale
    • child would never develop ego-consciousness if resistance from the
    • dawns in the child, but what has been going on up to this point does
    • child has developed ego-consciousness by becoming aware that there
    • inwardly. To picture this you need only think of a child waking up
  • Title: Life Between ... IV: Recent Results of Occult Investigation Into Life
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    • but only worked spiritually at the birth of the Luke Christ-child.
  • Title: Life Between ... VIII: Between Death and a New Birth
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    • intellect. A mother standing by the coffin of her child, or the
    • The small child, for instance, sleeps more than anyone. Sleep is a
  • Title: Life Between ... IX: Life After Death
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    • A man went through the gate of death and left his wife and children
    • and children. This expressed itself approximately in the following
    • in the physical world without my wife and children. I am able to
    • wife and children. For me they are not there. Only memories remain. I
    • and ideas about the spiritual world in a childlike manner. As a
    • wisdom during childhood in order to “plan-in” the organs,
    • childhood than later on. A profound wisdom is utilized in order to
  • Title: Life Between ... X: Anthroposophy as the Quickener of Feeling and of Life
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    • It is only from the first years of infancy until the child develops
  • Title: Life Between ... XI: The Mission of Earthly Life as a Transitional Stage for the Beyond
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    • Jesus child spoken of in the Gospel of St. Luke. The super-sensible
    • child. It worked from the super-sensible down into earthly realms.
  • Title: Life Between ... XII: Life Between Death and Rebirth 1
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    • appeared, devoted to the religious education of children. The man
    • theory. One should give no religious education to children because it
    • is unnatural. For if one allows children to grow up without injecting
    • that it is unnatural to instill such ideas into children because they
    • knowledge that if a young child were removed to a desert island
    • that children do not learn to speak unless speech comes to them from
    • his followers from teaching children how to talk, for speech also is
  • Title: Life Between ... XIII: Life Between Death and Rebirth 2
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    • relatives and children may also act as a kind of gravity that holds
    • a child whom he has left behind unprovided for. By doing something
    • for the child, we relieve the dead person of anxiety, and this is a
    • circumstances of a child, a relative or a friend. He is often
    • world. He sent his forces into the astral body of Jesus child of the
    • even as a child an inclination to the spiritual.
  • Title: Life Between ... XIV: Further Facts About Life Between Death and Rebirth
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    • of his wife and children. Now in the manner of which the seer can
  • Title: Life Between ... XV: Intercourse With the Dead
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    • is chosen. Fundamentally, what is called a child's love for his
    • in order to work out his karma may be the child of parents with
    • child who was different in many respects from the rest of his family.
    • also could read to children who have died at birth or in early
    • childhood.
    • One is a child only here on earth. Supersensible vision frequently
    • reveals that a person who dies at an early age is less childlike in
    • gospel passage. So you see that a “child” can be a highly
    • I would say therefore that one also can practice reading to children
  • Title: Life Between ... XVI: Life After Death
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    • him wife and children. This soul tells him, “I have left behind
    • my wife and children with whom I lived. Now I have only the images of
  • Title: Lecture: The Origin of Suffering
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    • sensation, not yet consciousness. It is a childish kind of
    • attain the state of the child of God. — You find that in the
  • Title: Lecture: What Do We Understand by Illness and Death
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    • birth of a child, the forces and substances of the mother's organism
    • of teeth are the creation of the child's own principle, which
  • Title: Manifestations/Karma: Lecture: The Nature and Significance of Karma in the Personal and Individual, and in Humanity, the Earth and the Universe
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    • Supposing we have brought up a child during the first seven years of
    • in such a case we should train the child as strictly as possible in
    • determine in which of these ways the child with his individual talents
    • ‘Whatever may be my ideas of a good and useful man, this child is
    • bound? The child himself must feel the necessity to do this or that.
    • If I wish to develop the child according to his individual talents, I
    • child in the first seven years of its life. If we now look at the
    • child in its later life it will be a long time before the essential
    • actual results of what was put into the child's soul in its earliest
    • been, as a child, educated in this way; that is, if the living,
    • treatment of a person is in earliest childhood. This is something in
    • with a child from his seventh to his fourteenth year produces effects
    • his earliest childhood it will then perhaps be very difficult for him
    • children were playing with lenses in an optician's workshop and by
    • to arrive at the individual karma of the children and the karma of
  • Title: Manifestations/Karma: Lecture: Karma and the Animal Kingdom
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    • instruments, and our children have still to learn the simplest things,
  • Title: Manifestations/Karma: Lecture: Karma in Relation to Disease and Health
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    • impression made upon a child in its earliest years and how something
    • It may happen that these impressions of childhood — particularly
    • discovers the impressions received during childhood which throw their
    • on the child. We may say that if emotions, particularly feelings and
    • experiences of childhood in the realm of feeling we have mentioned
  • Title: Manifestations/Karma: Lecture: Natural and Accidental Illness in Relationship to Karma
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    • why measles is one of the illnesses of child-hood. For the failings I
    • birth and the general appearance of children's complaints which effect
    • telescope to the fact that children once were playing with optical
    • child of God.’ This desire had been brought about by a
    • itself. Thus he was led to this intense feeling of being a ‘child
  • Title: Manifestations/Karma: Lecture: Forces of Nature, Volcanic Eruptions, Earthquakes and Epidemics in Relation to Karma
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    • children.’
    • the passage: ‘In sorrow thou shalt bring forth children,’ we
  • Title: Lecture: Secrets/Threshold: Lecture IV
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    • something that happens to a person in childhood or youth returns to
  • Title: Lecture: Secrets/Threshold: Lecture V
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    • “literary speech,” which the children to a great extent
  • Title: Lecture: Secrets/Threshold: Lecture VII
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    • have. Even clairvoyants start out in life as ordinary children do, to
    • that he has given birth to a soul-child, who suffers a sort of illegitimate
    • of development he has achieved. His perceiving of his soul-child, the
    • helped create this child, which now exists as an independent being.
    • has it; he would instead have seen many of his soul-children in the realm
  • Title: Lecture 1: On the Meaning of Life
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    • into being and decay. When we call to mind the days of our childhood:
    • Jesus-Child to the Madonna, where this Christ-relation appears as
    • It is badly painted. The look of the Child, the whole Child itself,
    • everything to do with the Child, is common. The same with the
    • meant for children’s heads or angels!” Goethe heard this
    • always taken from real life. Let us suppose that I had children to
    • educate. Whoever pays attention to the capabilities of children can
    • notice the individual element in every child, but such experiences
    • can only be made by those who educate children. Now if one of the
    • parents of a child dies while the child is still young and the other
    • inclinations will show themselves in the child which were not there
    • charge of children has to occupy himself with these things. Such a
    • through the gates of death and there now appears in the child, with
    • children are quite different before the death of their parents from
    • point is that we can educate children when we know the interplay of
    • not hold good for children only, but for all ages. It is not at all
    • materialistic ways of thought are but children. We can convince
    • pulled or not. These learned materialists are really children. When
    • what these great children offer people concerning the meaning of
  • Title: Inner Impulses: Lecture I
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    • were slaves, for teachers of their children, which, by Roman standards
  • Title: Inner Impulses: Lecture IV
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    • development. Just as the child of twelve or thirteen lacks the
  • Title: Inner Impulses: Lecture V
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    • soul passes over as soul from father and mother to the child, or
  • Title: Inner Impulses: Lecture VI
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    • As children once were digging in a meadow
  • Title: Inner Impulses: Lecture VII
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    • age of childhood. This book has not only gone through hundreds of
  • Title: Cosmic New Year: Lecture III: The Mystery of the Human Will
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    • people will look upon the child as a citizen in comfortable
  • 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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    • children of employees and managers, a school founded on the impulses
  • Title: Lecture: Knowledge and Initiation
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    • point in early childhood; not, however, in the way in which isolated
    • when we entered this life in the physical body of a child we brought
    • earliest childhood, and were gradually taking possession of the whole
    • characteristics which we already had in childhood, or gained through
  • Title: Lecture: Cognition of the Christ Through Anthroposophy
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    • sense a school where children are taught a particular anthroposophical
  • Title: Lecture: Michaelmas-Soul: Lecture III
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    • learn to speak when we are children by imitating the older people,
    • simply knew himself to be knowledgeable. Just as today a child gets
    • children: you have a drop of oil floating on some liquid; above the
  • Title: Mystery Centres: Lecture I
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    • we do this from childhood — and then we form thoughts upon that
    • did long ago when you really sat in front of them as a child at
    • childhood. The temperament in old age is often the result of what we
    • experienced in childhood or, many years ago, in order to realize
    • oneself into the temperament of one's childhood, into one's earlier
    • age of forty or fifty, he plays a child's game, or jumps as he did
    • when a child or if he tries to make a face such as he made when an
  • Title: Mystery Centres: Lecture II
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    • as the chief factor in the education of the child; for according to
  • Title: Mystery Centres: Lecture III
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    • impressions of childhood play throughout the entire earthly life. The
    • manner in which our childhood was spent, which indeed plays no great
    • memories of our childhood.” That is the reason why people love
    • childhood.
    • When we were children other people loved us and often
    • memories of the first years of childhood are especially remarkable
    • childhood only the soul part. Other things also of course hold good.
    • The soul-element which we develop during our early childhood (for
    • instance if we were childishly cruel) remains also in us but this is
    • is not taken up from the child into the inner part of nature will be
    • especially for the child in the first periods of life, that it should
    • adaptation to its environment. Whereas the body which a child has
    • the outer world in a child of seven years (as you know it is only
    • child — which is nothing very special.
    • Because the young child, up to his seventh year, has a
    • in the child, thoughts which have not much to do with nature, and are
    • best way to approach a child is to make poetry in its presence, to
    • we speak of to the child are as far as possible from external
    • from the change of teeth onwards does the child grow in such a way
    • such that the child grows in an inward direction, and he then carries
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  • Title: Mystery Centres: Lecture IV: The Ephesian Mysteries of Artemis
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    • however, the child begins to be independent. Similarly the earth
    • childish in this domain for the reason that the dead do not speak the
    • the first years of its life a child learns to walk, speak, and think.
    • The way in which a child raises itself from the crawling position to
    • child learns to raise itself upright from its horizontal crawling
    • reflected back. It is these forces which really raise the child up.
    • the raising itself of the child from crawling to standing upright and
    • for these things can see in the way a child makes its first steps, in
    • child or a man walks — whether he first raises his toes or his
  • Title: Mystery Centres: Lecture V
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    • then faded away. When today we recall our own childhood our memory
    • recall a pain which we experienced in childhood — and that is
    • remembers: “When I was a child of nine years old I had a friend
  • Title: Mystery Centres: Lecture IX
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    • a human being, or it may be a child, we shall be to that child at the
  • Title: Mystery Centres: Lecture X: The Chthonic and the Eleusinian Mysteries
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    • her breast a Child, and he was finally led to the understanding of
    • Child, a cosmic Child, Who must first grow up in the Cosmos. Those
    • breast the Child, the Jakos-Child, must also be understood; but that
    • Child at her breast; but which was not fully understood either in the
  • Title: Mystery Centres: Lecture XII: The Mysteries of the Samothracian Kabiri
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    • Indeed it is infinitely childish when people begin today
  • Title: Mystery Centres: Lecture XIV: Human Soul-Strivings During the Middle Ages the Rosicrucian Mysteries
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    • childish to think that it is simply reflected sunlight, for the light
  • Title: Fundamentals of Anthroposophical Medicine: Lecture I
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    • development of medicine as if its ideas were merely childish,
  • Title: Fundamentals of Anthroposophical Medicine: Lecture II
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    • that the suckling baby receives from the mother. The child
    • — certain childhood illnesses, for example — in
  • Title: Fundamentals of Anthroposophical Medicine: Lecture III
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    • that appear in the child are an expression of what is taking
    • say that in the child's second teeth there is an upward thrust
    • of teeth, everything proceeds from, the child's nerve-sense
    • child's organization as follows: the astral nature radiates
    • we to think of the astral organization in the child? We must
    • child? The workings of the liver-gall system are also radiated
    • are the key to the processes of childhood. If you want to study
    • the most typical childhood diseases, you may divide them into
    • the child's organism that are diseases of the metabolism,
    • we get, for example, that strange disease in children that
    • children's diseases that may be described as diseases of the
    • the individuality of the child and that the hygienic conditions
    • are such that the child is properly adapted to its environment
    • Childhood
    • diseases of the child's organism only by directing our
    • metabolism in the child must be shaped so that it is brought
    • aware that despite the fact that everything in the child
    • be regulated from outside. The health of school children of
    • Metabolism is connected with the limb organization. If children
    • child; such and such a lesson gives rise to different symptoms
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  • Title: Fundamentals of Anthroposophical Medicine: Lecture IV
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    • process in very early childhood, and the adaptation of the soul
  • Title: Lecture: Lecture II: Physiology and Therapeutics
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    • What is active in the human physical-etheric during the childhood
    • nature; we see it creating within our own organism. Thus if a child
    • nature but rather about what goes on within him, if the child were
    • child would simply saturate himself with the creating forces, would become
    • childhood and extended it by saying, as it were: all this knowing in
    • as a child, one would have to say that to know actually means to
    • certain childlike quality in later life. Those people who age no
    • into later life something of a positive, creative-childlike element who
    • bear the quality of genius. It is this childlike element, this
    • period of childhood do not completely cease being active with the
    • period of childhood. You can see from this, however, that in normal
    • the first period of childhood were held back due to some process;
    • We can then compare this with childhood illnesses, for obviously
    • childhood illnesses cannot have the same origin, because they appear
    • the origin of illnesses in childhood. One finds the same thing, in a
    • childhood illnesses arise. To an individual who has acquired the
    • in childhood. With these he can see in the child's organism how the
    • period of life points in this way back to earliest childhood, this
    • indicates ultimately that what reveals itself in childhood points back
    • clothed with a physical body. A person suffering from childhood
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  • Title: Lecture: Lecture IV: Physiology and Therapeutics
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    • within the human being, as can occur particularly in early childhood,
    • process if it has begun in children. Phosphorus in small quantities,
    • get hemophilia through heredity, but if they have children, the males
  • Title: Anthroposophical Approach to Medicine: Lecture I
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    • medicine as if its ideas were merely childish, compared with those
    • by no means so childish as many people imagine nowadays, they did
  • Title: Anthroposophical Approach to Medicine: Lecture II
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    • certain diseases of children you will find, for instance, that a
  • Title: Anthroposophical Approach to Medicine: Lecture III
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    • second teeth which appear in the child are an expression of what is
    • the child's second teeth there is an upward thrust of the
    • out from the child's organisation of nerves and senses to the
    • downwards. Thus we have to conceive of the child's organisation
    • then, are we to think of the astral organisation of the child? We
    • the head system. What of the Ego-organisation in the child? The
    • really are the key to the processes of childhood. If you want to
    • study the most typical diseases of children, you may divide
    • is in order, then we find all those organic diseases of childhood
    • we get, for example, that strange disease in children which leads to
    • the formation of a kind of purulent blood. All other children's
    • itself to the individuality of the child, and the hygienic conditions
    • are such that the child lives healthily in its environment —
    • of children, therefore, arise from two opposite sides. But it is
    • always true that we can understand these diseases of the child's
    • of nerves and senses. The metabolic processes in the child must not
    • the child everything radiates from the head organisation, it is none
    • school-children of this age is very dependent on hygienic and
    • limb-organisation. If children are given the wrong kind of drilling
    • child; such and such a lesson gives rise to different symptoms of
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  • Title: Anthroposophical Approach to Medicine: Lecture IV
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    • childhood, and the adaptation of the soul-life to these formative
  • Title: Social Future: Lecture III: The Task and Limitations of of Democracy, Public and Criminal Law
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    • change of teeth in the child about the seventh year? It is not
    • nourishment the child is fed — whether it be beef or cabbage.
  • Title: Social Future: Lecture IV: Cultural Questions, Spiritual Science, Art, Science, Religion
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    • volume of Goethe's lyric poems to a child of five. The child will
    • how to value such a book. But suppose the child to have grown ten or
    • is no great difference externally between a child of five and one of
    • difference lies within the child. He has developed so that he knows
    • what to do with such a volume. As the child feels towards the volume
    • five-year-old child must be taught in order to understand Goethe's
    • the proper consideration of the child's individuality. But the
    • child's nature. No abstract normal training can confirm this sight;
    • which must be communicated to the growing child; but they can only be
    • inner growth of the child as it changes with every succeeding year;
    • education is carried on in accordance with nature, can the child grow
    • teachers say emphatically that one should develop in the child a
    • teacher descends artificially to the understanding of the child, and
    • persisted in, and the child is trained in this false clarity of
    • back to his childhood and remembers: “My teacher told me such
    • should be developed in the child, in order that the forces which are
    • the child need not merely recall to memory what he learnt between his
    • the child learnt is renewed at every later epoch of life.
    • materialistic age may also be taught to children, and they are now
  • Title: Social Future: Lecture V: The Cooperation of the Spiritual, Political and Economic Departments of Life
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    • children are brought up in it, we find our immediate spiritual
  • Title: World Economy: Lecture I
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    • Rothschild. He was trying to raise a loan. Rothschild happened to be
    • while a leather merchant was in there with Rothschild? When the
    • “Go in again and tell Herr Rothschild that I am here as the
    • ambassador of the King of France!” Rothschild answered:
  • Title: World Economy: Lecture VI
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    • of our children if we gave them nothing. We are constantly making free
    • gifts to the children. If we consider the economic process as a whole
  • Title: World Economy: Lecture XIII
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    • children to school and that they have religious needs. Spiritual
  • Title: World Economy: Lecture XIV
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    • child were to receive such an area of land at birth, to be worked by
    • somewhere, populated solely by newborn children (looked after by
  • Title: Lecture III: Man's Life on Earth
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    • speak with the dead. This language is, in a way, a child of our
  • Title: Lecture VI: Man's Life on Earth
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    • in him the force of childlike growth — nay, even before his
    • — it takes a third as long as earthly life. (Children who have
    • died go through it quickly: while for very little children, you will
    • we had as a little child. For we are now in a state of consciousness
    • of childhood. There are distinctly these three stages. If a man lived
    • dream-consciousness of childhood, he will have lived in fuller
    • therefore quite simply: a child who dies will live only for a short
  • Title: Lecture: Planetary Spheres: Lecture III
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    • speak with the dead. This language is, in a way, a child of our
  • Title: Lecture: Planetary Spheres: Lecture VI
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    • in him the force of childlike growth — nay, even before his
    • — it takes a third as long as earthly life. (Children who have
    • died go through it quickly: while for very little children, you will
    • we had as a little child. For we are now in a state of consciousness
    • of childhood. There are distinctly these three stages. If a man lived
    • dream-consciousness of childhood, he will have lived in fuller
    • therefore quite simply: a child who dies will live only for a short
  • Title: Reappearance/Christ: Lecture I: The Event of the Appearance of Christ in the Etheric World
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    • among human beings. If a child were to be cast upon some lonely
  • Title: Reappearance/Christ: Lecture II: Spiritual Science as Preparation for a New Etheric Vision
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    • your soul what a child used to learn at the beginning of our era and
    • what a modern child learns today; try to imagine all this, and then
    • and it is really childish when modern science explains them in the way
  • Title: Reappearance/Christ: Lecture III: Buddhism and Pauline Christianity
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    • was for Goethe who, as a child, kindled his small altar to nature
  • Title: Reappearance/Christ: Lecture IV: Mysteries of the Universe: Comets and the Moon
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    • of male and female, the child, needs ten lunar months for its
    • occurs. So it is, for example, when a child is born into a family.
    • with the comets. As when a new little child is born, so it is when,
  • Title: Reappearance/Christ: Lecture VI: The Sermon on the Mount
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    • into themselves, for they shall become the children of God.”
  • Title: Reappearance/Christ: Lecture VIII: The Etheric Vision of the Future
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    • if in human life a child had the constitution of an old man. The moon
    • family's methodical pace is interrupted when a child appears, since a
  • Title: Reappearance/Christ: Lecture XI: Individual Spirit Beings and the Undivided Foundation of the World: Part 2
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    • not in the position in this period to be led like a child. There are
    • human beings like children as they were still being led in the third
  • Title: Reappearance/Christ: Lecture XIII: The Three Realms of the Dead: Life Between Death and a New Birth
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    • himself as a son, as a child of the hierarchies. He knows himself as
    • knows himself at the same time as a child of the hierarchies. As he
  • Title: The Earth As Being with Life, Soul, and Spirit: Lecture 2
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    • which bring him to incarnate in a particular inherited child body.
  • Title: Rosicrucianism/Initiation: Lecture II: Hidden Centres of the Mysteries in the Middle Ages
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    • understanding to the childlike ideas of the Spirit of his youth, and
    • freshness, his childlikeness, to what the man of older years
    • the power of childhood — this power of childhood being
    • understood when childhood becomes real and living in the years of
  • Title: Poetry/Fairy Tales: Lecture 1: The Poetry of Fairy Tales
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    • children in their early years to persons of middle age and even to
    • child often succeeds in creating for itself a comrade or “friend”
    • who is present only for that child and who stays at its side through
    • all its coming and going. Probably everyone knows children with such
    • as being with the child wherever he is, sharing all his joys and
    • playmate and tries to talk the child out of it, even believes it's a
    • child's feeling-life. A child will grieve for his soul-comrade and if
    • the Grimms' story of the child and the paddock (a small frog). A
    • and milk; the paddock only drinks the milk. The child talks to the
    • comes out to the yard, and kills the paddock. And now the child loses
    • certain periods of our life, but whether we are children or adults,
    • first child,” says the little man, and so she promises. And
    • when, after a year, the child is there and the manikin comes and
    • name by that time, you shall keep your child.” The miller's
    • see shining in the sky, and to the moon that is also a child of the
    • Children's and Household Tales,
    • most appropriate for children's hearts and minds. It is evident that
    • Human nature in the child is linked to the life of the whole world in
    • such a primary way that children must have fairy tales as
    • more freely when it comes towards a child. It should not be entangled
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  • Title: Poetry/Fairy Tales: Lecture 2: The Interpretation of Fairy Tales
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    • how one should satisfy a child today with the fairy story itself and
    • then later, when the child is older, with the explanation of it. I
  • Title: Lecture: Moon-birth and Sun-birth. Necessity and Freedom. Stages of the Ancient
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    • merge into one another. Today the Sun forces work already in childhood
    • really doing so. It would be childish to believe that he is.
  • Title: Lecture: The Moon-secret Spring and Autumn mysteries
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    • have the wisdom that is acquired with such pains in childhood and
  • Title: Significant Facts: Lecture I: A Convulsive Element in Humanity in the Nineteenth Century
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    • beautiful daughter. While she was still a small child and was just
    • Dalai-Lama was her childhood's playmate who one day had suddenly
    • of the child's baptism, but the Count himself is not there. He can
    • circumstances associated with it send the child's mother insane. The
    • surround the child because her own talents and human qualities had
    • world, and that she was incapable of bearing a child who would be
    • the spiritual worlds everything that would imbue the child with
    • she wants to bring out of the spiritual worlds for the child those
    • everything that is there and instill it into my child; I would fain
    • spheres in order to make my child a poet. — One passage in
    • The father then goes to the child who had been born
    • physically blind but who has become clairvoyant. The child speaks of
    • by the Count. In the meantime the mother has died. The child had told
    • child is describing how he looks into the spiritual world, he relates
    • So we see how mother and child go to pieces physically,
    • which the old Count appears with the clairvoyant child. The
    • child and the old Count perish and the despot is the victor. The
  • Title: Significant Facts: Lecture II: Ancient Occult Magic. The Ahasver Mystery.
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    • a certain point in childhood, and thoughts from childhood constantly
    • in the wife and in the child of the Count relapses into a purely
    • way — like the Count's wife and child. Because they have not
    • his soul-development — altogether like a child. Now had there
    • handle a child during the period between birth and the seventh year
    • the brain, so that the child in question becomes extremely clever, is
    • picture our children presenting a much, much more infantile
  • Title: Arts and Their Mission: Lecture I
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    • to rejoice over; the Greeks were like children with new clothes. They
  • Title: Arts and Their Mission: Lecture V
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    • say that we see a mother carrying a little child: an elevating sight.
    • head position changes, the child in the mother's arms moves. What we
    • the Mother and Child. Now, an
    • changed, neither child nor mother move. The moment has been fixed. That
    • the mother holds her child in the same manner today as yesterday? Is
    • Adalbert Stifter's grandmother said to the boy: “Child, what is
    • the evening glow? Child, when it appears, the Mother of God is hanging
    • mother with her child seen here on the physical earth.
  • Title: Arts and Their Mission: Lecture VIII
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    • that power, let us look at childhood. The age of childhood does not
    • creative phantasy does not yet live and manifest in the child. It is
    • appears out of nothingness. Phantasy lies hidden in the child; he is
    • his own organism the child is inwardly the most significant sculptor.
    • does the child when, between birth and the change of teeth, it plastically
    • elaborates his organism. The child is a superb sculptor whose plastic
    • power works as an inner formative force of growth. The child is also
    • child has reached the time of the change of teeth, around his seventh
    • is the first child of the natural formative and growth forces; and because
    • of an arm in childhood is the same force which works in us later, in
    • formative forces of the growing child continues to live in phantasy. At
    • receives the divine into his phantasy, that child of the cosmic forces
  • Title: Kingdom of Childhood: Lecture 1
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    • The Kingdom of Childhood
    • distinction between the liver of a child and that of an old person.
    • would fail to note the difference between the lungs of a child and
    • the lungs of an old man, or indeed between the hair of a child and
    • of a young child we have the old thinking and the young willing
    • realities of the body, so that as teachers of children we are quite
    • distinguish between a child and an old man! You would of course
    • principles of education composed in these days? The child is
    • observed, and then we are told, the child is like this or like that,
    • the child can learn such and such a thing quickly. But what is a
    • child, in reality? A child remains a child for at most twelve years,
    • Life as a whole is a unity, and we must not only consider the child
    • Suppose I have a pale child
    • in the school. A pale child should be an enigma to me, a riddle to be
    • following is a possible one. The child may have come to school with
    • pale; I may perhaps come to see that I have given this child too much
    • the child grows rosy or pale thereby, that the method must just be
    • persevered with, then the child will remain pale.
    • observe this same child at the age of fifty, I should probably find
    • overloaded the memory of the child when he was eight or nine years
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  • Title: Kingdom of Childhood: Lecture 2
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    • The Kingdom of Childhood
    • In first epoch of life child is wholly sense-organ. Nature of child's
    • Detailed observation of children and its significance. In second
    • creative activity of each teacher. The child as integral part of his
    • guide the child through the critical moment of the ninth year.
    • out yesterday how the child's development undergoes a radical change
    • accomplished over the inherited characteristics. Children become
    • before the change of teeth, we may describe the child as being wholly
    • place. The child during the first seven years is really completely
    • consideration by our ordinary Physics. But the child during the first
    • seven years is really an eye. If something takes place in the child's
    • when someone becomes furiously angry, then the whole child will have
    • delicate processes. But if a child grows up in the proximity of an
    • the things that matter most for the young child. What you say to him,
    • yourself passes over into the child and pursues its way within him.
    • This is the essential point. The child is wholly sense-organ, and
    • him. Therefore the essential thing is not to imagine that the child
    • his childish organism into spirit, soul and body. Health for the
    • the child. The inclinations which he develops depend on how one
    • children are quite worthless. The things which are introduced as
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  • Title: Kingdom of Childhood: Lecture 3
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    • The Kingdom of Childhood
    • child an inward joy. Animals must be spoken of always in connection
    • child's nature. Some thoughts on punishment, with examples.
    • child reaches his ninth or tenth year he begins to differentiate
    • formed one whole together with the child's own body. I showed
    • they were human beings who speak and act. The child thereby has the
    • when the child has passed his ninth or tenth year we must introduce
    • the child's own nature needs and asks of us.
    • animals, but we shall ruin the individuality of the child if we use
    • put single plants in front of the child and demonstrate different
    • of this organism. The child must be able to see that the earth and
    • earth, and to give the child a clear feeling that the earth is a
    • show a child plants out of a botanical tin and tell him their names,
    • manure that is put into it. The child can only gain an understanding
    • child feels, from the very start, that he is standing on a living
    • And in these things it is not only a question of giving children
    • child must learn about everything, including plants, by examining
    • to what the child received in the spiritual worlds before he
    • plant world was then something that the child's soul could receive as
    • series of feelings which the child experiences when he descends from
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  • Title: Kingdom of Childhood: Lecture 4
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    • The Kingdom of Childhood
    • violet and the blue sky. Children's questions. Discipline dependent
    • Seating of children according to temperament. Re-telling of stories.
    • metamorphosis cf simple figures, to give children feeling of form and
    • children then receive from you will live on in their minds and souls
    • lesson which we see impresses the children, then we shall make a
    • before the children in this awkward manner. But here indeed the
    • yourself: Something is leading me karmically to the children so that
    • — these children I shall only meet in later years, again
    • a question of the teachers at all but of the children.
    • child's soul so that it grows with his growth, something which one
    • than to give the children something in picture form between the
    • for this reason we try to let the children in the Waldorf School
    • at seven years of age the children are given over to a teacher who
    • that things which at one time were given to the child in germ can
    • suppose for instance that we tell an imaginative story to a child of
    • All that matters is that the child takes delight in the story because
    • you tell the children a story of this kind they will most certainly
    • in the right mood, so that when the children have heard the story
    • children that they looked up to him with unquestioned love. What was
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  • Title: Kingdom of Childhood: Lecture 5
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    • The Kingdom of Childhood
    • counting, each different number should be connected with the child
    • numbers proceed from it. Building with bricks is against child's
    • being of the child with this kind of counting or with similar things
    • which is in accordance with the child nature.
    • the child to understand every single thing we teach him. He must take
    • for the child. But that does not matter. It is of great significance
    • to bring them nearer to the child's understanding.
    • imagine that you have quite a small child in front of you, one of the
    • you?” The child will see for himself that I cannot do it to
    • now gradually proceed to show the child a sign for this
    • can leave this comparison between the wood and the child and you can
    • “two” from the child's own form.
    • call out another child and say: “When you two walk towards each
    • somewhere else in yourself.” The child will think finally of
    • immediately understood by the child, and when you have got to the
    • the numbers follow each other. But the children should take an active
    • will be: 1, 2; 1, 2; 1, 2; let the child stamp on 2 and then on to 3
    • the series of numbers, and thereby too we foster the child's faculty
    • teaching the children numbers, out of the reality of what numbers
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  • Title: Kingdom of Childhood: Lecture 6
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    • The Kingdom of Childhood
    • child has impulse to model and to paint. Teacher himself must learn
    • by way of nerves, as playing on a lyre. Importance of Singing. Child's
    • them thoroughly. We must get a clear picture of the child between the
    • factors, and that the child receives from his father and mother a
    • school period from the change of teeth to puberty the child may go
    • children of school age we shall still have to take into account
    • artist in the child in the first seven years; it is a modeller, a
    • why the child has an impulse to model forms or to paint them. For the
    • the child likes to mould out of plastic material or to paint in
    • the organs, so that you can then get the children to model or to
    • only expresses certain forms. For you will find that the child has an
    • an integral part of the Waldorf School method. Our children paint
    • Now if you simply let the children work freely it is very interesting
    • interesting to see how the child forms things out of his own being.
    • if you like, as our children often do, in mud, for if you have
    • forms which the child paints or models, for then you will be really
    • the astral body and ego. What happens to the astral body of the child
    • kind of loose cloud, in which the child lives. Then it draws itself
    • will be fostering all this if you give the child plenty of singing.
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  • Title: Kingdom of Childhood: Lecture 7
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    • The Kingdom of Childhood
    • Every child to be in the right class for his age. Importance of some
    • Children's Reports - characterization, but no grading. Contact with
    • the children through these early years of school life.
    • here, when the child begins to differentiate himself from his
    • child or without him bears the character of a unity. I have shown you
    • only now that the child really begins to understand the inanimate
    • nine-and-one-third the child takes in everything with his soul. There
    • is nothing that the child would not take in with his soul. The trees,
    • child's soul life. From about nine-and-a-third to about
    • eleven-and-two-thirds the child already perceives the difference
    • eleven-and-two-thirds to about fourteen the child discriminates
    • not speak to the child of Inanimate things at all before he
    • child between the change of teeth and puberty it is not the intellect
    • thinking of the child's fantasy, and therefore, as I have often said,
    • child is still quite young, then he cannot go through his development
    • too much attention has been paid to the intellect in children between
    • only very gradually introduce the lifeless world when the child is
    • children a mineral and say: this is what you would find if you were
    • and letting the children observe how it begins to burn; you must draw
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  • Title: Kingdom of Childhood: Questions and Answers
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    • The Kingdom of Childhood
    • How to teach children to draw a tree in shading, speaking only of light
    • for the other children. Plan of such teaching described, of which the
    • early on it should be pointed out to the child that it is possible to
    • parts, but a measurement. The child should be taught this difference
    • is very important that the child should learn such things.
    • and above all avoid abstractions before the child comes to the
    • numbers they become so alive in the child that one can easily pass on
    • pennies. But in my childhood we had a “shilling” which
    • only when you begin to teach the child something like perspective, in
    • worst thing you can do is to teach the child to draw a horse
    • now finding that there are not only children but also teachers who
    • group of children. I show them that the sun is shining in from this
    • precede Latin in teaching) can only be taught when the children are
    • part in English life, and the child should grow up into life. Only
    • meaning in it than this, namely, that we ought not to make the child
    • and we must not make the child a stranger to the world by excluding
    • him from all popular usages. You like sport in England, so the child
    • child imitates him. And to devise special artificial methods here
    • you have only to do the exercises in front of the children, for the
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  • Title: Spiritual Science and Medicine -- Lecture VII
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    • child, adult and old man, and is so organised that these three
    • note of the different epochs in the child's life, i.e., from birth to
    • It is most important to grasp that in childhood the functional content
    • to be fitted into the human being. During the period of childhood,
    • lower, occur in childhood, especially from the seventh to the
    • you will find that in childhood there are forms of illness which break
    • same extra responsibility as fell to it in childhood. Therefore it
    • adequately prepared for this by the necessary treatment in childhood,
    • hydrocephaly we often observe during childhood. We all have the
    • struggle during childhood between hydrocephaly and another factor that
    • it is the antithesis of hydrocephaly. As young children, we oscillate
    • or dieting, or special treatment in childhood, and especially in early
    • infancy and childhood, and syphilis, or the disposition to this
    • childhood against the forces that later on may manifest in the various
    • effects related to these in childhood.
    • These manifestations in childhood have their contrary processes in
    • phenomena as pneumonia and pleurisy in children by hasty and intensive
    • during childhood. This means, one should try to ensure the most normal
    • This would reveal that this whole complex in childhood, which tends to
  • Title: Spiritual Science and Medicine -- Lecture XII
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    • the period of childhood lasting till the cutting of the permanent
    • formation in the child, up to the change of teeth. The forming and
    • two substances in early childhood, and if this balance and proportion
    • whether the child develops a weak enamel cover or the teeth are too
  • Title: Spiritual Science and Medicine -- Lecture XIV
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    • childhood, it has such power strongly but unconsciously. This ceases
    • childhood. It is also much less differentiated towards the head than
    • to study children who have been born deaf: if they had not been born
  • Title: Spiritual Science and Medicine -- Lecture XV
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    • their meals. This difference is specially perceptible in children, if
  • Title: Spiritual Science and Medicine -- Lecture XVI
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    • where a man has received such mistaken treatment during childhood or
    • developed in childhood and youth, remains lacking, and only that is
    • and evident in later life. Thus, in childhood certain organs; — as I
    • childhood; but in later life they can no longer be acquired. They are
    • child should be educated by imitation, and that after dentition,
    • Education of the Child in the Light of Anthroposophy,
    • organism. It must, however, be understood that the child must live
    • Suppose you educate the child in liking and eating some wholesome
    • till the later age are called into activity during childhood, then the
    • Education of the Child in the Light of Anthroposophy,
    • childhood and youth; but this continued activity must become less
    • makes a deep impression on the human mind in childhood, is not worked
    • effect on the organism. Our children, however, receive many
  • Title: Spiritual Science and Medicine -- Lecture XVII
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    • first confinement and childbirth their teeth are defective. This
    • formation of our teeth, refer mainly to the period of childhood, in
    • childhood. It is regrettable that we are only able to work upon the
    • child at a time — even at the Waldorf School — when it is somewhat
    • we ought to be able to start this work on younger children. However,
    • with children from six to seven years of age. Something — but
    • a child of from four to six years old is clumsy and awkward with arms,
    • influence is exercised on dental formation if we teach children as
    • an indolent child sit about all day long, or make it move and run
    • about; or whether we let a child be awkward and helpless with its
    • child, on the lines indicated, the more we shall tend to slow down and
    • child's being awkward and helpless. In such cases we must bring
    • already obvious in the child; dementia præcox will not easily
    • supervene if the child does not exhibit a phlegmatic disposition, that
    • of life. It appears externally in childhood and reacts on the whole
  • Title: Spiritual Science and Medicine -- Lecture XVIII
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    • the whole man. We can grasp intuitively in children how man's
    • childhood he showed plainly that the forces that did not allow him to
    • the way in which the child behaves, as for instance whether he puts
    • a return to the forces active in childhood) to train this insight into
    • You need only keep in mind that during childhood the whole interaction
    • childhood there must be much more powerful and pronounced action of
    • child “thinks” very much more than does the adult. This may sound
    • strange but it is true; only, the thoughts of the child are not
    • there must be strong defensive forces in the child to cope with
    • have reached a certain equipoise. But in children there will of
    • child, the upper bodily sphere must defend itself with all its powers.
    • upper organic sphere in the child, is bound to lead to inflammatory
    • childhood and in maturity. In childhood, the etheric body must
    • childhood, when there is not only organic formation, but growth as
    • childhood, and then enter on a phase of regression, and if too much
    • retrogressive phase. During childhood, there must of necessity be a
    • During childhood, the human being is
    • the whole course of human life. The period of childhood, and before
    • childhood most attention should be paid to the salt-process, in middle
    • chemically on the child, impinging strongly upon the organism; the
  • Title: Spiritual Science and Medicine -- Lecture XIX
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    • thought forces at work in the child — all these are supported by the
  • Title: Lecture: Curative Education: Lecture 1
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    • and handicapped children. Beginning with the general principles of curative
    • infantilism, adenoids, kleptomania, the autistic child, and more. A great
    • of Steiner's major contributions to the treatment of children "in need
    • Understanding of normal children helps with abnormal and vice versa.
    • descending spirit-soul builds new body. In third, child builds a
    • part of earth maturity. In child physical organs and corresponding
    • forms of illness. In children most defects lie in will rather than in
    • necessary for that of the body in spiritual world. Why children may
    • have, as you know, quite a number of children whose development has
    • children here in the Clinic at Arlesheim, and you have a number also
    • anthroposophical homes for handicapped children.] We shall in
    • application. Then, when Frau Dr. Wegman puts some of the children at
    • the child immediately in front of us. To begin with, however, I want
    • to speak more in general about the nature of such children.
    • education for healthy children should already be possessed by one who
    • wants to educate incompletely developed children. For the very things
    • we notice in incompletely developed children, in children who are
    • an incompletely developed child, we must regard what can be observed
    • us while the little child is growing. Then we have the life of soul,
    • abnormality of the child's life of soul, or indeed of the life of
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  • Title: Lecture: Curative Education: Lecture 2
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    • and handicapped children. Beginning with the general principles of curative
    • infantilism, adenoids, kleptomania, the autistic child, and more. A great
    • Steiner's major contributions to the treatment of children "in need of
    • childhood in accordance with strength of child's ego.
    • borne by cosmic ether, from which child receives them in building his
    • reverence for cosmic ether. Child's etheric permeates body with
    • above it. This applies as between teacher and child. How teacher can
    • develop his astral to influence child's etheric. Need for good
    • true rhythm. To educate backward children is to intervene in karma.
    • mental illness or mental weakness in some child, modern methods of
    • thorough study of what it is possible to do with children.
    • in his childhood. It is quite important to realise what the outcome
    • we must look back once again at the life of soul of the child. We
    • child will overcome these — more or less — in the course
    • nature. If, however, the individuality of the child is weak, it will
    • development to the development of will, in the child. We saw
    • child, as it were, in snatches, bit by bit. Even the grown person has
    • attitude towards the child. And the attitude, the whole relation that
    • is it that is influencing the child, and what is it that is living in
    • the child, when he gets distorted thoughts? And what is able then to
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  • Title: Lecture: Curative Education: Lecture 3
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    • and handicapped children. Beginning with the general principles of curative
    • infantilism, adenoids, kleptomania, the autistic child, and more. A great
    • Steiner's major contributions to the treatment of children "in need of
    • Difficulty of helping adults as compared with children. On waking,
    • Children are born without morality, which they must learn from their
    • surroundings. An example of an a-moral child. The intellect is
    • which this connection may manifest in the so-called abnormal child.
    • have to find the method of treatment for almost every single child
    • with children. On the other hand, you will come to see that help can
    • most decidedly be given in such forms of illness in childhood, by
    • epilepsy — if a patient is brought to us in early childhood and
    • been describing — and especially so in the years of childhood.
    • themselves in a child — lapses of consciousness, associated
    • themselves; one notices in the child a disposition or tendency to
    • whether this is so in the child with whom you are dealing —
    • the case, let the child do gymnastics or Eurythmy, but giving him
    • child two dumb-bells of exactly the same weight — you must have
    • else. Let the child hold in his left hand a dumb-bell that is lighter
    • the attacks of giddiness, that the child does not enter properly into
    • children to adapt themselves to the other forces.
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  • Title: Lecture: Curative Education: Lecture 4
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    • and handicapped children. Beginning with the general principles of curative
    • infantilism, adenoids, kleptomania, the autistic child, and more. A great
    • Steiner's major contributions to the treatment of children "in need of
    • which is not to be associated with sex in children before puberty. In
    • and child becomes hyper-sensitive. The unfolding of will then causes
    • child. Alternation of depression and sense of well-being. Teacher
    • must enter into child's inhibitions and give him the right stimulus
    • our Society. For children, on the other hand, a very great deal can
    • time — that so long as the child does not yet breathe, it is
    • forms of illness in children, that are of an epileptic nature? We
    • which, occurring in childhood, lead to epileptic and related
    • childhood, the condition can be healed only if we are able to hold
    • according as we are dealing with children or adults. For we come to
    • as a matter of fact, the child who has not yet attained puberty
    • hysteria is associated with sex. The child can, however, certainly
    • have in his earliest childhood what I have described as a protrusion
    • us see what it is we really have before us in a young child who is
    • child takes hold too strongly, he puts his astral body and Ego
    • ego organisation). The child who from the first brings his astral
    • body right out — such a child will touch and take hold of
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  • Title: Lecture: Curative Education: Lecture 5
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    • and handicapped children. Beginning with the general principles of curative
    • infantilism, adenoids, kleptomania, the autistic child, and more. A great
    • Steiner's major contributions to the treatment of children "in need of
    • creative ideas. Educational treatment for a child mentally active but
    • outwardly apathetic. Spiritual understanding of children will
    • children in a rather undefined form, developing only later in a more
    • on becomes hysteria manifests in early childhood in a manner that is
    • in regard to abnormalities that belong to childhood, we must also
    • impulse of karma) and the gradual development of the child through
    • We have with us a child
    • again. I sit down by this child, and begin to talk to him. All the
    • children we must pay attention to such tendencies, of which there may
    • childhood.
    • disappear. We bring it about that the child has impressions, but to
    • those who have to educate abnormal children would learn to have an
    • eye for whether a child is rich or poor in sulphur. We shall, I hope,
    • you have to look for the cause of the trouble. Suppose I have a child
    • at the child. (The first thing is, of course, to know the child,
    • symptoms, namely, the colour of his hair. If the child has black
    • in sulphur, for a child who has black hair certainly cannot be rich
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  • Title: Lecture: Curative Education: Lecture 6
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    • and handicapped children. Beginning with the general principles of curative
    • infantilism, adenoids, kleptomania, the autistic child, and more. A great
    • Steiner's major contributions to the treatment of children "in need of
    • control the limb system. Reference to the backward child whom
    • very difficult, the child had to be turned and helped out with
    • time that should never be disregarded in children — the habit,
    • too as a child was very late in his development, and the second
    • What is important is that one introduces the child to an occupation
    • now, if you will begin to observe the child for yourselves —
    • whole soul-and spirit constitution of the child. We must not make the
    • both are to be traced to a common cause, namely, that in this child
    • strongly into the rest of the body. In the child before us, we have
    • study of such a child can be very interesting; indeed a child like
    • this is more interesting than many normal children, although many a
    • normal child is easier and pleasanter to deal with.
    • child of this kind: the inbreathing is not in right relation to the
    • now what is the result of all this? As we have seen, when the child
    • child — he was able to be in control of his body. No one
    • the right educational treatment for this child in very early years?
    • age everything, is still supple in the child, the form of the head
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  • Title: Lecture: Curative Education: Lecture 7
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    • and handicapped children. Beginning with the general principles of curative
    • infantilism, adenoids, kleptomania, the autistic child, and more. A great
    • Steiner's major contributions to the treatment of children "in need of
    • we will go on to consider another child. Let me give you the history
    • of the case. The mother says that the child was born four weeks late.
    • age of two and a quarter, the child suffered from a digestive
    • that the child has had in the epoch through which he has already
    • information namely, that the child was born four weeks late. If this
    • was so, then it was owing to the child's being too small; the child
    • the child is in this condition? The explanation is given to us in the
    • actually affected the form of the astral body of the child and turned
    • now we have to consider how we are to treat a child of this kind who
    • condition of this child.
    • regulated by a strong astral body and ego. In this child the astral
    • parallel with one another, especially in a child. This does not mean
    • the child needs is to be brought to feel and perceive his own
    • are chosen for the purpose of helping the child to become aware of
    • this child may be slow but it will be sure.
    • next child is brought in.)
    • got to know this boy on a Journey. A rather difficult child! He is
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  • Title: Lecture: Curative Education: Lecture 8
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    • and handicapped children. Beginning with the general principles of curative
    • infantilism, adenoids, kleptomania, the autistic child, and more. A great
    • Steiner's major contributions to the treatment of children "in need of
    • clinical history. Sudden death of the child's father. The boy really
    • still an embryo. Details of mother and child. Child's astral bears
    • pregnancy. Mother's wish to keep the child in the womb. Father forces
    • child who wets herself by day but not at night. Weak head a result of
    • sense activity. The child's fantasy comes from limbs. This child
    • children to be given later.
    • school here; and then each child is left free to fill in the picture
    • (Another child is
    • tremendously large the head can become in a hydrocephalic child! We
    • 64 cm. When we first admitted the child, the measurement was 44 cm.
    • must refer to the earlier time when the child was first brought to
    • the 1st July to 64 cm. Otherwise, the child's bodily development has
    • not been at all abnormal; he is just like any other child. He takes
    • little swollen and puffy, but not enlarged. As you look at the child,
    • lectures I received a telegram to say that the father of the child
    • child as a whole, and compare it with the form and proportions of an
    • embryo, you will find that you have in this child nothing else than a
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  • Title: Lecture: Curative Education: Lecture 9
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    • and handicapped children. Beginning with the general principles of curative
    • infantilism, adenoids, kleptomania, the autistic child, and more. A great
    • Steiner's major contributions to the treatment of children "in need of
    • Need to study the place and people where such a child is born. Two
    • examples. Stories to represent a child's nature. The hydrocephalic
    • child. Such children are ultra-sensitive in head and nerves.
    • Lead and radium. A hydrocephalic man whom Steiner knew as a child
    • horse-radish compresses recommended. Child to be broken of habit of
    • had before us yesterday a succession of children to whom we gave our
    • treatment of abnormal children has necessarily to be pursued —
    • The only way you can begin to learn how to deal with such children is
    • higher world about possession and non-possession. The child does not
    • children are dull and stupid; but when, as here, it shows itself in
    • early age, the child is naturally imitative, doing what he sees done
    • place, the child is however even then not far enough out yet on the
    • teacher to awaken in the child the feeling for the good — the
    • child looks up to him and takes him for his pattern and example. That
    • matter of course it should come about that the child regards his
    • “good” always in such a manner as to arouse the child's
    • in the case of a so-called normal child, it is in the very highest
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  • Title: Lecture: Curative Education: Lecture 10
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    • and handicapped children. Beginning with the general principles of curative
    • infantilism, adenoids, kleptomania, the autistic child, and more. A great
    • Steiner's major contributions to the treatment of children "in need of
    • in hands and legs. Medically, lead may help. Younger children of
    • Lauenstein children. Their horoscopes show a special relation of
    • severer test; on the other hand, the child is helped far more in his
    • it should happen that you have to do with younger children who
    • children with the same disability. Try it yourselves; you will find
    • it is no easy matter! But for small children it is a very good
    • prove a real blessing even to your boy — is to get the child to
    • invaluable aid it can be to the educator of backward children if he
    • is sensitive to every little thing that happens with the child he
    • education of backward children is going to take up all one's time;
    • children, and will have no time left to meditate, no time in fact to
    • quite a number of children and knows how to make the right use at
    • of a single child in five or ten minutes. It does not depend at all
    • children — taking our start, that is, from painting, and
    • and 4; the child must, you said, have had at that time a violent
    • late stage of childhood. As has been said, I stated at the time that
    • an irregularity must have occurred in the child's development about
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  • Title: Lecture: Curative Education: Lecture 11
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    • and handicapped children. Beginning with the general principles of curative
    • infantilism, adenoids, kleptomania, the autistic child, and more. A great
    • Steiner's major contributions to the treatment of children "in need of
    • symptoms. Strong impressions needed. Child remembers simple folk
    • will now go on to consider the children of whom we had not time to
    • memory. She is only in the Second Class at school (where the children
    • relationship with the child.
    • child herself has of course, so to speak, slept through the
    • the lower organisation. In this child, owing to a defective astral
    • what the child receives by way of impressions fails to penetrate into
    • such a child, is to strengthen as much as ever possible the
    • the child.
    • remains in bed. But when, as in the child we are considering, this
    • try to work on further. We should, for example, take with the child
    • child, and then go on to non rhythmical impressions. In this way we
    • are the measures that suggested themselves when we had the child
    • can differ quite considerably according to the education the children
    • now we must go on to speak of the child who is so restless and
    • child has entirely failed to get hold of the principle of imitation,
    • sentence with the child rather slowly (you will discover for
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  • Title: Lecture: Curative Education: Lecture 12
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    • and handicapped children. Beginning with the general principles of curative
    • infantilism, adenoids, kleptomania, the autistic child, and more. A great
    • Steiner's major contributions to the treatment of children "in need of
    • approach the so-called abnormal child. It will have been clear to you
    • from our discussions that, if you want to educate an abnormal child
    • normal child — and of course differently again from the way he
    • child as such, something in every child that is in a certain respect
    • children, having regard to the whole relationship of their physical
    • the very young child, physical and spiritual are intimately bound up
    • — that when some medicament or other is given to a child, it
    • is actually greater in the case of a very little child than it is
    • with a grown person. The virtue for the child of the mother's milk,
    • upon us when the time comes to let the little child make the
    • little child — gradually — to external nourishment,
    • the knowledge of them flows into all your care for the child, not as
    • the place on the map where a child with a particular organisation
    • paper and then the name of the child be written in on the region of
    • case the rapture is justified, for the child in her arms is other
    • each his child on his arm. The Egyptians, when they moulded the
    • approach a child more or less indifferently, and then again when you
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  • Title: Art of Healing: Lecture I
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    • childhood onwards. The child first appears in the world showing
    • childlike soul and bodily organism those capacities which have
    • not be possible — seeing that it is possible for a child
    • more and more in growing up from childhood, so in the same way
    • certain point in our childhood. Rising out of undefined depths
    • a general way to-day about development; they say the child is
    • cultivated there as somewhat childish. But there was
  • Title: Art of Healing: Lecture III
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    • on. If we study man's whole development from childhood onwards,
  • Title: Spiritual Science and the Art of Healing: Lecture I
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    • the development of a human being from earliest childhood
    • onwards. The child first appears in the world showing outwardly
    • upbringing in order to draw out of the childlike soul and
    • seeing that it is possible for a child to become something
    • more in growing up from childhood, so in the same way we
    • childhood. Rising out of undefined depths of the soul appears
    • general way to-day about development; they say the child is
    • childish. But there was nevertheless a sound kernel in them;
  • Title: Spiritual Science and the Art of Healing: Lecture III
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    • man's whole development from childhood onwards, we find that
  • Title: Report: An Outline of Anthroposophical Medical Research - 1
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    • indescribably illuminating. One says to oneself — the child grows
    • have been used successfully on rickety children or in cases of
    • child-deformity, and so on.
  • Title: Report: An Outline of Anthroposophical Medical Research - 2
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    • indescribably illuminating. One says to oneself — the child grows
    • have been used successfully on rickety children or in cases of
    • child-deformity, and so on.
  • Title: Threefold Order: Part II: Lecture: The Impulse Towards the Threefold Order
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    • child amongst the working classes, — where I learnt the
  • Title: Principle/Economy: Lecture I: The Principle of Spiritual Economy in Connection with Questions of Reincarnation: An Aspect of the Spiritual Guidance of Mankind
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    • body of the child. That enabled Moses to survey in his memory
    • childishness if people state or imagine they are the
  • Title: Principle/Economy: Lecture III: More Intimate Aspects of Reincarnation
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    • small child, he first had to feel how the forces of the
    • he was a very small child, that is before his own individual
    • development could come into play. For this reason, the child
    • think today, and this is what children in school learn from
    • Jesus Child had been inspired to do pictorial representations
  • Title: Principle/Economy: Lecture V: Results of Spiritual Scientific Investigations of the Evolution of Humanity: II
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    • his childhood years, he did not experience doubt or lack of
    • the natural course of things. When Thomas was still a child,
  • Title: Principle/Economy: Lecture VI: On the Occasion of the Dedication of the Francis of Assisi Branch
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    • helpless child and how from this experience he forms the
  • Title: Principle/Economy: Lecture VIII: The Event of Golgotha. The Brotherhood of the Holy Grail. The Spiritualized Fire.
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    • weak and wretched child whose birth into this existence had
    • created nothing but suffering for the child, and so Buddha
  • Title: Principle/Economy: Lecture XI: From Buddha to Christ
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    • child was placed into an ark of bulrushes which was then put
    • decades of a devotional childhood. Deep in Russia, at the
  • Title: Lecture IV: The Sun-Initiation of the Druid Priest and His Moon-Science
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    • forces of Nature. These are the latter-day children of them. Man who
  • Title: Descriptive Sketches: Lecture I
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    • and there are a great number of persons who consider it childish to
    • relations whom we also know, a wife and children, all of whom in the
    • to him in the spiritual world. The child or young person does not
  • Title: Descriptive Sketches: Lecture II
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    • early childhood. There only do we find those forces at work which can
    • power of standing upright in early childhood, instead of going about
    • behold how a child learns to walk is a wonderful mystery, as seen by
    • childhood when learning to stand upright there remain those which
    • dreadfully mismanaged in childhood by rough and rude parents.”
    • looking into the prenatal time are the child-forces, those economised
    • reason why a little child is so enchanting and satisfying because it
    • clairvoyant experience a child in whose countenance is expressed
    • destiny, make what surrounds the child as its aura something
    • countenance of the child may as yet be undefined, but the clairvoyant
    • who sees it can learn immeasurably from the child if his vision is
    • belonging to childhood are later on developed clairvoyantly one can
    • keep them pure, are not so much saved over from childhood as from that
    • economised from early childhood. But one should mistrust the
    • forces which can be economised in earliest childhood, when the child
  • Title: Lecture: The Cycle of the Year: Lecture III
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    • process, just as in the human being when he is a child we relate the
    • utterances of the childish soul with the awkward movements of a child,
  • Title: Lecture I: The Balance in the World and Man, Lucifer and Ahriman
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    • in children as time goes on. It is true that in later life, when the
    • intense. They will occur, to begin with, in children, and grown-up
    • people will hear from children many things which in the ordinary way
    • We shall hear children saying: “I have seen a being who said this or
    • will tell such a child that this is all nonsense, that no such being
    • significance of the phenomenon. If a child says: “I saw someone who
    • child. What does this really signify?
    • appear in childhood, will be precisely this experience of the
    • Whereas the child in Greece was tormented by a flood of questions, the
    • realize that it is our duty to educate children in the future — be it
    • powerfully of all during childhood. If adults whose task it is to
    • educate children today do not know how to deal rightly with what comes
    • to expression in the child, human nature itself will be impaired owing
    • child because it was said that this would bring misfortune to his
    • pierced his feet, and the child was therefore called “Oedipus,”
  • Title: Lecture III: The Balance in the World and Man, Lucifer and Ahriman
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    • is. One person brings me a five-year-old child and says: There is a man for
    • thinking, but willing is still a child. When it grows a little older,
    • he does not remain for ever a child, but evolves further.
  • Title: Poetry/Speech: Lecture I: The Art of Recitation and Declamation
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    • Agamemnon, who brought his best-loved child to be your sacrifice;
    • child,
  • Title: Poetry/Speech: Lecture II: The Art of Recitation and Declamation
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    • – a faery's child,
    • which in loves childish state
  • Title: Poetry/Speech: Lecture III: The Art of Recitation and Declamation
    Matching lines:
    • und Schild einfüllen sah man die einen,
    • hast trained me from my childhood,
  • Title: Poetry/Speech: Lecture VI: Speech-Formation and Poetic Form
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    • Da schildert ihr scherzend
  • Title: Poetry/Speech: Lecture V: Poetry and Recitation
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    • Returne yee children of men.
    • and thy glory unto their children.
    • These are the Children of Los; thou seest the
  • Title: Poetry/Speech: Lecture VIII: The Interaction of Breathing and Blood-Circulation
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  • Title: From Jesus to Christ: Lecture III: Sources of Knowledge of Christ, Lord of Karma
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    • the history of the Jesus-child in whom up to his twelfth year
    • Zarathustra lived, and the history of the other Jesus-child in whom
    • built up this body from childhood. The relationship between the
  • Title: From Jesus to Christ: Lecture VI: St. John and St. Paul, First Adam and Second Adam
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    • Christianity in words of truth: ‘Children, love one another.’
    • the words, ‘Children, love one another’, knows the
    • Children, love one another!’ He had written a work which
    • did, ‘Children, love one another!’ there are no grounds
    • the words ‘Children, love one another!’ out of the
  • Title: From Jesus to Christ: Lecture VII: The Mystery of Golgotha, Greek, Hebrew and Buddhist Thought
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    • consists entirely of cells which are all children of the original
  • Title: From Jesus to Christ: Lecture VIII: The Two Jesus Children, Zoroaster and Buddha
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    • Lecture VIII: The Two Jesus Children, Zoroaster and Buddha
    • Jesus-children were born, one of them from the Solomon line of the
    • House of David. This is the Jesus child of whom the Matthew Gospel
    • the Matthew Gospel was concerned with one of the Jesus-children, the
    • same time, another Jesus-child was born, from the Nathan line of the
    • is to understand clearly what kind of beings these two children were.
    • Solomon Jesus-child was none other than Zarathustra. After
    • civilisation, and now as the Solomon Jesus-child. This Zarathustra
    • but could do so in a youthful, child-like and yet powerful organism.
    • that the faculties of the child developed comparatively early. The
    • child soon showed an extent of knowledge which would normally have
    • we must keep firmly in mind: the Solomon Jesus-child, although the
    • such facts, forsook the body of the Solomon Jesus-child and went over
    • into the body of the Nathan Jesus-child. Now the body of this Nathan
    • Jesus-child — or, better, his three-fold bodily organisation
    • quite special manner. In fact, this body was such that the child
    • Jesus-child. Whereas the latter was remarkable because of his great
    • be said that in this respect the Nathan Jesus-child was untalented.
    • deprecation. The Nathan Jesus-child was not in a position to
    • spoke could be understood by his Mother only. The child's most
    • Maximum number of matches per file exceeded.
  • Title: From Jesus to Christ: Lecture X: The Esoteric Path to Christ
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    • everything had to take the form of a childlike preparation. Men could
    • how the Buddha permeated the astral body of the Nathan Jesus-child,
    • detail, in some place or other there is a more or less gifted child,
    • confirms that no one during his childhood and youth gives so little
  • Title: Deed of Christ: Lecture 2: The Deed of Christ and the Opposing Spiritual Powers. Lucifer, Ahriman, Asuras.
    Matching lines:
    • of the Child. It was in this second soul-member, the intellectual soul
    • thou bear thy children!” Death has come into the world. Death was
  • Title: Deed of Christ: Lecture 1: Mephistopheles and Earthquakes
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    • spiritual world opened before him. Man would have remained a child in
  • Title: Lecture: (On) Apocalyptic Writings - III
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    • human race. When men were young, when they were still children, they
    • respect of the Spiritual, men were still children, these Beings had
    • those who, as human beings were still children, but were nevertheless
    • childish. We realise that only now do we rightly understand what is
  • Title: Education: Lecture I: Science, Art, Religion and Morality
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    • The spiritual values inherent in the education of children is the main
    • first idea was the education of children whose parents were working
    • School arose as a general school for the workers' children. It was
    • childhood. Before this can be understood, an inner, plastic force
  • Title: Education: Lecture II: Principles of Greek Education
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    • The spiritual values inherent in the education of children is the main
    • only a short time ago was rarely present — that the child of
    • to-day is a very different being from the child of a recent past, and
    • we may reach the being of man as it lives in the child. It is
    • of a child. In the case of Nature we respect this fact of
    • treatment of children at the present time is to be practical and not
    • child, in the boy — this was the Gymnast, the man by whom Greek
    • children was brought into line with what was held to be
    • manner in which language and speech are taught to children, are a
    • ideal which is again reflected in the education of the child. Our own
    • education of children, even in this age of materialism, has remained
    • it was the Gymnasts in Greece who also educated the children. It was
    • the Rhetoricians, later on, who educated the children. Finally, in
    • civilization as a whole, it was the Doctor who educated the children.
    • which was even being crammed into the tiny child (for the Doctors
    • of the little child in a most wonderful way. For the Oriental knew
  • Title: Education: Lecture III: Greek Education and the Middle Ages
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    • The spiritual values inherent in the education of children is the main
    • seventh year of life, the Greek child was brought up at home. Public
    • education was not concerned with children under the age of seven.
    • childhood.
    • another in the child's organization; they form a unity up to the
    • children as we are up to the seventh year. We should not unfold the
    • the education of children. For unless we realise the far-reaching
    • value on such truths, for the child is usually required to go to
    • the Greek see in the little child from birth to the time of the
    • earthly life. And as he observed the child he tried to discover
    • child up to the seventh year he should recognize that a physical body
    • thus kill the child who was instinctively believed to be only a
    • the child passes its seventh year — and this, too, was known in
    • seven years the child is released from the heavens, still bearing its
    • out of the child. The child was thought to bear its earthly
    • Divine in the little child, hence there is no need to concern myself
    • human faculties that have unfolded in the child up to the seventh
    • which the child possesses from pre-earthly existence, and which have
    • more or less the attitude of the Greek to the child. He said to himself:
    • forces of growth which have developed in the child up to the seventh year,
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture IV: The Connection of the Spirit with Bodily Organs
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    • The spiritual values inherent in the education of children is the main
    • civilization has to offer, that can be passed on to the child in its
    • child in a way that is no longer possible for us to-day. The
    • They must not only be received by the child who sits passively, but
    • significance in the development of the child: the coming of the
    • which the child was given over to public education. And now let us
    • the first lecture, it will dawn on you that the child develops teeth
    • different purpose as well. Strange as it sounds to-day, the child
    • For the child, up to the time of the second dentition, these teeth
    • the child in its interplay with its environment, as the life of
    • childhood, this whole process is bound up with what is happening in
    • childhood. With the same degree of intensity as it teethes, the child
    • does the child learn to think? It learns to think because it is an
    • in the child, in exactly the same measure do the teeth emerge. In
    • follow the further development of the child. At about the seventh
    • year, the child undergoes the change of teeth. He gets his second
    • and second teeth has been present in the whole organism of the child
    • out from the organism of the child do not work again as physical
    • of the human soul. Thus, when we observe the child between the
    • in the child's thinking, worked up to the seventh year upon the
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture V: The Emancipation of the Will in the Human Organism
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    • The spiritual values inherent in the education of children is the main
    • said that everything of the nature of will in the child, even
    • including “children” between the ages of fifteen and
    • able to notice that a child has a strong will or the predisposition
    • forces is strongest of all in the little child up to the seventh year
    • the child's freedom? This is a question that is practically never
    • with the child to stand in front of him and want to educate him. Why
    • should the child put up with it? We regard it as our obvious business
    • to educate our children — but not their subconscious life. And
    • so we talk a great deal about the children's naughtiness and it never
    • clear consciousness — we must appear very comic to the children
    • be unsympathetic to children into something sympathetic? Now the
    • downward-flowing forces so strongly as it did in the child up to the
    • forces. It comes to no less than this, that between the child's
    • they could not yet know — namely, how children ought to be
    • that people know a great deal nowadays about how children ought to be
  • Title: Education: Lecture VI: Walking, Speaking, Thinking
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    • The spiritual values inherent in the education of children is the main
    • certain rules and theories as to the treatment of the child. This,
    • practical answers to the eager questions of the child he has to
    • child, and this he can only do in the truest sense if he has a real
    • us by a knowledge of the child's nature before the change of teeth at
    • most important in the whole development of a man, for the child is
    • child is one great sense-organ. The scope of this truth is not
    • with the child, and especially so during these early years, this is
    • child tastes its mother's milk and first food right down into its
    • tongue, extend over the whole organism in the young child who lives,
    • animality here, but we must never compare this element in the child
    • with the ordinary animal nature. The animality of the child exists on
    • child experiences the functions of its bodily organism. All these
    • and ear, also extend over the whole organism of the child. Think of
    • over the whole organism in the child. In the child there is no
    • conditioning the whole of life, are acquired by the child during his
    • say that the child learns to walk because this is the most evident feature
    • into a right equilibrium in the world of space. The child strives for
    • important to perceive in the right way that the child is an imitative being,
    • nature of the child and is brought about by the impulses of the
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture VII: The Rhythmic System, Sleeping and Waking, Imitation
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    • The spiritual values inherent in the education of children is the main
    • from early childhood to the school age is marked by the change of teeth at
    • remembered that up to the seventh year the child is working, as it
    • imitative period of his childhood from birth up to the time of the
    • heritage we can endow the child on his path of life if we are able to
    • then, must understand that when the child has passed his seventh year and
    • be reckoned with by his teacher. The child longs for pictures,
    • functions, is all-important. The soul of the child during that period
    • imaginative element must dominate all that the child is given to do;
    • rhythmic system that predominates in the child's organic nature during
    • system in the child. Such lessons actually make the child's breathing
    • lead the child out into life, to develop a sound faculty of judgment
    • the child to have a healthy body in later life, in so far as his
    • with the child.
    • child we must be especially watchful to guard against over-fatigue.
    • quality, for then we call upon the child's rhythmic system where he
    • happen if we make too great a demand on the intellect, urging the child
    • but if we make undue claims upon the intellect, if we force the child
    • the child a fine sense of the degree to which we may call with safety
    • stake. If I allow the child to think, if I teach him to write, for
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture VIII: Reading, Writing and Nature Study
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    • The spiritual values inherent in the education of children is the main
    • lectures I have shown that when the child reaches the usual school age
    • child's sentient life, the foundation from which all teaching must
    • the human organism, the child must be taught to write before he
    • of the child.
    • that we have been able to give the child some idea of flowing water; he has
    • child's attention to the initial sound, the initial letter of the
    • child from the drawing of this line over to the sign W derived from it.
    • The child is thus introduced to the form of the letter ‘W’
    • the child is given a mental picture which can lead over to the letter which
    • he then learns to write. Or we may let the child draw the form of the
    • I gave you another example. The child draws the form of a fish; when the
    • differently. Suppose, for instance, we give the child an imaginative
    • but this particular way is the best for very young children. We
    • picture to the child the raging of the wind and then we allow the
    • child to imitate and to arrive at this form: —
    • child's attention to definite contours, to movements, or even to actual
    • elements contained in painting and drawing. We succeed in making the child
    • to reading, our efforts must simply be in the direction of making the child
    • because it is recognized in the child's mind as an activity in which
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture IX: Arithmetic, Geometry, History
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    • The spiritual values inherent in the education of children is the main
    • of the child, if the teacher fully realizes the consequences of his
    • child by the treatment he receives in school, or anywhere else.
    • works upon the child's conceptual and imaginative faculties, anything that
    • physical and etheric bodies which are affected when the child is taught
    • we are teaching the child plant-lore or writing, the effects are preserved
    • child have the tendency to become more and more perfect during sleep.
    • On the other hand, everything we tell the child on the subject of
    • whole period of childhood, though naturally in a form suited to the
    • the child. We must, however, make it possible for the body of formative
    • child a strong sense of symmetry for instance.
    • children we can begin to do this. For example: we draw some figure on
    • Then we try to make the child realize that the figure is not
    • awaken an inner, active urge in the child to complete something as
    • blackboard, and then he tries to awaken in the child an inner
    • and the child gradually learns to draw an inner form corresponding to
    • various points. Then we should explain to the child that for the sake
    • thing. Briefly, by working in this way, we give the child an idea of
    • and perfects what has been absorbed during the day. Then the child
    • that corresponds to the organic needs of the child's being. A
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture X: Physics, Chemistry, Handwork, Language, Religion
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    • The spiritual values inherent in the education of children is the main
    • have said as to the way. in which we should teach the child about Nature,
    • child's development at the successive stages of growth. I have
    • ninth and tenth years. Only now does the child begin to realize
    • on in the language of fairy-tales, appealing above all to the child's
    • child into a true relationship with the world around him. He learns to
    • the child in body and soul. If we teach him to see man as a synthesis
    • age when for the first time we may draw the child's attention to processes
    • mineral kingdom in any other form than this injures the child's
    • We should only begin to deal with the mineral kingdom when the child
    • for a child to begin his school life is when he gets his second teeth,
    • the place for him. If we have to take a child before this age, all kinds
    • principles When the child first comes to school, we teach him in such
    • that the child is able to form a rational, intellectual
    • child before he has reached the age of eleven or twelve. If we
    • be introduced until the child is between eleven and twelve years of
    • we are constantly speaking of causality to a younger child, dead
    • all that answers to the needs of the child at each of the different
    • life-periods. On the other hand, we strive to enable the child to
    • work when the child has reached the fourteenth and fifteenth years. In the
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture XI: Memory, Temperaments, Bodily Culture and Art
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    • The spiritual values inherent in the education of children is the main
    • the subject-matter of the lessons and the other with the child whose
    • development of the child's memory and here it must be realized that
    • predecessors have been prone to burden the memories of children and,
    • ordinary way the child is sent to school. I have already said that
    • child works out by imitation everything he unconsciously observes
    • dealing with children, it is not enough to notice how in illness an element
    • nature of the child by the soul and spirit. An undue development of
    • memory will injure the child for the whole of life, will even injure
    • a living nature, plastic ideas conveyed to the child in his art lessons on
    • stimulate the child to self-activity in art, if as he paints, writes or
    • benefit to the child.
    • understanding of things. But when the children thoroughly understand
    • is not more right to overload the child with too many concrete
    • unfolding in the case of each individual child. Here we see how
    • profession and besides looking after the children's health, he is
    • with the bodily health of the children can proceed in fullest harmony
    • with health and sickness in the child. To give an example: a teacher
    • notices a child growing paler and paler. Another child may lose his
    • teacher will find, if he observes accurately, that the latter child
    • Maximum number of matches per file exceeded.
  • Title: Human Values in Education: Lecture I
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    • lectures investigate every aspect of the child's growth in its threefold
    • possible to see whether the growing child is being educated in
    • psychology. In this latter case the child is examined by
    • his head the teacher knows that a child must be taught
    • life when they come face to face with the children they have to
    • child or the educator of the youth stands at a distance from
    • child is asked to write down disconnected words and then repeat
    • the child himself. We experiment with the child because we can
    • child is entrusted to us to be educated, to be taught. If our
    • do not represent the child to ourselves as something we must
    • conservatism, or by some other programme, and so the child is
    • man, towards which the child shall be led, is an idol, it is in
    • as an ideal and were to say that every child must become like
    • What we really have before us in this young child is a being
    • ancestors. We look upon this child as he lies there before us
    • and movements of the child become more consequent and
    • child, now that you have entered through birth into earthly
    • among men. We see the divine made manifest in the child. We
    • every child the unfolding of cosmic laws of a divine-spiritual
    • most significant form this is revealed in the child. Hence
    • Maximum number of matches per file exceeded.
  • Title: Human Values in Education: Lecture II
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    • lectures investigate every aspect of the child's growth in its threefold
    • knowledge of man, not merely a knowledge of the child, but a
    • of the child.
    • is very easy to think that a child can be educated and taught
    • if one observes only what takes place in childhood and youth;
    • with human life. The effect of what is implanted into the child
    • year. What one usually does today is to study the child
    • difficult; but children who give no trouble are seldom those
    • children who are rather a nuisance to their teachers are those
    • therefore be quite glad when the children keep a sharp eye on
    • him. Goethe from his earliest childhood was very much inclined
    • study them in the children. Why is it that a person has short
    • souls which will teach us to look upon every child in a deeper
    • the right way, they approach the child with the love born out
    • teachers and so deepens these hearts that love for the child
    • observe the child in such a way that he is faced with this
    • question: What is the main trend of a child's development up to
    • show that up to the change of teeth the child is a completely
    • the change of teeth signifies for the growing child. It is only
    • as I have described — we observe the child up to the
    • Maximum number of matches per file exceeded.
  • Title: Human Values in Education: Lecture III
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    • Stages of Childhood
    • lectures investigate every aspect of the child's growth in its threefold
    • Even when the child enters this world from the embryo
    • child himself. Now today people study the substances they meet
    • observation. If, for instance, we study the child up to the age
    • The child must, so to say, remain closely connected with
    • seventh year. At approximately this age the child's physical
    • the child is only interested in certain things in the outer
    • you must take into account that at first the child's
    • teeth the child's perception adheres to everything in the
    • you turn your attention to the way in which a child not only
    • after the other, you can observe how one child treads more
    • walks more on the toes. You can observe children who in
    • interesting to watch a child learning to walk. You must learn
    • much less attention is paid to it, to see how a child learns to
    • children who, when they want something, move their hands in
    • take hold without moving the fingers. There are children who
    • once knew a child who, when he was very small and his
    • This is the first thing to look out for in a child; for how a
    • child moves reveals the most inward urge of life, the primal
    • Maximum number of matches per file exceeded.
  • Title: Human Values in Education: Lecture IV
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    • Three Epochs of Childhood
    • lectures investigate every aspect of the child's growth in its threefold
    • to the law of imitation in a child's movements I regard as
    • we take the first epoch of a child's life, that is, the time
    • child is working and developing in such a way that those
    • seventh year of life the child is so organised that he is
    • of the child during this time lies in the unfolding and building
    • into the speech organism. Although the child has already
    • then on the child develops the faculty of experiencing inwardly
    • grandfather died then, the gestures the child imitated from him
    • between the change of teeth and puberty, the child in the
    • The intercourse between teacher and child must be of such
    • pointed out how at this age one cannot approach the child with
    • pictures: so that the child receives pictures described by his
    • explained further how writing must be brought to the child in a
    • child into civilisation. Everything which introduces the child
    • our present day civilisation work on the child like little
    • to a child of this age, immediately after the change of teeth,
    • child. The child when occupied in writing does at least bring
    • by allowing the child also to read what he has written. In this
    • Maximum number of matches per file exceeded.
  • Title: Human Values in Education: Lecture V
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    • lectures investigate every aspect of the child's growth in its threefold
    • be applied to every individual child. Time must be devoted to
    • child. This is essential and must be reckoned with in actual,
    • the teachers' conferences the individual child is spoken about
    • human being as such in its special relationship to the child in
    • grades and types of children with their varying childish
    • well every kind of child, from the one whom we must class as
    • we want to observe children in their real being we must acquire
    • individual children, but above all the ability to appraise
    • One can have a child in the class who appears to be
    • hold fast to one's opinion and say: This child is gifted, for
    • childhood, say at about 7, 8 or 9 years old the ease with which
    • a child learns can be a sign that later on he will develop
    • nourishment, the cause whereby the child grows bigger; when one
    • very definite ensues. In living together with the children one
    • capacity or achievement of the child. One learns to enter in a
    • living way into the nature of the child and to do so
    • assessed by observing the physical organisation of the child,
    • shows signs of hardening, of stiffening, so that the child is
    • someone might say: In this particular child, who is about 7 or
    • Maximum number of matches per file exceeded.
  • Title: Human Values in Education: Lecture VI
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    • lectures investigate every aspect of the child's growth in its threefold
    • relationship with the parents of our Waldorf School children
    • by parents of children living in the neighbourhood. At these
    • regard to the education of their children; and the parents hear
    • the children and why it is that we think it necessary to have
    • years of age a child must have reached a certain standard, and
    • which the children are growing up. We need the inner support of
    • continually crop up when the child comes to school; for he
    • child possibly even more than the parents themselves to whom he
    • receiving a child of school age, about 7 years old, into his
    • the father, the mother and other people from the child's
    • child himself, especially where physiological-pathological
    • situation as a whole in order really to understand the child,
    • in regard to the child's environment. By building this bridge
    • damage the natural feeling a child must have for the authority
    • their children's teachers. They feel as if the teachers want to
    • take the child away from them; but as soon as this feeling is
    • with the child. Such things, can, however, be put right if the
    • understand those moments in a child's life which are
    • instance, into teaching the child about the nature of the
    • Maximum number of matches per file exceeded.
  • Title: Human Values in Education: Lecture VII
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    • Diet for Children, Four Temperaments
    • lectures investigate every aspect of the child's growth in its threefold
    • ways from the educator over to the children his pupils. But it
    • the point of looking at the child in the right way.
    • will give you an example. A child in my class becomes paler and
    • physical life of the child, but we gain nothing by going to the
    • back the child's colour; for, should we do so, the following
    • may well be the result: The child grows pale and this is
    • something rather strange will be observed in the child who is
    • well say that the doctor had cured the child — later,
    • however, it is noticeable at school that the child who has been
    • can say: During the first years of a child's life both these
    • for the power of growth and nourishment. The small child still
    • power of recollection. Possibly the other children in the class
    • pays less heed to a child who in this respect has little to
    • this emancipated faculty. The child grows pale and the teacher
    • very noticeable that when such a child is relieved of this
    • done himself in the first place, by overburdening the child
    • child grows too pale it is because his memory has been
    • I may have another child in the class who from time to time
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  • Title: Human Values in Education: Lecture VIII
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    • lectures investigate every aspect of the child's growth in its threefold
    • childhood, are transmuted into the forces of memory. Then we
    • confronting them so frightfully simple. If a ten-year-old child
    • about the development of the child. An art of education based
    • point of taking singing with the children from the very
    • education of the child, but also to let those children with
    • able to establish a relationship with the child. The child
    • is concrete and real and describe this, the child will enter
    • And one will find that children have much more inner
    • Children prefer a gentle way of handling things. When I say to
    • a stroking movement of my hand. Children find it much more
    • one wants to give these children something which they can make
    • a third or half of the class, each child will speak and be able
    • children as a chorus, it seems at first that this calls up in
    • allowing the children to speak together goes quite well; but if
    • taking the individual child into account, the result will be
    • that in the end no child by himself will know anything.
    • individual child separately. Here theories do not help. To say
    • want to teach history to a child before the 9th or 10th year is
    • book to the child before this age. It is only with the 9th or
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  • Title: Human Values in Education: Lecture IX
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    • lectures investigate every aspect of the child's growth in its threefold
    • spoken to him about the necessity of introducing children to
    • when children were taught health-giving gymnastics — in a
    • know that however much I draw on the board, children will learn
    • care was taken that a child should learn how to move, how to
    • When we have children who learn to write easily with the right
    • human training, but they impart knowledge to the child. The
    • child is expected to absorb knowledge; his true
    • how a Greek child was educated; anyone who then turns his
    • taken from the sciences are given to the youngest children,
    • children look as if they were small professors. And should one
    • child and a modem child, one might well say: A Greek child was
    • a human being, a modern child all too easily becomes a small
    • the purpose of a child knowing what an addition sum is —
    • if he can only add? What is the purpose of a child knowing what
    • banker Rothschild behaved when a representative of the
    • of the ambassador's arrival Rothschild was having a
    • was duly announced. Rothschild, whose business with the dealer
    • desired to be announced once more. To this Rothschild said: I
    • door into Rothschild's room, saying: “I am the ambassador
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  • Title: Human Values in Education: Lecture X
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    • lectures investigate every aspect of the child's growth in its threefold
    • There were a number of children and the mother was
    • to me: What might develop out of the children? It was in
    • The Education of the Child from the Aspect of Spiritual Science,
    • might help mothers to bring up their children. I was constantly
    • asked: Should this child be dressed in blue, or that one in
    • red? Should this child be given a yellow bed-cover or that
    • child a red one? I was also asked what one or another child
    • emerged Emil Molt's idea to found a school for the children of
    • founded with 150 children drawn from the Waldorf-Astoria
    • children from entering the school before the fifth class.]
    • few years the school grew in such a way that children were
    • all classes of life. All kinds of people wanted their children
    • Naturally enough parents are fondest of their own children and
    • children to the Waldorf School. They even discover that the
    • Waldorf School suits their children admirably. Recently two
    • children; but what a pity that it is based on
    • regard to religious instruction, the Catholic children are
    • taught by a Catholic priest, the evangelical children by an
    • these children would have had no religious teaching at all. I
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  • Title: Practical Course/Teachers: Lecture I: Introduction - Aphoristic remarks on Artistic Activity, Arithmetic, Reading, and Writing
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    • child to-day. We read, but the art of reading has
    • 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
    • children reading and writing we are teaching in the domain of
    • the spirit when we teach the child music, drawing, or anything
    • individual. Imagine that we approach the child in this way
    • ‘fish.’ We now try to show the child that he must only begin
    • When you set about appealing to the child's nature in this way,
    • you transport the child right back into earlier civilizations,
    • the child the convention: “You are to make an
    • that the child is struck by the difference in shapes. It is not
    • enough merely to form these shapes before the child with our
    • artistic element in the child. The artistic element, as is well
    • Consequently, we proceed by letting every child cultivate
    • begin, too, with the musical element, so that the child is
    • strike a chord to which the child-like soul loves to vibrate in
    • harmony, because the child has then not only an external
    • must go on to make the child understand that grown-up people,
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  • Title: Practical Course/Teachers: Lecture II: On Language - the Oneness of man with the Universe
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    • to excite fear, by saying to a child, for instance:
    • the inner contact with the children, which is far better than
    • instruct and educate the Waldorf children and all that they
    • of teachers with just this group of children. And you are the
    • right teachers for these children because you have formerly
    • developed antipathies for these children, and you free yourself
    • children now. And we must cultivate sympathies in the right way
    • children's temperaments.]
    • for the child's life of ideas. You will be a good teacher for
    • the child's life of will if you try to surround each individual
    • child with sympathy, with real sympathy. These things belong to
  • Title: Practical Course/Teachers: Lecture III: On the Plastically Formative Arts, Music, and Poetry
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    • beginning our work with the child with a certain artistic form
    • formative, by letting the child live in the world of colour, by
    • possible, without jarring on the child's naivety, to introduce
    • incidentally, the child gets itself at first thoroughly grubby
    • Begin as early as possible to bring the child in touch with
    • white surface; and try to awaken such experiences in the child
    • fashion we can invite children to understand this living
    • abstraction. We ought to produce already in the growing child a
    • easy here to fall into the error of introducing the child too
    • happen; I had addressed a few words to the children of
    • staff and Dornach anthroposophists. The children had their
    • Eurhythmists, the children came up and said: “Did you
    • to say a few words to the children. It was the evening before
    • the children were to be taken back again to Münich and
    • of the child's attention to something which he does not yet
    • fore in these days: We are only to impart to the child what he
    • can be introduced tenderly into the child's soul which can only
    • beyond the child's age and appealing to something which he can
    • deadening element into our pedagogy. But the child must know
    • within the child that he must be ready to wait for a perfect
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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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    • position to become familiar with children coming from all
    • for the child's development.
    • have, then, a group in front of you, of various children.
    • The first thing will be to draw the attention of the children
    • important to address the children somewhat in this way:
    • the children this complex of idea is extremely important. But
    • children by all possible means: the child must look up with
    • culture must be inspired in the child from the very first, so
    • child, then, in the following way, quite without
    • beyond the child's horizon. It does not matter, you see, if you
    • say a great deal to the child which he will only understand
    • later. The principle that you should only teach the child what
    • point, then, is not that the child should at once form an
    • the child, enlarging on it in the way which best suits you:
    • talk like this to the child, and then tell him: “You will
    • child's attention to this fact, and then perhaps, even
    • it through with the child, like other things, by frequent
    • repetition. It is important, then, to make the child fully
    • You find it suggested to-day that the child should come to
    • young children. But such a practice, in the face of a real
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  • Title: Practical Course/Teachers: Lecture V: Writing and Reading - Spelling
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    • first, the child's consciousness of why he has actually come to
    • child a certain mastery of the round and straight-lined forms
    • assume, then, that the child has already come to the point at
    • own free imagination. I should first say to the child at this
    • child remembers, in connection with being at school, baths,
    • orders. It is well to select your examples so that the child is
    • it.” Then, again, I simply let a number of children write
    • will just get the beginning clear: ‘B.’” The child must
    • “fish.” And now it must be made clear to the child
    • Then I draw the child's attention to the presence in other
    • try to pass with the child from the whole of the word to the
    • to the “sign” to represent a sound. Let the child
    • imagination to trace for the child a path like this from
    • you transmit to the child with your own enthusiasm the
    • Then you go on to draw the child's attention to the fact that
    • that the child sees the resemblance with the picture. Like this
    • teaching that we succeed in leading the child into the world in
    • a fully living way; for the world is a whole, and the child
    • proceed as I have suggested. When you let the child learn the
    • to teach the child a, you will say to him: “Now
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  • Title: Practical Course/Teachers: Lecture VI: On the Rhythm of Life and Rhythmical Repetition in Teaching
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    • — or, to the child. So they try to discover by external
    • growing child. Clearly our principles and methods of teaching
    • procedure. A “subject,” a child or an adult,
    • child, for instance, to adopt, in order to arrive at the most
    • that with the child, too, we must study subjects which do not
    • child repeat sentences which he is far from understanding
    • because of his tender age, when you encourage the child to take
    • to acquaint the child with things which are first and foremost
    • hand you must also give the child things which can have some
    • education of the feeling nature when the child is made to
    • the growing child. Consequently, he will have to accept, among
    • growing child if you cannot estimate the influence on him of
    • instilled into the children's souls years before. In any case,
    • greatly when the children are passed every year to a fresh
    • children in earlier years. It is part of the teaching method
    • children — to be able to attend to rhythmical repetition.
    • Therefore select subjects for the children, make a note of
    • let us say, in a way suited to the child's disposition,
    • too, after having tested the children in experimental
    • with the quality of individuality in the child. But we can also
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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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    • particularly when you have brought the children to the end of
    • just when the children have passed their ninth year. We shall
    • each individual child between seven and fifteen years.
    • to children (in a rather different, more elementary way),
    • children this stage is reached even before the ninth year, with
    • the children have grown familiar with natural history in
    • the child with natural history has been chiefly narrative,
    • be aimed at in the child by means of natural history teaching
    • “The child at nine years of age can be told little
    • the little that a child can be taught about man should be
    • a higher plane. You will not need to tell the child this, but
    • of referring to man, you produce in the child an impression of
    • perhaps start, when the child is nine, to describe the human
    • already practised to produce in the child, even at this early
    • give the child this idea. It awakens simultaneously the
    • elements of feeling and will, for the child starts by seeing
    • intellect. Then you try to arouse in the child the idea that
    • trunk and affixed to it. There is much that the child will not
    • children that the limbs are affixed to the organism from
    • outside. This gives the child a first conception of the human
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  • Title: Practical Course/Teachers: Lecture VIII: Education After the Twelfth - History - Physics
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    • up with the real knowledge of the child's development at this
    • is, the time when the child has completed his ninth year and is
    • beginning his tenth. When we trace the child's development from
    • introduce the child to the concepts of natural history, as I
    • another important phase in the child's development lies between
    • Here, then, lies another important point in the child's
    • development. It is expressed in the fact that the child, if we
    • But although it is left for you to translate into children's terms
    • to children you will not be able to awaken in the child the
    • completed his twelfth year. You can tell the child
    • the child begins to feel a yearning to get what he once learnt
    • told the child before, for instance, stories of this or that
    • you will notice unmistakably, that the child responds with
    • answer to the appropriate moment in the child's
    • there emerges in the child, when he has crossed the Rubicon of
    • You may talk to the child before this about the organization of
    • when you teach the child about the formation of the human eye?
    • have developed the ideas in the child which enable him to
    • respond. That is, you must have already shown the child the
    • This can be done between the turning-point of the child's ninth
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  • Title: Practical Course/Teachers: Lecture IX: On the Teaching of Languages
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    • children coming in at widely different ages. Besides this, we
    • apply a golden rule particularly to the older children whom we
    • children of thirteen, fourteen, and fifteen years, we carefully
    • the first week, for finding out what your children can already
    • of time is wasted with secondary school children, for instance,
    • of the children's thoughts in the foreign language than
    • First of all, let us take the oldest children who are to be
    • question with your children. You will select reading passages,
    • and begin by calling on the children to read these passages
    • aloud to you. You will save the time and energy of the children
    • pleasant reading by the child and to achieve, where possible,
    • good plan with children for whom you wish to combine revision
    • reading passages. Simply let the child tell in his own words
    • convenient for you, of course, if you simply let the child
    • reproduced a phrase in his own words. There will be children
    • does no harm. But first go through it with the children.
    • language some subject or other, anything which the child can
    • shall find out how far the child who has come to us from some
    • It is especially necessary that children after the age of
    • of course give the child this logical teaching, but it will
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  • Title: Practical Course/Teachers: Lecture X: Arranging the Lesson up to the Fourteenth Year
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    • affirm: if we get a child under the age of nine we shall be
    • painting-drawing with the child as we have discussed. We shall
    • drawing forms with the written letters, so that the child still
    • Last of all we introduce the child to physics. Here we come to
    • Here we begin to teach syntax. The child is only really ready
    • instinctively those elements of language which the child can
    • throughout these entire stages of childhood, from nine to
    • other children for whom everything should be quite still
    • painting and drawing with the little children as a morning
    • of the children. Naturally we shall have to make compromises,
    • the so-called less-gifted children generally speaking
    • in the first stage we shall have the intelligent children who
    • not therefore form an opinion too early as to which children
    • get children who have gone through the most various classes.
    • to what gives the children the greatest imaginable pleasure: to
    • You will discover that it gives the children really great
    • a child who is saying something particularly tedious is
    • really feel the children in front of you like a choir which you
    • Then comes the point to ascertain from the children what poems
    • the store of their memories. And with this store in the child's
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  • Title: Practical Course/Teachers: Lecture XI: On the Teaching of Geography
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    • previous stage. The child can absorb an extraordinary amount of
    • out from the child's own knowledge of the face of the earth and
    • to convey to the child, again artistically, by a kind of
    • child, in an elementary way, a map of the immediate
    • familiar. We try to take the child through the difference
    • child's attention to them like this: “You see that part
    • the child. We also draw in the meadows which cannot be mown but
    • we tell the child that this is pasture land. In this way we
    • as far as the child is able to understand our knowledge
    • give the child some simple idea of the economic connections
    • life in the country and in the towns. As far as the child can
    • child's eyes to the fact that man lays out artificial rivers in
    • some time to give the child an idea of the economic connection
    • land and indicating to the child, as you go on, the direction
    • Alpine range. And the child will be extraordinarily
    • to the child: “You see, along the course of the rivers, I
    • the child's range of ideas can be enlarged by many illuminating
    • to the child what grows down in the valley, what grows further
    • now you begin to show the child how people establish
    • out to the child where there is ore, and coal, and how these
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  • Title: Practical Course/Teachers: Lecture XII: How to Connect School with Practical Life
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    • simply do not let the child of fifteen or sixteen leave school
    • functions of the outside world. The child must leave with a
    • is, we should not neglect to introduce the child, on a basis of
    • neighbourhood. The child should have acquired some general idea
    • children of his employees.]
    • one could teach the child, in an economical fashion, the entire
    • to children of twelve to fourteen, fifteen, and sixteen. If
    • mechanical or chemical technology, but if the child could keep
    • often degenerates into platitudes, the child learns many such
    • have been taught in our childhood with the care which I have
    • that the child learns during his school years should ultimately
    • Do not imagine that the effect is to make the child idealistic
    • imagine that the child will be more idealistic later in life
    • of God in nature. You do not make the child idealistic in this
    • itself in the child if you do not approach it so directly, so
    • teaching, must be clearly kept in mind, and what the child
    • the channel of practical life. In fact, no child ought really
    • Yes, indeed, this “sort” of essay which children
    • to the business letter. And no child should pass the age of
    • difficulties. You do the child a great kindness if you teach
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  • Title: Practical Course/Teachers: Lecture XIII: On Drawing up the Time-table
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    • connection with the pupils, with the children, immediately at
    • cannot risk letting our children, after the first or second
    • children educated and taught outside our school. After nine
    • years of age, of course, by our methods our children should
    • happen that our children were required to show in some way, let
    • good thing for the children that they should be able to do just
    • course, we are concerned with children, with pupils who have
    • chief mistake attendant to-day on the teaching of children
    • too much. We shall consequently get children coming in with
    • even senility — than children between twelve and fourteen
    • fact in evidence, however, was that this half-child was too
    • children who come into the school at twelve to fourteen, and to
    • not to estrange children too greatly from modern life.
    • great deal of simple talking with the children. We read to them
    • getting the children to tell again what they have heard us tell
    • time with the child this telling of stories and retelling of
    • the mistakes which the child makes — at first he
    • do all this, and in spite of it the child will have reached the
    • only a burden on the child's soul: we shall have to teach him
    • first year and ask the child what “i” is, what
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  • Title: Practical Course/Teachers: Lecture XIV: Moral Educative Principles and their Transition to Practice
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    • tell the needs of all children at any age. Let us put side by
    • cross-questioning of the child on self-evident things in the
    • as so necessary: the cultivation of the child's
    • of giving an object lesson, you discuss with the children the
    • unspoken, so that the child is induced to continue
    • The child simply leaves the school feeling that he has learnt
    • ready to be distracted. That our children to-day are such rough
    • When you receive a child in the first years at the elementary
    • school he is quite a different being from the same child in the
    • his body. When the child leaves school you must have enabled
    • speaking, particularly when the children have not been spoilt
    • considerably. Put before the child three different substances;
    • albumen. The child knows these. But remind him that the human
    • That is why you can teach the child in these years about the
    • not make him egoistical. If the children are not taught in
    • people. What the child learns later, after puberty, about
    • provide for the whole of his life if you teach a child what is
    • children of seven or eight with precepts of nutrition, with
    • the older children some reference to rules of health and
    • child is to learn — then the child himself, or the
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  • Title: Practical Course/Teachers: Concluding Remarks
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    • school, in his behaviour with the children. That is the first
    • smallest matters that concern the individual child. That is the
    • particular the growing child. In all questions of method they
    • will be a true child of care. My thoughts and cares will be
  • Title: Study of Man: Lecture I
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    • the three-fold man. Nature of sleep in child and adult. The teacher
    • makes his relation with the child through what he is, — which
    • depends on his thoughts about the world. Children must learn to
    • You will have to take over children for their education and
    • instruction — children who will have received already (as you
    • first years of the child's education. But when we receive the children
    • the child's life. For this we must fill ourselves with the
    • look upon the child with physical eyes, we will all the time be
    • child itself. It can only be an unconscious result of what the parents
    • self-education will pass over to the child. The less we think of
    • beginning to educate the child before it sees the light of the world
    • the better will it be for the child. Education can only begin when the
    • child becomes a true member of the physical world — and that is
    • Now when the child has come forth on to the physical plane, we must
    • If you regard with an open mind the child who has found his way into
    • earthly life, you will observe that here in the child, Soul-Spirit or
    • one another. They must be attuned to one another; for when the child
    • into a complete connection with the external world. The child only
    • of the nature of the child will show us that he has not yet learnt to
    • have to do with the child. We must first gain an
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  • Title: Study of Man: Lecture II
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    • planting seed pictures in child.
    • develop this, as well as feeling and willing, in the children, and to
    • so that we can lead a child to health of soul and body, and not to
    • point the child back to his pre-natal existence, and you will harm him
    • to the child. You must rather introduce imaginative pictures. Why is
    • abstractions in teaching a child, you involve him too intensely in the
    • hardening of the body, and decay. If you bring to the child as many
    • speaking to him in images, then you are actually laying in the child
    • give the children images we are taking up this cosmic activity again.
  • Title: Study of Man: Lecture III
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    • Equal importance of teachers of children of all ages. Twofold division
    • to-day in the background of all teaching — with younger children
    • use directly in one's work with the children, but which it is
    • In our teaching we bring to the child the world of nature on the one
    • perception of this. He therefore considers it childish when he reads
    • naturally the body received as a child differs from the body as we lay
    • role in ancient science, but which is scorned as a childish conception
  • Title: Study of Man: Lecture IV
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    • childhood, notice must be taken of this part of the will which
    • authority and let the children educate themselves. Something dreadful
    • the children accompanied with all sorts of racket. Then, when the
    • What do we commonly find advocated? That children should have the same
    • must realise that a child has to develop quite different powers of
    • effect upon a child at the usual school age. Let us once more
    • but the whole human being lives in the will, so that in a child too
    • costs guard against believing that we can influence a child's will by
    • nature of the child. This we can only achieve by introducing actions
    • will aright, not by telling a child once what the right thing is, but
    • child and giving him rules of conduct: you must lead him to do
    • is for the development of the feeling; the more conscious a child is
    • and aroused when you lead the child to repeat things consciously. In
    • concerned we always consider that when an idea is given to a child,
    • themselves for the development of the will and apply them to the child
    • become inwardly strong to whom it is said in childhood:
    • must command. Thus to assign to the child some kind of work for each
    • repeatedly works powerfully on the children's will.
    • child acquires artistically gives him fresh joy each time. The
  • Title: Study of Man: Lecture V
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    • Child lives in sympathy. Moral development through antipathy. Between
    • early childhood we act more or less out of pure sympathy, however
    • strange this may seem; all a child does, all its romping and play, it
    • impulses that we notice in the little child were throughout our life
    • to remain only sympathetic, as they are sympathetic in childhood, we
    • our life between birth and death bring antipathy into the childlike
  • Title: Study of Man: Lecture VI
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    • in thinking, sleeps in willing, dreams in feeling. Types of children
    • the education of the child. We must keep the three standpoints
    • view, you will not wonder that the children differ with regard to
    • awakeness of consciousness. For you will find that children in whom
    • the feeling life predominates are dreamy children; if thought is not
    • fully aroused in such children they will certainly incline to
    • children through strong feeling. And you can reasonably hope that
    • tendency sometime to awaken. If we have such a child, who broods
    • Children who brood still more and are even dull in their feeling life,
    • child life. You may get a child in school who behaves like a true
    • weak-minded, a stupid child,” if you tested him with experimental
    • then said, “stupid child in his whole disposition; belongs to the
    • backward children,” you would be very far from understanding the
    • real nature of the child. It may be that the child has special powers
    • in the region of the will; he may be one of those children who, out of
    • child is destined not to appear until later, then he must be treated
    • will in a child of this kind. That means that you must work into his
    • element. You must treat a child of this kind by building as little as
    • have many such children, but in a case of this kind you can call the
    • child out from the class — which will be stimulating to the other
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  • Title: Study of Man: Lecture VII
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    • childhood man principally Body; in middle years Soul; in old age
    • feeling in childhood, cognition with feeling in old age. Sense
    • For instance if you consider the child as he first comes into the
    • wiser than in his childhood; only in childhood his body was capable of
    • child — kicking and sprawling and performing unconscious actions
    • the child, and on the other hand you have a body that as it were
    • When we observe a child the impression we get of the child's soul
    • that willing and feeling have grown together in the child. When the
    • child kicks and tumbles about he is making movements which precisely
    • this is the concern of later life. We can only prepare the child
    • a certain course; for the feeling-willing of the child develops into
    • You must seek out the sphere of willing and feeling in the child's
    • For in all that the child looks at and perceives we must also
    • the child's sensations. It is only when we address an old man, a man
    • For them the sensations of old age are the same as those of the child,
    • child it has more of a will nature, in the old man more of an
    • child with the life in the body of an old person. By means of this
    • bodily periphery of the child, because compared with the more human
    • inward side of the child's being this bodily periphery is asleep and
    • childhood with old age to find the real relationship between body and
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  • Title: Study of Man: Lecture VIII
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    • childhood — who doze through life. The outer things make an
    • condition which appears especially in this way in childhood.
    • and therefore you cannot give a child a direct training in the use of
    • his will. For to try and make a child use his will, would be like
    • awaken in the child a vivid interest in the animal kingdom. We shall
    • affect the child's will; so that, when mental pictures of animals and
    • awakens an intense interest in the child also contributes to a very
    • through such confusion. For how is it possible to educate a child to
  • Title: Study of Man: Lecture IX
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    • In first seven-year period child develops through imitation: in second
    • Concepts enter sleeping soul and affect body. Concepts of child form
    • child assumes world is moral; in second beautiful; in third true ...
    • child, permeated by your own will and feeling, then you will be able
    • into a kind of hygiene of the growing child.
    • teeth the child bears a very distinct character, shown in his wanting
    • child who wants to take on authority what he has to know, to feel and
    • Therefore in dealing with children of primary school age we must
    • something pre-eminently scientific; it must be brought to the children
    • Therefore you ruin the soul of the child if you make him commit to
    • children of all ages who bear the result of former teaching. The
    • children will have been taught in conclusions, judgments and concepts,
    • build on the knowledge that the children have already acquired, for
    • you cannot begin at the beginning with each child. We are so placed
    • with classes of all ages. You will thus find that the children's souls
    • early days you will have to be very careful not to worry the children
    • conclusions are too firmly fixed in the children's souls it is better
    • to leave them dormant and try to appeal to the child's present life in
    • soul. You will be forming the soul habits of the child by the way you
    • teach the children to form judgments. You must be absolutely aware of
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  • Title: Study of Man: Lecture X
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    • subconscious relations with the child. For then he will have due
    • child with the distinct idea that he is a little animal and that he
    • what I do with every growing child, the way I work with him, has
    • in each child is situated a centre for the whole world, for the
    • child passes into a feeling which hallows all the varied aspects of
    • such feelings they pass over to the children by underground ways.
    • words — in order to make yourself understood by the children. If
    • between you and the child. Then you will be one with the children.
    • the children as a whole. Pedagogy in the true sense must be built on
  • Title: Study of Man: Lecture XI
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    • childhood Soul and Spirit are dreaming and sleeping outside child,
    • child. First mother milk, then mother speech awaken child. Teacher's
    • years the child's soul is dreaming in the head; while his spirit in
    • soul are outside his body in sleep. The child in spirit and soul, in
    • those who are around him. Because of this the child is an imitative
    • child changes his teeth, and the second ones appear, this is an actual
    • child in his early years, we see clearly that the chest organs, as
    • into one another. Moreover it is here that the child is first fully
    • that the child brings something of great consequence to meet you. He
    • the child potentially is. The thing we can accomplish best in our
    • make the little child who lies kicking his legs do gymnastics, for
    • will to the sleeping spirit of the child. Later on, when we have
    • managed to approach the child's will, we can work upon his sleeping
    • within it. And as we give the child milk it works upon the sleeping
    • spirit has the task of awakening the sleeping spirit of the child.
    • depths, is the awakener of the human spirit in the child. We must
    • the child's human spirit. Thus everything we see around us springs to
    • years of human development. And when we educate and develop the child
    • Through our words and actions, which the child copies, we begin to
    • work upon the child through his will, and in so doing we continue the
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  • Title: Study of Man: Lecture XIII
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    • Nature and effect of fat in child. Living elements absorb Soul and
    • enable us also to deal with the child in his relationship to the
    • allow children to have too much fat producing food. It causes their
    • question of having the tact to co-operate with the child's home life
    • children tend to get fat because they are weak — but with normal
    • children it is always possible to prevent excessive fat by giving a
    • significance. We must realise that if we allow the child to accumulate
    • process if we let the child get too fat.
    • the child is concerned. It is possible, on the one hand, to direct the
    • child's outer bodily movements more and more to what is purely
    • also guide the child's outer movements so that they become purposeful
    • movements, movements penetrated with meaning, so that the child does
    • Eurythmy. The more we make the child do purely physical gymnastics the
    • child's will, in his relations to the outer world. That gymnastics,
    • the teacher of those children entrusted to his care, he must also work
    • where children are concerned. Therefore for children it is best of
    • must feel it our duty to ask ourselves: why should the child undergo a
  • Title: Study of Man: Lecture XIV
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    • grammatical side of language. Let us be conscious that when the child
    • child's soul all that arises from the limb nature and comes to its
    • more justified in encouraging the child of seven to develop its own
    • judgment of the child of twelve. (It is from the age of twelve onwards
    • child's imagination in all we teach him, in all the lessons he has to
    • And we do really appeal to the child's imagination if, for instance,
    • we are, once again, really appealing to the child's imagination. For
    • thoroughly comprehensible that a child needs to use his imagination
    • way. The teacher could say: “Suppose we have three children; the
    • be helping the child's imagination when we show him that the powder
    • needed to cover the other two squares. Through this the child will
    • imagination between teacher and child. The teacher must keep alive all
    • teaching has a wonderful influence on children in their later years.
    • children. For this reason no one can be a good primary teacher unless
    • serve him, especially when it comes to the older children. But this
  • Title: Spiritual Ground: Lecture I: The Necessity for a Spiritual Insight
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    • — wished to see it applied in the education of children at
    • throughout the differing life-epochs. For in a child the spirit is
    • closer to the body than it is in the adult. We can see in a child how
    • the brain of a child when it is first born, according to our modern
    • seven year old child when we begin his primary education; it has
    • We must feel when we observe child life how necessary it is to have a
    • what takes place in the child day by day, what takes place in his
    • soul, in his spirit. We should consider how child life in its very
    • earliest days and weeks differs totally from later childhood, let
    • sleep a child needs in the early days of its life. And we must ask
    • when a child in early childhood needs nearly 22 hours sleep? The
    • life, is: Well it is not possible to see into the soul of a child, any
    • can guarantee a genuine insight into the inner texture of child life.
    • We look at a child. If our view is merely external we cannot actually
    • It is not so for one who comes to the observation of child life
    • few days. Then the child is fundamentally a different being up to his
    • problems confront us when we endeavour to sink deep into the child's
    • life and to ask. How does the soul and spirit work upon the child up
    • child when we have to educate and teach him in the elementary or
    • first period of a child's life up to the change of teeth, —
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  • Title: Spiritual Ground: Lecture II: Spiritual Disciplines of Yesterday: Yoga
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    • what is working in a small child up to the time of changing its teeth
    • expressions of the child's nature which may appear to us even
    • manifestations of life in a tiny child. Here, as I said yesterday, in
    • are manifestations of life in the child; we perceive these with our
    • When a child first begins to say A (AH) it is filled with a kind of
    • immediately present to us. It streams out in the A. When a child
    • shape the vowel substance. When a child says Ma Ma — A twice over
    • — the gesture shows the child's need to reach out to its mother
    • would be what the child feels and experiences about its mother. M is
    • child. It is not what we have called “mind” in us that is at
    • work. That in a little child would not be a creative thing. That would
    • way just described which is at work in a child: it is this which forms
    • Suppose I am teaching a child of nine or ten years old. I want to tell
    • the child about immortality, the immortality of the human soul. If I
    • go into philosophic dissertations, however charming, the child at his
    • expositions. But if now I say to him: Dear child, see how the
  • Title: Spiritual Ground: Lecture III: Spiritual Disciplines of Yesterday and To-day
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    • repeat: This is not in the least necessary. For the body of the child
    • grow naturally into a spiritual treatment of the child. But our
    • immediately comprehensible to the child at whatever stage he may be.
    • given time when we put as many things as possible before the child in
    • what becomes of the sensation I have aroused in the child when the
    • child has grown into an older man or woman, or attained old age. He is
    • it is advisable for a child between the change of teeth and puberty to
    • needs to have an example set: In that case I shall tell the child
    • divine, spiritual world to the child. He believes me; and accepts what
    • receive in childhood unconsciously we do not understand. If in
    • childhood we could only accept what we understood we should receive
    • teach the child this must be kept in view.
    • for showing the child how man partakes of immortality. I was not
    • give the child, what image we are to place before his soul so as to
    • picture form to a child of eight or nine years, (for it was of
    • children we were speaking, and not of introducing things in this way
    • that the thing we tell the child is different from that into which it
    • calling a child unskilled, immature, “childish” (zappelig)
    • not only younger and more grown-up children, but childish and grown-up
    • therefore of child nature — as I was able to do that year. For,
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  • Title: Spiritual Ground: Lecture IV: Body Viewed from the Spirit
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    • childhood and youth?
    • repeatedly stated — the child is entirely sense organ, entirely
    • organism. In a child it is as if every little blood corpuscle were
    • a somewhat exaggerated and pictorial way. The child is as yet entirely
    • child is exposed to sense impressions in a far greater degree than is
    • the nurture of a very young child, perhaps a tiny baby; a person with
    • of the child is a heavy hearted being, one to whom life has brought
    • The child who is growing up in the company of the adult is an
    • his sad feelings. For there is a subtle interplay betwixt child and
    • and all its physical consequences, the child being an imitator, takes
    • adult. The child cannot imitate the soul content of the sorrow, but it
    • since the spirit is still working into the child's whole organism, his
    • into himself. Thus the very condition of the child's organism will
    • This is the manner of a child's life up to the changing of the teeth.
    • seen by anybody who has the opportunity of observing a child during
    • on this subject. — But the child has more and more to adapt
    • place during the child's early years between heredity and adaptation
    • child. And we who stand at the child's side must endeavour so to guide
    • processes have to take place for the child to be able to model a
    • ourselves: there may be among the children a very intelligent being,
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  • Title: Spiritual Ground: Lecture V: How Knowledge Can Be Nurture
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    • If the process of the change of teeth in a child is gradual even more
    • it is important to remember that the child is gradually changing from
    • treatment of a child in its seventh year or so — at the age, that
    • thing is to foster the development of the child's inherent capacities.
    • This educational principle demands that the child shall develop the
    • be done satisfactorily when the child is not required at the very
    • Now it is a thoroughly unnatural thing to require a child in its sixth
    • child is naturally disposed to do — and these letters. Remember,
    • confront a young child with these letters we are bringing to him an
    • child's organism really means. It is just as if we habituated the
    • child from his earliest years to wearing very small clothes, which do
    • and writing to the child in a wrong way. An art of education founded
    • the child. It does not merely say: the individuality must be
    • taking reading as the starting point. For with a child the first
    • endeavour to lead over what the child does of its own accord out of
    • make it clear to you by an example: We ask the child to say the word
    • we get the child to experience the word “fish.” From
    • would affect the child like a demon, something foreign thrust into his
    • writing arose so as to give it in the same manner to the child. What
    • deriving the letter form for the child from life itself. While you say
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  • Title: Spiritual Ground: Lecture VI: The Teacher as Artist in Education
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    • believe we can benefit the child simply by thinking: what bodily
    • movements should the child make to become physically strong P But if
    • we want to make the child's body strong, capable and free from
    • cramping repressions we must reach the body during childhood by way of
    • puberty. When the child is nearly ten years old the beat and rhythm of
    • If you observe children under eleven years old you will see that all
    • children of over 12 years old you will see from the way they step how
    • man a true child of the world, only now must he live with the mechanic
    • For this reason, you see, when we teach the child mineralogy, physics,
    • Now this enlightens us as to how we should treat the soul in children,
    • before the bone system has awakened. While the child still dwells in
    • it dwells in man — the child can go along with it because his
    • child the principle of the lever or of the steam engine he can
    • physics, mechanics and dynamics at the right time with the child,
    • — the experience the child has of his own bone-system. And what
    • we say to the child unites with the impulse and experience which comes
    • from the child's body. Thus there arises, not an abstract,
    • it is intellectual; all this leaves the child out of account, the
    • child is, as it were, impermeable to our vision. The child is like
    • experience the child artistically, to see him as an artist would.
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  • Title: Spiritual Ground: Lecture VII: The Organisation of the Waldorf School
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    • The second thing is the children, and here at the start we were faced
    • house to house canvassing for children, we received the children of
    • the workers in his factory. Thus, at the beginning, the children we
    • proletarian children. These 150 children were supplemented by almost
    • all the anthroposophical children in Stuttgart and the neighbourhood;
    • so that we had something like 200 children to work with at the
    • foundation of proletarian children, and the anthroposophical children
    • their application between a child of the proletariat and a child of
    • child brings different habits with him into the school from those of
    • children of other status. And these contrasts actually turned —
    • often it is not easy to rid the children of all they bring with them
    • it with good will. Nevertheless, many children of the so-called upper
    • Well, as I said, here on the other hand were the children. These were
    • purely in accordance with knowledge of man, to give the child week by
    • week, what the child's own nature demanded.
    • school of 8 classes, so that we had in it children from 6 or 7 to 14
    • or 15 years old. Now these children came to us at the beginning from
    • considered suitable for a child of 8 or 11 years old. So that during
    • children we had in each particular class. Nevertheless this would only
    • put through an education and finished with, a human being is the child
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  • Title: Spiritual Ground: Lecture VIII: Boys and Girls at the Waldorf School
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    • bring about. It aims at bringing up children to be human beings strong
    • The teacher must have a complete vision of the child organism; and it
    • child this must be done, and with that child the other.
    • organism of the children and what one could observe in it, and I told
    • him about one child who has a certain disorder of the heart, and
    • that is happening when a child plays, a little child. Play involves a
    • knowledge. A child wants to investigate the objects he plays with and
    • the child's soul — an activity unconstrained as yet into any form
    • does not satisfy. For if we guide the child's play so as to content
    • digestive system depends upon how his play is guided in childhood.
    • There is a fine, a delicate connection between the way a child plays
    • Suppose children show an extreme form, a pathological form of what we
    • child is tending to become pathological, — and this is far more
    • with the child's parents and learn from them what diet the child as
    • the child's pathological melancholy. He will probably find, — to
    • he will probably find that the child has been getting too little sugar
    • peculiarity of the melancholic child is that a certain substance i.e.
    • the liver. Now, m the melancholic child this is out of order, and one
    • must advise the mother to put more sugar into the child's food; in
    • Now, in the sanguine child you will find precisely the opposite: most
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  • Title: Spiritual Ground: Lecture IX: The Teachers of the Waldorf School
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    • the children you look in quite a different way upon a child who has
    • reached puberty — a child who has just passed through that stage
    • — you look upon this child in quite a different way from that of
    • quite new children — not the same children as before. And this
    • change in each child comes, in some cases, remarkably quickly, —
    • children in his charge may fail to perceive that he is suddenly
    • years of childhood into the 14th, 15th and 16th year, why then, ladies
    • the children of the Waldorf School there is no grudge against the
    • existence, the children have come to love their teachers. But these
    • children of the top class, these boys and girls of 15 and 16 now had a
    • children had blurted out this sort of thing, — namely snub them
    • talked to them. And I spoke to the children — but at this age of
    • certain things in the world had entered into the children. And since
    • Now the children said a great deal that was rather remote from the
    • children eagerly assented. And all that was necessary was to arrange a
    • with the children. For in the course of the last four or five hundred
    • years. The child is naturally averse to intellectualism. And yet all
    • think a kind of mental language that is incomprehensible to children.
    • people and children. This gulf must be bridged by teachers such as the
    • this hidden unconscious disgust in children by surfeiting them with
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  • Title: Curative Eurythmy: Lecture 1
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    • children, since what has been developed until now as eurythmy is in every
    • head system, for example, has been so dealt with in childhood that the
    • children from this aspect one will find that it is extremely significant
    • the child. If in time the condition appears to he habitual, then something
    • attention, the child becomes increasingly excited, ever more and more
    • the child move in such a manner that, in full consciousness —
    • becomes the more conscious. The child must be aware: that is the first
    • the left. One can reinforce the whole affair by having the child walk,
    • essential. If one has the child practise in this iambic manner, as one
    • child, the excited child and so on provided they are continued over
    • You have the child make half an “A” with the left arm and
    • the right arm, and so on, so that the child remains in motion and the
    • the other hand one has a child who is phlegmatic, who doesn't want to
    • take things in — our Waldorf teacher know these children well,
    • case one would do well to treat this child trochaically, that is to say,
    • education. One forms the “A” so that the child knows: first
    • they live in the child's consciousness; so that the child is really
    • that a child has the peculiarity of being unable to comprehend geometric
    • difficult it may be you will do this child a great service when you
    • in the case of children, one may notice that the three members of the
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  • Title: Curative Eurythmy: Lecture 2
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    • notice for example that some child, for that matter a grown up person,
    • a physical abnormality — in the case of a child, for example,
    • call this the movement for children or adults who cannot stand. In the
    • had here in front of you a really corpulent person. If a child or grown-up
    • It should be practised with those children or adults in whom there are
    • be applied with caution. That means that one must inspire a child who
    • child otherwise by comforting him and caring for his soul, then one
    • strongly to the fore. So if you have in school a child who is in every
    • children into groups especially for them. You will soon become convinced
    • that the children do these exercises much less gladly than the other
    • first as children often react to taking medicine: with resistance. They
    • it is somewhat harmful when the child doesn't enjoy it. One must try
    • to reach the stage where the children delight in the
    • “I” it is important that the children have pleasure in doing
    • you notice that certain children cannot manage to form certain consonants
    • exceptionally good — it will be of great help to the children
    • exercises which we have done today for children who cannot pay attention,
    • have done by children, and by adults as well, who are weaklings. They
    • a weak child, for example, when you teach him to do the
    • child or a grown-up carry out something having to do with consonants,
  • Title: Curative Eurythmy: Lecture 3
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    • itself to our souls yesterday we can combat that which makes children,
    • course in early childhood, and which, if it is acquired in an unpictorial
    • side, soul and spirit do themselves, though often in earliest childhood,
  • Title: Curative Eurythmy: Lecture 4
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    • this movement one has something which one can have those children do who
    • important to practise it with the children during puberty. When this
    • the children delight. It must give the children joy; that is a part
    • everything in it works in a unitary fashion. If you were to survey children
    • self-evident — nevertheless, such children are always simultaneously
    • organism of the child.
  • Title: Curative Eurythmy: Lecture 5
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    • can and should be carried out as an exercise with children in school,
    • of clumsiness. The children will at least he well cured of their clumsiness
    • when they practise just this exercise. And when the children come and
    • quite energetically with the children.
    • within their organism. That is why everything which brings children
    • to veneration, to the gift or capacity for reverence makes children
    • which we have described today carried out by children in moderation
    • do the children as well as the adults a good service.
  • Title: Curative Eurythmy: Lecture 6
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    • their activity becomes similar to the activity in the child and still
    • forces of growth. If the person is still a child and shows signs of
    • If the person is no longer a child, and the forces of growth have already
    • of course, fully developed. We can expedite a child in his growth or
    • goes out to the forces of growth in the growing child or to the plastic
    • alternating the activity which the children must carry out in scientific
    • instructor stands at the spiritual level of the child. Such things
    • would be done calls forth rhythmic activity in the growing child that
  • Title: Curative Eurythmy: Lecture 7
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    • assume we have a child before us and we see that he is insufficiently
    • let the child do consonantal eurythmy.
    • that when these forces are insufficient the child has worms. Thus one
    • have as a patient a five-year-old child who lost a great deal of blood
    • help this child therapeutically?”
  • Title: Curative Eurythmy: Lecture 8
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    • activity, in the most striking manner. In the case of a child who is
    • notice that a child is having difficulties in teething, you can assist
    • the process in the maxilla, for example, simply by having the child
    • have precisely such a case before you by having the child carry out
    • glance for the artistic. Let us assume that the child is observed to have
    • then demonstrated, one does a great deal to help weak-looking children
    • children who only feebly carry through their bodily functions
    • the head. When it is fitting to treat corpulent children by means of
  • Title: Lecture: A Lecture on Eurythmy
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    • region of the brain, and that this is connected with what the child
    • child has inherent within him the instinct to move his arms and hands.
    • admonish a child we naturally put our reproof into words, but at the
    • thus brought to the children as visible speech and music is accepted
    • language or song in their very early years. The child feels his way
    • to do with an ensouled and spiritualised form of gymnastics. The child
    • child absorbs Eurythmy into the very depths of his being. The Waldorf
    • In this domain also we have had good results among the children of the
    • a true insight into the nature of the child. For instance, a child may
    • health. Such a child is then given those particular movements likely
  • Title: Lecture I: Nutrition and Health
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    • And so, gentlemen, if — for instance — a child is becoming weak in
    • human body is arranged! — everything is related. And if one's child
    • has worms, one should realize the child has become weak in his head.
    • And so what must one do if one observes this in the child? The
    • will eat carrots for a while! Naturally, they will help children the
    • When a child sucks a candy, he's not doing that for nourishment. There
    • is, to be sure, something nutritious in it, but the child doesn't suck
    • craving just as the candy satisfies the child's craving. But it is not
  • Title: Lecture II: Nutrition and Health
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    • your children, more particularly, your grandchildren will have very
    • children are “hardened”! Nowadays (in wealthy homes, of course, but
    • then other people quickly follow suit) the children are dressed —
    • well, when we were children, we wore long breeches and were well
    • the matter, and the children are dressed so that their little dresses
    • becomes strong when he works properly on the foods he eats. Children
    • had stayed a child through most of his life, and was still teaching
    • needs. Children often take a carrot up in their hands. Children,
    • There you have the gist of the matter. If a child has a tendency to
    • prevent them. You'll be astonished sometimes to see such a child
    • doesn't matter, the child trudges off to it anyway and finds the
    • carrots — because a child who has a tendency to worms longs for
    • observe a child when he is weaned, when he no longer has milk, observe
    • what he begins to like to eat and not like to eat. The moment a child
    • For instance, perhaps in your own opinion you are giving a child every
    • nice thing, and yet the moment that child comes to the table he cannot
    • way. For a child who jumps up on his chair to sneak a lump of sugar
    • not in order. Only those children sneak sugar who have something wrong
    • You see, if a child is watching all the time and thinking, when will
    • later he will sneak other things. If you satisfy the child, if you
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  • Title: Lecture: Inner Nature of Music: Lecture I
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    • human being from earliest childhood, becomes comprehensible to us
  • Title: Lecture: Inner Nature of Music: Lecture IV
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    • I pointed out that certain human functions appearing in early childhood
    • child not fully adapted to the earth's gravity and equilibrium
  • Title: Lecture: Inner Nature of Music: Lecture V
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    • element. You see, up to about the age of nine, the child does not yet
    • approach the child with them. When entering school, the child can
    • later, but the child has neither one nor the other. Though it is not
    • readily admitted, the child essentially dwells in moods of fifths.
    • thirds, but if one really wishes to reach the child, musical
    • what is important. One does the child a great kindness if one
    • nine, when the child asks important questions of us. One of the most
    • must be offered the child in the way of music thus will be adapted
  • Title: Lecture: Inner Nature of Music: Lecture VI
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    • it becomes understandable that when a child first enters school, it
    • artistic. It goes without saying that one can introduce the child to
    • all sorts of things. Just as the child should comprehend only fifths
    • — one can also say that the child easily understands the
    • only when it reaches the age of nine or ten. Naturally, the child
    • be cultivated in the child only after the above age has been reached.
    • of forms. The child will comprehend a certain inner rhythm while it
    • rhythm, however, the child should not be troubled until after it is
    • the elements of instrumental music. Only then should the child's
  • Title: Behind the Scenes: Lecture 1
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    • will try by inoculation to bring it about that even in childhood,
    • help but, being the child of fear, it was an amateurish attempt, a
  • Title: Gospel of Luke: Lecture One
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    • genealogy and childhood of Jesus in Matthew and Luke when he unveils for
    • the first time the secret of the two Jesus children. He also describes
    • child, and more.
    • parents of the Redeemer fled with the child to Egypt; when Herod was
    • time afterwards the child was presented in the temple; the customary
    • offering having been made, the parents returned with the child to
    • the scriptures. Then it is related how the parents took the child
    • parents, Joseph and Mary, fled with the child into Egypt and
  • Title: Gospel of Luke: Lecture Two
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    • genealogy and childhood of Jesus in Matthew and Luke when he unveils for
    • the first time the secret of the two Jesus children. He also describes
    • child, and more.
    • inspiration to the most childlike of men. All that remains childlike
    • childlike innocence. Where else do we find such a tender portrayal of
    • the childlike nature as in what is said of the childhood of Jesus of
    • one time to be taught — as a child is taught by its parents or
    • high degree even as a child. He was always able to gaze into the depths
    • of existence and even as a child he was able to perceive all the
    • Guarded from childhood against all knowledge of sorrow and suffering
    • were born to-day, he would still, like a child at school, first have
    • David’, a child was born to parents descended from the priestly line
    • of the House of David. This child — I say it with emphasis —
    • above the little child; we know that in this picture is expressed the
    • lustre upon the child born at Bethlehem.
    • the child of parents belonging to David's line was born in India long
    • palace to look for the little Bodhisattva-child. When he saw the babe he
    • that the child would not rule over his kingdom, but would become a Buddha.
    • threatened the child, he answered: ‘No, I am weeping because I am so
    • child was brought to him
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  • Title: Gospel of Luke: Lecture Three
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    • genealogy and childhood of Jesus in Matthew and Luke when he unveils for
    • the first time the secret of the two Jesus children. He also describes
    • child, and more.
    • upon even the most childlike natures. The lofty teachings of
    • in him. He is born into the world with certain habits. A child gives
    • to the outer astral world. In the case of the child who descended
    • Jesus-child from birth onwards united with the astral sheath detached
    • from this child at puberty; it became one with this sheath and was
    • Jesus-child. Hence the boy was able to speak with all the simplicity
    • of childhood about the lofty teachings of compassion and love to
    • of the Jesus-child and was thereby able to speak in a new way to the
  • Title: Gospel of Luke: Lecture Four
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    • genealogy and childhood of Jesus in Matthew and Luke when he unveils for
    • the first time the secret of the two Jesus children. He also describes
    • child, and more.
    • Nathan Jesus-child. The Adam-soul before the Fall. The Reincarnation
    • of Zarathustra in the Solomon Jesus-child.
    • that the protective astral sheath of the Nathan Jesus-child
    • detached from the twelve-year-old Jesus-child.
    • Jesus-child — a Being from whom proceeded the forces that were
    • human being but a very special Being who grew up in the Jesus-child
    • how a child could possibly work upon his sheaths in a way differing
    • rudimentary form gradually make their appearance. The child grows
    • The Education of the Child in the light of Anthroposophy.)
    • intellect develop in the child; how at the seventh, fourteenth and
    • child into a specially creative human being. In that case we shall
    • not allow him to grow up as other children normally do.
    • with, we should have to keep such a child from learning what other
    • children learn directly after the ages of six or seven; the usual
    • school-subjects taught to other children would have to be withheld
    • eight or nine with all that a child usually learns when he is six or
    • altogether different of what is imparted to it. Such a child would
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  • Title: Gospel of Luke: Lecture Five
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    • genealogy and childhood of Jesus in Matthew and Luke when he unveils for
    • the first time the secret of the two Jesus children. He also describes
    • child, and more.
    • child of Joseph and Mary of the Nathan line of the House of David, as
    • child Jesus, as recorded in the Gospel of St. Matthew. This child of
    • Jesus children were separated by a period of a few months. But Jesus
    • things; for if all the children of two years old and younger were
    • with the ancestry of the child in whom Zarathustra was incarnated.
    • short period. The parents then returned to Nazareth with the child. In
    • Egypt that the parents settled in Nazareth, for the child who was the
    • reincarnation of Zarathustra was destined to grow up near the child
    • of the Jesus-child of the Gospel of St. Luke descended, save that upon
    • through the medium of the other embryo. The child in the body
    • Jesus-child approaches; and it is the Ego through which the child in
    • Jesus-children growing up. The son of Joseph and Mary of the Nathan line
    • children; the mother was to be the mother of this Jesus only. When
    • Mark, had several more children: Simon, Judas, Joseph, James and two
    • The Jesus-child who
    • Buddha overshadowing this child. Hence when the parents had returned
    • from Bethlehem, the child is said to have been full of wisdom —
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  • Title: Gospel of Luke: Lecture Six
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    • genealogy and childhood of Jesus in Matthew and Luke when he unveils for
    • the first time the secret of the two Jesus children. He also describes
    • child, and more.
    • body of the Jesus-child of the Nathan line of the House of David
    • and was sent down into this child. This was necessary in order that a
    • Jesus-child. This etheric substance was imbued with the forces that
    • Jesus-child, their power was immeasurably enhanced. This made it
    • left at a lower, more childlike stage. The same thing had to happen in
    • hand, a second man who has kept himself longer in a childlike state
    • the soul. Hence by reason of their childlike stage of evolution the
    • of the child born to Zacharias and Elisabeth. We know from the Gospel
    • Jesus-child and continued his preaching inasmuch as he let the words
    • spiritual powers are called Children of the Serpent, and plead the
    • Verily, God is able of these stones to raise up children unto
    • 3:8 Bring forth therefore fruits worthy of repentance, and begin not to say within yourselves, We have Abraham to our father: for I say unto you, That God is able of these stones to raise up children unto Abraham. \
    • maturity through childhood and onwards in such a way that at a
  • Title: Gospel of Luke: Lecture Seven
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    • genealogy and childhood of Jesus in Matthew and Luke when he unveils for
    • the first time the secret of the two Jesus children. He also describes
    • child, and more.
    • two Jesus-children. The Incarnation of the Christ in Jesus of Nazareth.
    • of this child the Ego once incarnated in the Being who had been the
    • The Education of the Child in the Light of Anthroposophy,
    • physical body. In various lectures on the education of children the
    • advanced Ego. Anyone observing the Solomon Jesus-child would have
    • Solomon Jesus child. This child also died — at about the same
    • of extract of the etheric body. In the case of the child of the
    • possible sense and the whole life-body of this child was taken by the
    • possible at any earlier time, for the Nathan Jesus-child had to be
    • From the child's birth until his twelfth year this power worked
  • Title: Gospel of Luke: Lecture Eight
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    • genealogy and childhood of Jesus in Matthew and Luke when he unveils for
    • the first time the secret of the two Jesus children. He also describes
    • child, and more.
    • figures of the Nathan Jesus-child and the Solomon Jesus-child and
    • interested in what is related about the two Jesus-children, and say:
    • Someone with poor physical health — a slum child, for
    • possible harm shall be avoided just as slum children are not sent
    • other phenomenon. When this, child, now twelve years old, was born, a
    • Jairus' child! This twelve-year-old girl and the woman who had
  • Title: Gospel of Luke: Lecture Nine
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    • genealogy and childhood of Jesus in Matthew and Luke when he unveils for
    • the first time the secret of the two Jesus children. He also describes
    • child, and more.
    • 16:8 And the lord commended the unjust steward, because he had done wisely: for the children of this world are in their generation wiser than the children of light. \
    • cleverness. Then the verse continues: ‘For the children of this world
    • are in their generation wiser than the children of light.’ This is
    • reflected upon what is meant by ‘the children of this world are in
    • their generation wiser than the children of light?’ ‘In their
    • text correctly, it would read: ‘for the children of this world in
    • their way are wiser than the children of light,’ that is to say,
    • in their way the children of this world are wiser than the children of
    • Think of the steward who, as a child of the world, realized that one cannot
    • you perceive, in striving to become children of light, that you
    • ‘heavenly host’ hovering over the Nathan Jesus-child. But
  • Title: Gospel of Luke: Lecture Ten
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    • genealogy and childhood of Jesus in Matthew and Luke when he unveils for
    • the first time the secret of the two Jesus children. He also describes
    • child, and more.
    • 7:32 They are like unto children sitting in the marketplace, and calling one to another, and saying, We have piped unto you, and ye have not danced; we have mourned to you, and ye have not wept. \
    • 7:35 But wisdom is justified of all her children. \
    • that is ‘childlike’ still retains a last remnant of the nature
    • childlike’ part and also a ‘grown’ part in man.
    • stage onwards. The Luciferic forces also permeate the child, so that in
    • the child-nature in man. The Christ-power may not link itself with
    • child-nature of primeval times. That is what must be reinvigorated
    • thought of their heart, took a child and set it by them and said unto
    • them. Whosoever shall receive this child in my name" — that is,
    • 9:47 And Jesus, perceiving the thought of their heart, took a child, and set him by him, \
    • 9:48 And said unto them, Whosoever shall receive this child in my name receiveth me: and whosoever shall receive me receiveth him that sent me: for he that is least among you all, the same shall be great. \
    • — that is, He who sent this (childlike) part
    • significance of what has remained ‘childlike’ in man and
    • It is essential to pay heed to what has remained ‘childlike’
    • in man, for it is by way of this childlike nature that warmth can be
    • childlike nature must be developed in order that the other faculties
    • may follow suit. Everyone has the childlike nature within him and
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  • Title: Anthroposophic Movement: Lecture One: The Homeless Souls
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    • unthought, that their children will, of course, grow up like
    • push children into the kind of life which has been mapped out by
    • these more or less clearly defined beliefs. The life of a child then
    • decisive influence on their children's lives. The belief, for
    • circumstances of childhood and youth imprison the human being and
    • Other souls, who may pass patiently through childhood —
  • Title: Anthroposophic Movement: Lecture Four: Spiritual Truths and the Physical World
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    • education cannot be used to prove Christian truths. So from childhood
  • Title: Anthroposophic Movement: Lecture Eight: Responsibility to Anthroposophy
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    • child was born in Frankfurt am Main in 1749 who was blue at birth and
    • connection with that child. That is not a particularly clever
  • Title: True/False Paths: Lecture One: Nature is the Great Illusion; Know Thyself
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    • first elementary lessons that children are taught in school today
  • Title: True/False Paths: Lecture Two: The Three Worlds and their Reflected Images
    Matching lines:
    • looked back to the first six or seven years of their childhood and
    • be differently constituted at each stage — as children, as
    • first and second seven years. Nowadays children are so very clever
    • so with the ancient Chaldeans. At that time children were still
    • to the children of ancient Chaldea. It resembled our own dream state,
    • Chaldeans did not share this attitude. The childlike condition of
    • positive action, was held to be the condition when children still
  • Title: True/False Paths: Lecture Four: The Secret of Investigation into Other Realms through the Metamorphosis of Consciousness
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    • that is the expression used — which children are expected
  • Title: True/False Paths: Lecture Six: Initiation-Knowledge, Waking Consciousness and Dream Consciousness
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    • particular age. The first seven years of childhood awaken in him a
    • child of eight could be initiated and could review the first seven
    • Indeed, a child would not have the slightest difficulty in entering
    • this is a possibility; but, of course, a child of eight cannot be initiated.
  • Title: True/False Paths: Lecture Seven: Knowledge of the World of Stars. Differentiation of the Historical Epochs of Mankind and their Spiritual Background
    Matching lines:
    • survey of the first years of childhood, we acquire knowledge of the
    • preceding our own it was the very young children who played a
    • early childhood. In our epoch it is the men in their twenties or
    • felt like a little child face to face with a grown-up, because one
    • earliest years of childhood.
    • Between the time of the change of teeth and puberty man is a child
    • life-period, he experiences once again the child's enthusiasm. Hence
    • child of ten or twelve confronts his superior, his teacher or
    • of the phenomenal world. He is both an adult and a child eager for
  • Title: True/False Paths: Lecture Nine: Abnormal Paths into the Spiritual World and their Transformation
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    • childish and stupid and refused to have any truck with them. They
  • Title: True/False Paths: Lecture One: Nature is the Great Illusion; Know Thyself
    Matching lines:
    • first elementary lessons that children are taught in school today
  • Title: True/False Paths: Lecture Two: The Three Worlds and their Reflected Images
    Matching lines:
    • looked back to the first six or seven years of their childhood and
    • be differently constituted at each stage — as children, as
    • first and second seven years. Nowadays children are so very clever
    • so with the ancient Chaldeans. At that time children were still
    • to the children of ancient Chaldea. It resembled our own dream state,
    • Chaldeans did not share this attitude. The childlike condition of
    • positive action, was held to be the condition when children still
  • Title: True/False Paths: Lecture Four: The Secret of Investigation into Other Realms through the Metamorphosis of Consciousness
    Matching lines:
    • that is the expression used — which children are expected
  • Title: True/False Paths: Lecture Six: Initiation-Knowledge, Waking Consciousness and Dream Consciousness
    Matching lines:
    • particular age. The first seven years of childhood awaken in him a
    • child of eight could be initiated and could review the first seven
    • Indeed, a child would not have the slightest difficulty in entering
    • this is a possibility; but, of course, a child of eight cannot be initiated.
  • Title: True/False Paths: Lecture Seven: Knowledge of the World of Stars. Differentiation of the Historical Epochs of Mankind and their Spiritual Background
    Matching lines:
    • survey of the first years of childhood, we acquire knowledge of the
    • preceding our own it was the very young children who played a
    • early childhood. In our epoch it is the men in their twenties or
    • felt like a little child face to face with a grown-up, because one
    • earliest years of childhood.
    • Between the time of the change of teeth and puberty man is a child
    • life-period, he experiences once again the child's enthusiasm. Hence
    • child of ten or twelve confronts his superior, his teacher or
    • of the phenomenal world. He is both an adult and a child eager for
  • Title: True/False Paths: Lecture Nine: Abnormal Paths into the Spiritual World and their Transformation
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    • childish and stupid and refused to have any truck with them. They
  • Title: Art/Mystery Wisdom: Lecture Two
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    • babbling of a child when compared with the later perfection
  • Title: Art/Mystery Wisdom: Lecture Three
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    • an orphan in the cosmos, a child abandoned by the cosmos, or
  • Title: Art/Mystery Wisdom: Lecture Four
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    • Who in life had killed a child.
    • Children I also saw,
  • Title: Art/Mystery Wisdom: Lecture Six
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    • education. Let us begin from the fact that children are
    • envisage when it speaks of a child being educated by a
    • in both of them, both the grown-up and the child, only what
    • teaching a child. But it is not like that. Externally the
    • grown-up is only maya, and seen from outside the child is
    • invisible part in the child that goes from incarnation to
    • a child, be educated. In reality something invisible in the
    • what is gradually unfolding in the growing child, as the
    • from previous incarnations has made its appearance, the child
    • We cannot educate or have any effect on the visible child.
    • That is how the matter stands with regard to the child.
    • child's life he can only educate by means of what the child
    • we speak to the child of the present. We only have the right
    • next incarnation, can work on the part of the child that is
    • should educate in the child is the element of sculpture.
    • architecture is related to what lies in the past. A child is
    • special tone to the relationship of the teacher to the child.
    • children's naughtiness. There really is an educational force
    • teacher is egoistic and only tries to make the child an
    • and what the child turns out to be. If we have the right
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  • Title: Art/Mystery Wisdom: Lecture Seven
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    • human being after birth, as seen in the phenomena of children
    • unborn children is the cause of the deterioration of the
  • Title: Evolution, Earth, Man: Lecture I
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    • than the mannequin children make can actually walk. So people smile
    • that the sun became the center. This is taught to children quite
    • experiment, he ought then to say to the children: Out there in the
  • Title: Evolution, Earth, Man: Lecture III
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    • children. Well, if a man of seventy stands here and a child of two
    • age. The comets are to the earth what the child is to the old man.
  • Title: Evolution, Earth, Man: Lecture V
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    • really be called simple; indeed, we are unhappy when our children
    • child's play.” With the Chinese this is not so; in China one
  • Title: Evolution, Earth, Man: Lecture VI
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    • child is becoming weak in his head — inattentive, hyperactive —
    • — everything is related. And if one's child has worms, one
    • should realize the child has become weak in his head. Also —
    • child? The simplest remedy is to give him carrots to eat for a while
    • too will eat carrots for a while! Naturally, they will help children
    • When a child sucks a candy, he's not doing that for
    • the child doesn't suck it for that; he sucks it for the sweet taste.
    • child's craving. But it is not quite the same, for the adult feels
  • Title: Evolution, Earth, Man: Lecture VII
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    • well, gentlemen, your children, more particularly, your grandchildren
    • Think how the children are “hardened”! Nowadays (in
    • the children are dressed — well, when we were children, we wore
    • children are dressed so that their little dresses only reach to the
    • eats. Children are not made stronger by the treatment I have just
    • ninety was not a materialist; he had stayed a child through most of
    • instinctively what it needs. Children often take a carrot up in their
    • hands. Children, grownups too, are sometimes forced to eat food that
    • There you have the gist of the matter. If a child has a
    • a child hunting for a garden where there are carrots growing, and
    • off, that doesn't matter, the child trudges off to it anyway and
    • finds the carrots-because a child who has a tendency to worms longs
    • possibly do is this: observe a child when he is weaned, when he no
    • to eat. The moment a child begins to take external nourishment, one
    • a child every nice thing, and yet the moment that child comes to the
    • regarded in the right way. For a child who jumps up on his chair to
    • sign that his liver is not in order. Only those children sneak sugar
    • You see, if a child is watching all the time and
    • satisfy the child, if you give him what he needs, then he doesn't
    • answered in this way: One should observe carefully what a child likes
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  • Title: Evolution, Earth, Man: Lecture VIII
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    • paper, and on the last page there was a curious picture: a child, a
    • small child, really a baby — and as its nurse, taking care of
    • employed to look after children — it is, of course, possible to
    • train them to do many things; the child will have to suffer for it,
    • trained to look after the physical needs of children — well,
    • after their children — well, we'll be deluged by pamphlets on
    • children brought up by ape-nurses will quite certainly become
  • Title: Evolution, Earth, Man: Lecture IX
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    • mastery over these blunted remains of sense organs. And so a child
    • Think of an adult person with a child in front of him.
    • child will seem stupid. But if the adult has any sense for what comes
    • from a child out of his very nature, he will regard that as having
  • Title: Evolution, Earth, Man: Lecture X
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    • of us who are now elderly were children.
  • Title: Evolution, Earth, Man: Lecture XI
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    • “wiseacre” might have said to a grandchild or
    • great-grandchild: Look, there's the moon — the moon, you know,
    • their grandchildren: The moon has an influence upon rainwater. But
    • explained to children at school by rubbing a glass rod with a piece
    • air will burst them asunder. What's the usual reason for a child's
  • Title: Evolution, Earth, Man: Lecture XIII
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    • educational methods. There will be a pedagogy that educates children
  • Title: Evolution, Earth, Man: Lecture XIV
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    • being not only develops from childhood to the level to which our
  • Title: Metaporphoses/Soul One: Lecture 2: The Mission of Anger
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    • first day of a child's birth, the soul and spirit developing out of the
    • aware of the child's error, and if necessary he can prescribe an appropriate
    • discerning. Not knowing what to do, he flares up in anger at the child's
  • Title: Metaporphoses/Soul One: Lecture 3: The Mission of Truth
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    • imagine two teachers faced with children who have done something wrong. One
    • anger by one of them involves more than the penalty imposed on the child.
    • how the soul of a child can be helped to develop and grow stronger, if we
    • Pandora with two children: Elpore (Hope) and Epimeleia (Care), who safeguards
  • Title: Metaporphoses/Soul One: Lecture 4: The Mission of Reverence
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    • development of the soul through the devotional impulse. To a child the world
    • important for the human soul if it can look back to a childhood in which
    • occasions, when as a child in the family circle, he heard of some outstanding
    • goes through ascending and declining stages. Childhood and youth are stages
    • Now the remarkable thing is, that the qualities acquired in childhood and
    • reverence, rightly guided, has been part of the experience of childhood, it
    • living. A childhood and youth during which devotion and love were not
    • beings over which it extends. It is different with love. If a child is loved
    • third or fourth child. It is false for anyone to say: I must divide up my
  • Title: Metaporphoses/Soul One: Lecture 5: Human Character
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    • after birth. Throughout childhood and youth a man works into the finer
    • Education of the Child in the Light of Anthroposophy,
    • engage in free intercourse with the world. Now since in bringing up a child
    • periods of life is apparent. What can be accomplished for a child during
    • who can compare the early years of childhood with the period after the
    • do to help the child to find joy in immediate physical life, and to feel that
    • that we can give the child during his early years, the fewer obstacles and
    • pain or distressing circumstances that we allow the child to suffer up to his
    • period from seven to fourteen in a child's life we can stand towards him as
  • Title: Metaporphoses/Soul One: Lecture 7: Human Egoism
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    • body, and the sentient body is built up from the young child's entire
    • body is built up from a child's environment. Hence all those concerned with
    • bringing up and educating a child have an influence on the sentient body,
    • which contradict these characteristics. If a child is brought up and educated
    • — then the child's inner response will be in consonance with a true
    • another example. If a child were to grow up on a desert island, far from any
    • person, not yet an “Ego”; she represents a childlike naiveté
  • Title: Metaporphoses/Soul One: Lecture 9: Something about the Moon in the Light of Spiritual Science
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    • Childishly simple though it is.
    • even if not childishly easy!
  • Title: Metaporphoses/Soul Two: Lecture 1: Spiritual Science and Language
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    • against something else; rather like when the child hears the dog bark
    • which we find in the child, for example, when the other soul members are
    • experience can be observed with children as they learn to speak. One can see
    • how the child begins to transform a feeling into a sound. When the child
    • something inward. But when the child expresses itself in this way and the
    • mother, for example, comes, the child notices how its inward feeling of
    • to an outer event. Of course the child does not enquire
  • Title: Metaporphoses/Soul Two: Lecture 2: Laughing and Weeping
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    • new-born child, we find that during its first days it can neither laugh nor
    • child, it does not immediately seek to relate itself to the outer world. A
    • bearing with it its own soul-qualities. When a child enters existence at
    • is active in the child, but it is some time before the ego can begin to
    • transform body and soul. During its early days, the child shows only its
    • Before the child has
    • child makes itself evident above the animal level, the more does it show its
  • Title: Metaporphoses/Soul Two: Lecture 5: Sickness and Healing
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    • Think of all the things which you went through as a child, from the first
    • quite appropriate for a giant who has a hand the size of a small child to
    • talk of his little finger. Whether a dwarf the size of the small child can
  • Title: Metaporphoses/Soul Two: Lecture 6: Positive and Negative Man
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    • impulses, which have carried a certain enduring stamp since childhood, will
    • A child can be
    • with the child he will be a negative type. In brief, it is only when we allow
  • Title: Metaporphoses/Soul Two: Lecture 7: Error and Mental Disorder
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    • The Education of the Child in the Light of Anthroposophy.
    • There it says that the child up to the seventh year of age primarily feels
  • Title: Fifth Gospel, Part 2: Lecture I
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    • about this subject. It is a fact that two Jesus children were
    • era. I pointed out that those two Jesus children were very
    • Steiner went into more detail about the two Jesus Children. But
    • indeed two Jesus children.]
    • way must he know in childhood or youth that he is that
    • and thus define the child's character. So it was that the
    • Solomon Jesus child — as I would like to call him — in whom the
    • that child's environment — especially in those times — existed
    • normal child absorbed little of what he saw and heard. This
    • child, however, absorbed with great ease all the sparse
    • call such a child “highly gifted”. Up until his
    • childhood on he felt the suffering and the joy of others as his
    • between the two Jesus children could not have been
    • now active in the soul of the other, the Nathan-Jesus child.
    • child — he does not necessarily die immediately. Just as a ball
    • other Jesus-child retained his astral body, however, and only
    • alone on a psychic island as he did, who from his childhood on
    • on, just as an individual human being is a child between birth
    • today the child knows and experiences until its seventh year.
    • have lost the childhood forces which are suppressed in the
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  • Title: On the Development of Human Culture: Lecture I
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    • are disappointed when our children do not learn to read and
  • Title: On the Development of Human Culture: Lecture II
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    • paper there was a curious picture — a small child, quite a baby
    • holding the child quite properly, and it was said to be installed
    • somewhere in America as children's nurse.
    • discovered that apes can be employed to look after children, that in
    • physical needs of children — then people will develop this
    • really succeed in making apes look after children, we shall be
    • deteriorate. The children brought up by ape-nurses will quite
  • Title: Nine Lectures on Bees: Lecture II
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    • thus an earthly being, whereas the worker-bee is entirely a child of
    • honey has an extremely favourable effect upon us. With children, it is milk
    • adopt the plan of giving just the right quantity of honey to children
    • weeks children ought only to be given milk; honey would at that age
  • Title: Nine Lectures on Bees: Lecture IV
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    • Frauenfeld Children's Home, Amden,” by Dr. Paula Emrich.
    • In this Children's Home an attempt was made to give honey treatments
    • to children found to be suffering from some form or other of
    • the children.
    • children increased to an extraordinarily high degree. For
    • instance, two children were admitted belonging to the same family. On
    • arrival the younger child had only 53% of red blood-corpuscles. On
    • 82%. The elder child had at first 70%, and on leaving this had risen
    • The elder child
    • I should like to ask you to note carefully the ages of the children
    • then gives the increase in weight also, which shows that the children
    • show that children of these ages, let us say roughly, the school-age, derive
    • tries to discover why the children benefited so remarkably from this treatment
    • the case of very young children, but with those who have reached the
    • results with children. If one went a little further one would
    • children. One must then put only a little honey in the milk —
    • children, for were it not so, honey would flow from the breasts of
    • lies the knowledge that for the small child, milk above all else is
    • necessary; one can add the honey as the child grows older.
    • of the child. The child has not yet got this hexagonal force;
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  • Title: Nine Lectures on Bees: Lecture V
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    • found a number of very healthy children in a bee-keeper's house, and
    • bring it into connection with what had occurred in his childhood, is
    • can give a child milk that comes from cows who get too much fodder from a
    • lime-stone soil. Even in the milk with which the child is nourished,
    • the child gets some elements of this limey soil. This may not perhaps
    • and show you a child fed on milk derived from a limey soil, and
    • another child fed with its mother's milk and he says, “It makes
    • no difference at all,” and so on. But the child fed on its
    • mother's milk is still fresh at the age of 65 or 66, and the child
    • sold it, he put the money into the children's money boxes — or
  • Title: Nine Lectures on Bees: Lecture VI
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    • not have rickety children. Honey when assimilated can affect the
    • body of the child. The consumption of honey by the parents, and above
    • structure of the child. Results such as this will appear when
    • value to such matters. Those whose children do not suffer from
    • whose children are born with rickets. It is just in the case of such
  • Title: Nine Lectures on Bees: Lecture IX
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    • child, for a young child readily transforms the oxalic acid of the lower
    • organism into formic acid. The organs of a young child are
    • the child. We have the formic acid as the basis for the soul and
    • his body dies. He must once more take a body which in childhood can
  • Title: Art of Lecturing: Lecture I
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    • to children. As far as his speaking is concerned, actually
    • he has a child before him.
    • man, that is of the child — not to a knowledge of the
    • child resulting from abstract psychology, but one that rests
    • upon a fully human comprehension of the child. So far does
    • child. Then there results — from this experiencing with
    • the child and from what one has previously felt and
    • serve at all, for instance, in instructing a slow child, to
    • in the case of a dull child, if one acquired the wisdom
    • instruction of the dull child, one must have the genius to be
    • as slow as the child himself, and just have the presence of
    • slow child, naughty, at least in feeling, with the naughty
    • child, good with the good child, and so forth. As teacher one
    • a teacher is speaking about Jean Paul. The children start
    • his children are, how he felt then, — not in order to
  • Title: Art of Lecturing: Lecture VI
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    • taking such good care of our children!
  • Title: The Development of Thought from the 4th to the 19th Century - 1
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    • Maistre appear, like an illegitimate child of modern culture, in an
    • hears the voice of a child calling to him from the next garden: ‘Take
    • the Epistles of St. Paul, and is led through the voice of the child
    • through the voice of a child, he becomes the paramount influence in
  • Title: The Development of Thought from the 4th to the 19th Century - 2
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    • that Augustine was altogether the child of the conditions which had
    • believe that it has any sense to baptize children and thereby to bring
    • The important question is not what is in the child, but what the Church
  • Title: Anthroposophy Science: Lecture I
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    • or the developing child? It is to acquire a certain inner
    • are given to man through his senses. From childhood on, the
  • Title: Anthroposophy Science: Lecture III
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    • child is not yet a mathematician; the mathematical pictorial
  • Title: Anthroposophy Science: Lecture IV
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    • certain year in our childhood; with our power of memory we
    • growth, the force that makes a child grow into an adult, that
    • childlike, instinctive forms of higher knowledge (for
  • Title: Anthroposophy Science: Lecture V
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    • of some form of childishness, but out of his way of
  • Title: Anthroposophy Science: Lecture VI
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    • seen streaming through the nerve paths. In childhood,
    • possible to perceive in an instinctive, childlike way the
  • Title: Anthroposophy Science: Lecture VII
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    • what develops from early childhood when the intellect is not
    • panorama, which extends back to early childhood and, at
  • Title: Anthroposophy Science: Lecture VIII
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    • children. Until recently he hadn't told me of his intentions
  • Title: Boundaries of Natural Science: Lecture I
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    • we can outgrow the need to explain like any other child's play, for
  • Title: Boundaries of Natural Science: Lecture III
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    • at approximately that time of life when the child changes teeth. One
    • within to organize us. Yes, within the child until approximately its
    • in the body of the young child, we are led to three
    • the vitality of the child up until the change of teeth.
    • in childhood up to the change of teeth. Around this time of the change
    • example, the sense of balance — observe how at birth the child
    • needs in later life. Consider how the child gradually gains control
    • loom that wove you during the first years of growth as a child here
    • us during childhood. For what works within us during our childhood is
  • Title: Boundaries of Natural Science: Lecture IV
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    • up in our consciousness since birth, since our childhoods. This can
  • Title: Boundaries of Natural Science: Lecture V
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    • in childhood. This weaving in a toneless music provides the other, rigorously
  • Title: Boundaries of Natural Science: Lecture VI
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    • years of childhood, as I have described it to you. One experiences not
    • The moment that even a child comes, the sufferer grasps its arm or merely
    • reaches out to touch the child: in this moment he feels himself inwardly
    • he must keep a small child at his side, and its mere presence is enough
  • Title: Boundaries of Natural Science: Lecture VII
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    • just as a child can advance to the stage of ordinary consciousness.
    • childhood to organize the physical body, emancipates itself, becomes
    • In this regard even philosophy has reverted to childishness in recent
  • Title: Boundaries of Natural Science: Lecture VIII
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    • experience of color- and sound-impressions that we have from childhood
    • connected to that within than he was as a child. A child is closely
    • is extremely interesting to observe in detail the way in which a child
    • enough later on as well. In a certain way, the child pushes out of himself
    • and then continued to work within our organism in childhood. To grasp
  • Title: Anthro Medical Therapy: Lecture IV
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    • teeth, when the child is learning to speak. These processes
    • child as learning to speak runs parallel with changes in the
    • child, this penetration of substances is regulated from the
    • head until the change of teeth begins. The child is born in
    • higher ego. In the child it is always the ego working from
    • in mind, observe the phenomena that can be seen in children
    • is so necessary to observe in children of elementary school
    • Observe all this, and you will see that there are children
    • twenty-first year. Children who are sickly between the change
    • often have found that sickly children, especially those whose
    • of such a child do not continually overload him with all
    • child can digest easily and give this frequently in small
    • portions throughout the day. One can do these children a
    • In addition, we must take care that these children do not
    • children with homework. Homework is frequently the concealed
    • symptoms appear, as can happen with most children during the
    • imprint is active during childhood. In order to do this, the
    • with warmth during childhood. It has something to do with the
    • accomplished in childhood from above downward through the
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    • context I have indicated that the child's acquisition of
    • presses upward too strongly while the child is learning to
    • Because of this they occur primarily in children from age two
    • of childhood, can also occur at another period of life,
    • the external manifestation of the childhood stage is
  • Title: Anthro Medical Therapy: Lecture VI
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    • substances we know to be effective in children do not
    • necessarily act in the same way in an adult; for a child is
    • you know that something is effective as substance in a child,
  • Title: Anthro Medical Therapy: Lecture IX
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    • observe a child and notice that the body form is either
    • way. So these forces need to be supplied; one lets the child
    • “I have a 5-year old child as a patient who lost a lot
  • Title: Dear Children: Lecture I: Address at the Christmas Assembly
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    • Dear Children
    • Dear children!
    • “What are my dear Waldorf children and their teachers doing
    • [“Yes!” shout the children.]
    • me. You see, dear children, I have to think about how you have been spending
    • beautiful schoolhouse. [“Yes!” shout the children.]
    • Dear children, you have reason to
    • Waldorf children doing?” And I also said to myself,
    • the children.” And then I had to think of how you look forward
    • And you know, my dear children, I
    • was especially pleased when I was in the classes and some children
    • black sack and administers symbolic punishments to children who
    • or of little angels, and they sang and talked about the child Jesus, about
    • the holy Christ Child. It was beautiful and grand that you could speak about
    • You see, my dear children, there are
    • children, we can fly into the element of the spiritual, and we have
    • hard and pay attention as children, and if we have teachers that are
    • work and paying attention, then my dear children, something stays
    • children.] Now, that is what you should always say. That is what you
    • Now, my dear children, when you have
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  • Title: Dear Children: Lecture II: Address at a Monthly Assembly
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    • Dear Children
    • Dear children!
    • children” — that is, for you who are here because you
    • lovingly the first grade teacher had helped the children make some
    • curious about. And so I ask you, children, do you still love your
    • teachers? [“Yes!” shout the children.]
    • people will grow up to be, since as children they were filled with
  • Title: Dear Children: Lecture III: Address at the Assembly at the End of the First School Year
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    • Dear Children
    • My dear children!
    • for you, my dear children, and for humankind? What does it mean that you
    • You know, my dear children, that I
    • [“Yes!” shout the children.] And you know, you always
    • to say to you. You see, my dear children, here with us it should not
    • Then, my dear children, I would like
    • yes, my dear children, if we did not educate the spirit, we would not
    • worked all day or when a child has played and learned well and then
    • to us and help us think about what is right. That, dear children, is
    • speaking to the teachers, but you children can also hear it and can
    • we have to work on the children so that when we are old, something
    • will have happened to the children that can prevent unhappiness and
    • Dear children, when your teachers
    • things, and it is the day when you children should feel how grateful
    • child, even when it seems that something very far from religion is
    • hearts of the children — this spirit that is imbued with love,
    • real human love. This is why I want you children to feel that not
    • You see, dear children, you must
    • dear children, now on this last day of our first school year in the
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  • Title: Ways/Architecture: Lecture I: The Acanthus Leaf
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    • of sense. Art is the divine child of clairvoyant vision
  • Title: Ways/Architecture: Lecture III: The New Conception of Architecture
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    • but a being of spirit and soul and when, as little children,
    • such that from his earliest childhood man had a different
    • place in childhood but as man passes through seven life
  • Title: Goethe As Founder of a New Science of Aesthetics: Steiner's First Lecture
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    • analogy between Art and the play of a child, assigns to Freedom
  • Title: Art of Lecturing: Lecture I
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    • to children. As far as his speaking is concerned, actually
    • he has a child before him.
    • man, that is of the child — not to a knowledge of the
    • child resulting from abstract psychology, but one that rests
    • upon a fully human comprehension of the child. So far does
    • child. Then there results — from this experiencing with
    • the child and from what one has previously felt and
    • serve at all, for instance, in instructing a slow child, to
    • in the case of a dull child, if one acquired the wisdom
    • instruction of the dull child, one must have the genius to be
    • as slow as the child himself, and just have the presence of
    • slow child, naughty, at least in feeling, with the naughty
    • child, good with the good child, and so forth. As teacher one
    • a teacher is speaking about Jean Paul. The children start
    • his children are, how he felt then, — not in order to
  • Title: Art of Lecturing: Lecture VI
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    • taking such good care of our children!
  • Title: Christmas Conference: Lecture 1: Introduction to the Eurythmy Performance
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    • what gives us as little children our first opportunity to
  • Title: Christmas Conference: Lecture 13: Continuation of the Foundation Meeting, 30 December, 10 a.m.
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    • pay for the children of their workers. But now that life for
    • the children has suddenly become so expensive in Germany, more
  • Title: Christmas Conference: Lecture 16: Open Discussion of Swiss Delegates
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    • treated as a second-rate child. In actual fact this would not
    • shown to be a first-rate child. This would indeed have to be
  • Title: Christmas Conference: Lecture 20: On the Right Entry into the Spiritual World: The Responsibility Incumbent on Us
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    • nineteenth century mankind was childlike and primitive in its
  • Title: Awakening to Community: Lecture I
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    • origin was anthroposophy; the only question is whether children who
    • say was, in so many words: Yes, rejoice in the child, but don't
    • child, it must be clearly recognized that the child cannot prosper if
    • anthroposophy has given birth to many children, but the children have
  • Title: Awakening to Community: Lecture II
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    • which even the youngest children are exposed in modern schools, made
  • Title: Awakening to Community: Lecture V
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    • invention of childish dilettantism. The fact is that people beheld
    • statements to poetic license, is a grotesque piece of the childish
    • bring this same creative artistry to pedagogical work with children,
    • how to work from day to day with children to help support the process
  • Title: Awakening to Community: Lecture VI
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    • In a child's early
    • — is built into our whole being at a time when the child's
    • as children. Let us take an ideal example. Someone finds himself in
    • company of several companions of his youth or childhood whom he has
  • Title: Awakening to Community: Lecture IX
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    • to speak our mother-tongue as little children, and this mother-tongue
    • because it comes into the child's experience and is absorbed by him
    • a number of individuals who spent their childhood and early
    • whom spent his childhood in the same school and the same region,
    • begins to talk of common experiences as children and young people.
    • childhood. What unites people in such moments of communal experience
    • into the world they shared in childhood does a person who joins
    • childhood: They feel transported into a world where they lived
  • Title: Excursus/Mark: I: A Retrospect
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    • something in a child and in a growing youth, that is capable of
  • Title: Excursus/Mark: III: Excursus: Lecture I
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    • must, for instance, distinguish the first teeth which the child
  • Title: Excursus/Mark: III: Excursus: Lecture II
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    • You all know the rainbow. To a child it appears as something real in
  • Title: Excursus/Mark: III: Excursus: Lecture III
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    • a Spiritual Being should enter into some child, and when the child
    • such a child with ordinary perceptions do not observe this. But those
    • beginning between the soul-forces of this child and the outer world,
    • can rightly understand such a child. As a rule there are few, perhaps
    • ordinary life. When a child like Zarathustra is observed
    • only physical facts) that the people around such a child know nothing
    • vision the sharp contrast is revealed that such a child who is really
    • child. The legend goes on to tell how, at the moment he raised his
    • sword to kill the child, his Hand was paralysed, and he was forced to
    • of the child Zarathustra, unable himself to slay him, had him carried
    • wild beast had harmed him, the child was found sleeping peacefully.
    • As this attempt failed his enemy had the child placed where a whole
    • But the first beast, so we are told, took the child between its legs
    • “the child Zarathustra was nourished for a considerable time by
    • very exceptional powers had been aroused in the child which brought
    • revealed, in spite of so great a Being making use of such a child
    • which it was to enter. But how did the child experience this
    • When a child is
    • disturbed. Such a child is in a world which is rightly described as
    • their influence felt as did King Duranasarum in the case of the child
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  • Title: Excursus/Mark: III: Excursus: Lecture IV
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    • the third year. Up to this period the child is specially active and
    • a child before the period to which at a later age its memory
    • child still feels within the whole surrounding world, feels that it
    • childhood, were able to continue. In that case his life would be
    • retained by the child in its early years, it is lost from the point
    • macrocosmic experiences of childhood, and which, when extended into
    • childhood,” said the God of the underworld, “nor remember
    • of consciousness which the child leaves behind — he experienced
    • years of childhood.
    • the early years of childhood. In these early years what comes can only
    • of Nazareth. The three innocent stages of childhood's
    • consequence would be as this innocent life of childhood sought to
    • in a vague, uncertain way in his early childhood streamed into him,
    • childhood, but He was aware at the same time of this union with the
    • whole cosmos. A child would also have this feeling of union if it
    • as little children ye cannot enter into the Kingdom of
    • child would have were it to experience the consciousness of its three
  • Title: Excursus/Mark: III: Excursus: Lecture V
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    • specific cure children used to be ordered frequent cold baths and
    • cold water treatment; and this, especially if employed in childhood,
  • Title: Excursus/Mark: III: Excursus: Lecture VI
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    • the Christ Impulse is put before us in the story of a child.
    • Here all mention of the life of the child is at first disregarded.
    • of Luke we receive a new history of the childhood of the bearer of
    • God.” Therefore, this story of his childhood clearly indicates
    • account of the childhood or the destiny of Jesus of Nazareth, we are
  • Title: Spiritual Teachings of Soul/World: Course I: Lecture II: The Origin of the Soul
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    • these words which Faust uses towards the childish Gretchen were his
  • Title: Spiritual Teachings of Soul/World: Course I - Lecture IV: Theosophy and Christianity
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    • trust in him, he gave the right to become children of God, born not of human
    • prevailed that the sins of the fathers are avenged in the children and grandchildren.
    • The sins of the fathers are expiated in children and grandchildren. This doctrine
  • Title: Spiritual Teachings of Soul/World: Course II: Lecture III: The Epistemological Basis of Theosophy III
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    • the disproof of Kantianism and Schopenhauerianism. We must overcome these childhood
  • Title: Spiritual Teachings of Soul/World: Course III - Lecture I: Theosophical Teachings of the Soul. Part I: Body and Soul
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    • he is allowed to regard everybody as a childish mind who does not conclude this
    • any whitewash. As long as the human beings were children, they have spoken like
    • leave the childish views. The view of the naturalists, which regards the human
    • would have to call the view a childish one which the modern natural sciences
  • Title: Spiritual Teachings of Soul/World: Course III - Lecture II: Theosophical Teachings of the Soul. Part II: Soul and Human Destiny
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    • his birth. There is the other who appears as a child of luck whom desire and
    • natural sciences regard it as a childish belief that life does not arise from
    • that has a far-reaching significance. Assume that a child learns walking. It
    • it would be wrong if a mother surrounded her child with nothing but India rubber
    • bales, so that it would have no pain if it fell. Then the child would never
    • like a child that cannot learn walking if one spares it pain. Hence, we regard
  • Title: Spiritual Teachings of Soul/World: Course III - Lecture III: Theosophical Teachings of the Soul. Part III: Soul and Mind
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    • system. In every adolescent human being, from the birth of the child, through
    • of the child works and must work in another form directly on us if we have the
    • child before ourselves. However, we can develop this mind only if we are able
  • Title: Spiritual Teachings of Soul/World: Course IV - Lecture III: The History of Spiritism
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    • appear today — indeed, in certain sense rightly — as childish views
    • this height he behaves with this truth and power like a child that is sent with
    • is passed on from the parents to the children. — One thought that at one
    • proofs became just a child of the natural sciences of the materialistic time.
    • care for his children, because the father makes long journeys for this purpose
  • Title: Spiritual Teachings of Soul/World: Course IV - Lecture IV: The History of Hypnotism and Somnambulism
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    • when one played — like the child plays with the fire — with a knowledge
    • surprising that the real official scholarship, which is a child of the last
  • Title: Spiritual Teachings of Soul/World: Course V - Lecture I: What Does the Modern Human Being Find in Theosophy?
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    • back to nature worship originating in the simple, childish, naive human beings.
    • studies come back to the experience of the primitive, simple, naive, childish
    • such a way as the pain of a child if it falls: it learns to go. Thus any grief
  • Title: Spiritual Teachings of Soul/World: Course V - Lecture II: What Do Our Scholars Know about Theosophy?
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    • in a childish, half animal condition. Then we are made aware of the fact that
    • We still have much to do for long time to overcome this childhood disease of
    • prefers the careful supporters. It does not want to have children but such human
  • Title: Esoteric Christianity: The Christ Impulse in Historical Development - Lecture 1
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    • rest already feel such things. It happens especially with children.
    • up as children in the world, and after a certain number of years their
  • Title: Esoteric Christianity: The Christ Impulse in Historical Development - Lecture 2
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    • past and are the children of ancient times. Just as we create our
    • example. There will be more and more people, especially children, who
    • the aureole above the angelic child, we should know that in this aura
  • Title: Esoteric Christianity: Rosicrucian Christianity - Lecture 1
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    • world. He was a very delicate child in that incarnation of the
  • Title: Esoteric Christianity: Jeshu ben Pandira - Lecture 2
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    • of children. Here karma comes into contact with the problem of
    • himself became so angry that he threw the ink bottle at the child's
    • occurs to one. Children ought to play in such a way that the fantasy
    • fantasy when we let children do all sorts of things in sand, when we
    • Moreover, when we go for a walk with a child, it is good to leave him
    • And, when the child does anything, we should show our pleasure, our
    • in interest in what the child produces out of his own inner nature.
    • Even when instructing a child, we should connect what we teach him
    • with the forms and processes of nature. When children reach an older
    • was terribly painful to me, very distressing.’ (The child had not seen
  • Title: Esoteric Christianity: The Christ Impulse as Living Reality - Lecture 2
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    • a child. Meanwhile, through a number of incarnations, this
    • and love. The council of the twelve wise men took this child into
    • bodily needs and were also his teachers. The manner of the child's
    • in his outer, bodily form. He was a weak and sickly child, but his
    • soul of this child. He then fell into a strange condition. For a
    • wisdom received by the child rayed back to the twelve. Each of them
    • The child lived only a short time longer. In the external world we
  • Title: Esoteric Christianity: The Dawn of Occultism in the Modern Age - Lecture 1
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    • It was known to the council of twelve wise men that a child was to be
    • of extraordinary spirituality was incarnated in this child. It was
    • necessary for this child to be removed from the environment into which
    • the fact that the child grew up with the twelve around him, and
    • accord that the soul of the child was brought into harmony. And so the
    • child grew up under the unceasing care of the twelve. Then, at a
    • certain time, when the child had grown into a young man of about
    • accompanied by violent organic changes. Even physically the child had
  • Title: Esoteric Christianity: The Dawn of Occultism in the Modern Age - Lecture 2
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    • into a new earthly life. For example, even if a child's life of
    • him in the wake of another human being, a child perhaps. Suddenly the
    • which the child is walking. A few steps further and the child will
    • child, runs and runs, entirely forgetting about the chasm. Then he
    • child catches hold of a tree and also stops, so that no harm befalls.
    • prematurely old. Thirty years ago, for example, children looked quite
    • different; there are children today of ten or twelve years of age who
    • children, that children should be enlightened on such matters. But
    • will know that the souls of our children hover down as bird-like
    • matters is that spiritual forces operate between the child and his
    • ourselves believe in any imaginative picture we give to the children.
  • Title: Esoteric Christianity: The True Attitude To Karma
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    • childhood, although it is less marked as the years go by. We have
    • beginning of his life, in his very earliest childhood in the previous
    • are brought together in earliest childhood with those who were
    • once been that of child and parent. Conversely, this very remarkable
    • earliest childhood — parents, brothers and sisters, playmates or
    • others around us during early childhood — they, as a rule, are
    • try to understand a child's soul by examining the child's
  • Title: Esoteric Christianity: Intimate Workings of Karma
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    • had come when a child with significant and remarkable incarnations
    • in Palestine was returning. And the birth of the child in these
    • was known that this individuality was to be born again as a child and
    • revealed to the twelve seers who took the child entirely into their
    • reared the child with every care in such a way that all the forces
    • but the child of whom I have been telling you, and who almost
    • brought up by them until the age of early manhood. The child developed
  • Title: Esoteric Christianity: The Mission of Christian Rosenkreutz
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    • astral body of the child Jesus described in the St. Luke Gospel. The
    • body of the child Jesus. This wonderful message of peace and love is
    • the word of peace sent forth from the Buddha to the child Jesus
    • incarnation on earth as a child; and he died in childhood and has not
  • Title: Novalis: On his Hymns to the Night
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    • wants to understand it. Only childlike folly could place these
  • Title: Temple Legend: Lecture 1: Whitsuntide. Festival of the Liberation of the Human Spirit
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    • ‘In sorrow thou shalt bring forth children.
  • Title: Temple Legend: Lecture 4: The Prometheus Saga
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    • (This is expressed in H.P. Blavatsky\'s The Secret Doctrine, Volume 3, ‘Esotericism,’ p. 330, in the following way: ‘Prometheus is a symbol and a personification of the whole of mankind in relation to an event which occurred during its childNote 3)
  • Title: Temple Legend: Lecture 7: The Essence and Task of Freemasonry from the Point of View of Spiritual Science - 1
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    • Freemasonry Masters call themselves ‘Children of the
  • Title: Temple Legend: Lecture 10: Evolution and Involution as they are Interpreted by Occult Societies [The Atom as Congealed Electricity]
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    • understand that that must be so. Take a child who is just learning to
    • Today, the child begins to learn to read. Nothing is in him yet, but
    • until what was outside the child has been instilled into him. And the
    • child acquires the capacity to read. And so it is with Nature, too.
  • Title: Temple Legend: Lecture 11: Concerning the Lost Temple and How It Is To Be Restored - 1
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    • the Tiber. The children were rescued, suckled by a she-wolf, and
  • Title: Temple Legend: Lecture 12: Concerning the Lost Temple and How It Is To Be Restored - 2
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    • mean? A child learns, at a certain moment in
    • Earth: the children of Cain, whom one of the Elohim begat through
    • Eve, the children of the Earth, in whom we find the great arts and
    • comes into the world. The other current is that of the children of
    • of God, the Abel-Seth children, created.
    • children of Cain are building the outward part, and what the children
  • Title: Temple Legend: Lecture 19: The Relationship Between Occult Knowledge and Everyday Life
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    • narrow-minded egoist. In the astral body of a child we have something
    • astral body of a child is bright and clear, and reveals itself to us
    • of a child? It seems like an undifferentiated cloud of light which
    • by the concepts which the child acquires from its surroundings. These
    • structures flow into the child's astral body and form it, according
    • to whether what the child absorbs by way of concepts derives from a
    • filling the soul with concepts begins. If a child is treated
    • child's astral body. It then seals itself in, as if with a hide,
    • The child
    • astral body of a child which has met with an idealistic teacher, who
    • disposition of the child's soul. He will thus encourage tender and
    • sensitive structures in the child, into which he can direct currents
    • which become absorbed in the child's own astral substance. A teacher
    • harmonious currents towards the child. The characteristics of the
    • teacher flow quite naturally into the child, and together with them
    • child's nature all the greatness he, as a fine person and good
    • in the child.
    • take by contrast a teacher who confronts the child as an egoistical
    • impossible for the child's astral body to absorb them. At the most
    • they wound the child's astral body like a dart, but they cannot be
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  • Title: Temple Legend: Lecture 20: The Royal Art in a New Form
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    • the other opinion considers this to be a childish and naive
    • childish and naive outlook that believes that Freemasonry has ever
  • Title: Problem of Death: Lecture I
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    • child licks a sweet — for the pleasurable sensation
    • her child fall into the water ever console herself? Do
  • Title: Problem of Death: Lecture II
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    • he was a child. When a human being has to leave the
  • Title: Problem of Death: Lecture III
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    • Children, love one another.” But it means
    • possible for every child. But as it must be understood, as
    • — is not possible to every child. But the linking
    • a child in its physical existence; we form ideas about the
    • being of the child, ideas built up from our experiences of
    • meeting the child in the physical body. There could be no
    • merely to enlarge the idea we formed of this child as we
    • death. We can find the forces which brought the child into
    • when such a soul was a child in the last incarnation we can
    • children in the physical body, gradually adapt ourselves
    • the death of a little child, because most of the external
  • Title: The Bridge between Morality and Nature
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    • first days of childhood, as to the development of the
    • child, we must say: what appears to us in the child is the
    • child has, I would like to call it undifferentiated traits
    • right thing when we look back from the child to what happened
    • child from day to day, from week to week, year to year, we see
    • only do the right thing when we observe the child to say: Here
    • is the childlike organisation. We observe how the child
  • Title: Spiritual Science, History, Reincarnation, Culture, Examples
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    • person. We also have a child, and next, a mediocre person,
    • actual reality of the ingenious individual. The child will have
  • Title: Opponents to Anthroposophy
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    • sifted through and a childish confession found towards a
    • such childish prattle which flows out of the entire decadence
  • 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
    • need not be altered when the children grow up. But what is presented
    • to children should be so given that it develops with the child during
  • Title: Fruits/Anthroposophy: Lecture 6: From Imaginative Knowledge to Inspirational Knowledge
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    • through childhood, youth, old age and very old age. Where his conscious
    • ‘Ah, child, I did a clever thing:
  • Title: Fruits/Anthroposophy: Lecture 8: The Social Question
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    • a child achieves, so the means used by civilized 20th century man cannot
  • Title: Et Incarnatus Est
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    • magi felt compelled to lay at the feet of the Holy Child the
    • offered on this holy night, to the symbol of the divine child
    • heart. Now that I have lost that childish fear, and the voice
    • them even in earliest childhood, of that Child who was laid in
    • speak of these things to children, for what we say to the child
    • the soul of a child as a Christmas impulse, and that after
    • immortality with this stellar wisdom to the Christ Child on
  • Title: Where/How/Spirit: Lecture IV: Bible and Wisdom I
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    • directions and say: it was good for the childish humankind.
  • Title: Where/How/Spirit: Lecture V: Bible and Wisdom II
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    • and so on, until the childhood. Then, however, it discontinues
    • childhood, not even at birth; but like the modern human being
    • a child arises from the womb, the higher is born by the lower
  • Title: Where/How/Spirit: Lecture VI: Superstition from the Standpoint of Spiritual Science
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    • standard to give little children red wine, generally wine to
    • could realise how by a certain trend of medicine just children
    • children of two to five years at that time to others who got no
    • rope in the air, let a little child climb up, until it becomes
    • time the limbs of the child fall down dismembered. Then the
    • child is recreated completely. I do not want to decide what is
    • rope, the climbing child and so on. Ellmore himself added
  • Title: Where/How/Spirit: Lecture VIII: Issues of Health in the Light of Spiritual Science
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    • child is not quite healthy; she remembers that this or that has
    • number of children fell ill with this or that illness. One did
    • health in himself? The child could be a certain lighthouse to
    • us. Hence, we must absolutely keep in mind that the child
    • child wants to expel the instincts, which appear there with the
    • child and express themselves as a certain desire, if one
    • the child expresses as desire, as instinct, is a sign how the
    • inner being of the child is natured. What the child feels and
    • this leading instinct of the child. We can wander through the
    • take the instincts of the child as they express themselves in
    • with the child that it develops right instincts, and have an
    • that we know what to do in every single case, like the child
  • Title: Where/How/Spirit: Lecture IX: Tolstoy and Carnegie
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    • should meet the individuality of the child.
    • grandchildren goods, rank, title and dignities go over. In the
    • efficient man, than to bequeath his wealth to his children.
    • sprout in future. On the other side, Tolstoy is also a child of
  • Title: Where/How/Spirit: Lecture X: The Practical Development of Thinking
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    • today. How often does one hear saying, why have our children to
  • Title: Where/How/Spirit: Lecture XI: The Invisible Human Members and Practical Life
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    • years of the child, the astral body constructs the instrument
    • the child will also not realise how important it is that the
    • lacks the means to stir it up again. Imagine children who
    • indeed, if one makes gymnastics possible to the child. This is
    • for everything that the child experiences, for example, while
  • Title: Where/How/Spirit: Lecture XII: The Secret of the Human Temperaments
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    • childhood that he develops from the core of his nature what is
    • the sanguine child; it can cause problems. Interest is quickly
    • the children. Also later with the self-education, it is still
    • is there, not with that which is not there. If a child has a
    • temperament. We should not ask, what does the child lack, what
    • does a sanguine child have normally?
    • excited no matter how flighty the child is. If we only are the
    • child. More than any other temperament the sanguine child needs
    • such a child. Love is the magic word. We must see what is
    • of the child from which one has noticed; nevertheless, that it
    • to the sanguine child, let work on it, and then one has to take
    • away the things from it again, so that the child desires them
    • With the choleric child, there is also a detour by which the
    • sanguine child, but it matters that the choleric child always
    • action around the child. One must not show any weakness. The
    • child has to receive the confidence always that the educator is
    • love for personality is the charm for the sanguine child,
    • respect and appreciation is that for the choleric child. One
    • melancholy child is not easy to be led. Here, however, is a
    • charm again. As with the sanguine child love for a personality,
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  • Title: Where/How/Spirit: Lecture XIV: Riddles in Goethe's Faust - Esoteric
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    • than on the British stage, where a little child
    • worlds. This being lives as a child of the spirit not according
    • settle in the spiritual world, Euphorion, the child of the
  • Title: Where/How/Spirit: Lecture XVI: Isis and Madonna
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    • child in the arms of the Madonna. We face the Sistine Madonna
    • the child grasping at the breast of the mother. From this
    • fifteenth century, when after multiple changes the child and
    • the Krishna child at her breast; we could go to a Chinese
    • of Isis with the Horus child. The representations that have
    • does this legend show? Oh, it is a childish idea if one asserts
    • have a figure, the Isis with the Horus child at her breast,
    • vulture wings, passing a handled cross (ankh) to the child.
    • is passed to the child as with the sensuous Isis, but the
    • force by the sensuous substance to the Horus child.
  • Title: Eurythmy as Visible Singing: Lecture 6: The Sustained Note; the Rest; Discords
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    • thing as drawing! It is damaging when children are taught to draw, for
  • Title: Eurythmy as Visible Singing: Lecture 7: Musical Physiology; the Point of Departure; Intervals; Cadences
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    • which gives rise to the wish to teach children to write with both right
  • Title: Chance/Necessity/Providence: Lecture 1: Probability and Chance
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    • question of the death of children and the significant role this plays in
    • on it “And it would be like going back to childhood and taking
    • by chance is like becoming a child again and taking out of a magic package
    • be to regress to the state of a child gradually discovering what some
    • kind merchant has hidden in a surprise packet. The child explores its
    • of the most learned men to fall into childish error such as that demonstrated
    • how childish people used to be! They talked on the one hand of “divine
    • order and beauty, and worse to try to answer it with a childish simile.”
    • bugs can fly around outside there and are real? What is childish is
    • that it is being childish, being a victim of literal-mindedness to apply
  • Title: Chance/Necessity/Providence: Lecture 2: Consciousness in Sleeping and Waking States
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    • question of the death of children and the significant role this plays in
  • Title: Chance/Necessity/Providence: Lecture 3: Necessity and Chance in Historical Events
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    • question of the death of children and the significant role this plays in
    • And when we see a person exhibiting habitual gestures from childhood
  • Title: Chance/Necessity/Providence: Lecture 4: Necessity as Past Subjectivity
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    • question of the death of children and the significant role this plays in
    • it back to bitter experiences of a subjective nature suffered in childhood.
    • of reality around us, to make the mistake that children (and, if you'll
  • Title: Chance/Necessity/Providence: Lecture 5: Necessity and Past, Chance and Present
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    • question of the death of children and the significant role this plays in
    • In Mauthner's opinion, schoolchildren receive
  • Title: Chance/Necessity/Providence: Lecture 6: Imaginative Cognition Leaves Insights of Natural Science Behind
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    • question of the death of children and the significant role this plays in
  • Title: Chance/Necessity/Providence: Lecture 7: The Physical Body Binds Us to the Physical World
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    • question of the death of children and the significant role this plays in
    • and work in the physical body of a child in the following incarnation
    • it to work through the body into which the child is born must have been
    • in childhood. For the etheric body of someone who dies in youth has
    • tried to suggest this by saying that when a person dies in childhood
    • children who die very young have not expended their etheric bodies.
    • I explained how a child belonging to the Goetheanum community left his
    • When very young children die, those referred to in Faust as “the
  • Title: Chance/Necessity/Providence: Lecture 8: Death, Physical Body and Etheric Body
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    • question of the death of children and the significant role this plays in
    • someone who is still a child, that individual is granted a particularly
    • It is not only children, but superstitious
  • Title: Spiritual Science/Treasure for Life: Lecture I: The Spiritual World and Spiritual Science
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    • child that has only seen a wooden lion up to now says if it
    • example the objection of that child.
  • Title: Spiritual Science/Treasure for Life: Lecture II: Theosophy and Antisophy
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    • particular. The separating line lies in the first childhood of
    • very first childhood like in a dreamlike life that only must
    • first childhood. The human being sleeps or dreams, so to speak,
    • of our childhood. What presents itself in the sense of
    • child, before it has come to this turning point, he beholds the
    • very first childhood. All soul forces are used for the
    • applies to the child in its first age: it can develop no
  • Title: Spiritual Science/Treasure for Life: Lecture III: Spiritual Science and Denomination
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    • to a level of childish development of humanity, whereas we have
  • Title: Spiritual Science/Treasure for Life: Lecture IV: On Death
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    • only childish poetry. Nevertheless, Max Müller says, if an
    • statements as little as a just born child would understand if
    • childhood. This is the point up to which we remember in life.
  • Title: Spiritual Science/Treasure for Life: Lecture V: The Meaning of Immortality of the Human Soul
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    • point of childhood up to which we can otherwise remember.
    • said that the child should stop at that what it has as a child,
  • Title: Spiritual Science/Treasure for Life: Lecture VI: The Evil
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    • worldview. He was a deep spirit in a sense but a child of his
  • Title: Spiritual Science/Treasure for Life: Lecture VIII: Voltaire
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    • Thy wrath unjust, must we, thy children,
  • Title: Spiritual Science/Treasure for Life: Lecture IX: Between Death and Rebirth of the Human Being
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    • lasts, one realises that the first years of childhood are
    • first years of childhood into the wake consciousness of the
  • Title: Spiritual Science/Treasure for Life: Lecture X: Homunculus
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    • Homunculus and Lurley had wished a child; however, they could
    • not get it in Eldorado. Hence, they accepted two children of
    • Sunday's children still see
    • Sunday's children still see
    • child at the wreck in the vast universe? Homunculus is so close
    • anticipating and sighted souls become Sunday's children in this
    • Sunday's children will be there. And what also
  • Title: Spiritual Science/Treasure for Life: Lecture XI: Spiritual Science as a Treasure for Life
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    • son from the child that has been born now; I prepare everything
    • childhood diseases, not everything should be justified that
  • Title: Child's Changing Consciousness: Lecture I
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    • The Child's Changing Consciousness and Waldorf Education
    • Waldorf Education and child development. This volume will provide a
    • THE CHILD'S
    • Isn't it prompted by people's memories of unhappy childhood
    • bad, and if as a child one was exposed to its many harmful
    • this were so, because what affects children during lessons
    • child brings certain needs to education. He points out in a
    • a class of young children. A piece of cardboard is cut into a
    • you are dealing with children in the classroom, you will find
    • degrees of abilities in children. And how are these dealt with,
    • than half the children who are gifted in drawing also have a
    • specific capacities flow out of some children for, let us say,
    • children reveal of themselves. At most, such statistical
    • drawing in children who have recently entered school, one must
    • different stages of children's development, and about how their
    • about what happens in children during these three periods.
    • Let's look at how the child develops from birth to the change
    • that something must be pervading the whole child until around
    • child, working toward liberation during the change of teeth,
    • child's inner soul properties. This same process can also be
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  • Title: Child's Changing Consciousness: Lecture II
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    • The Child's Changing Consciousness and Waldorf Education
    • Waldorf Education and child development. This volume will provide a
    • during a lifetime. Children are different beings depending on
    • child's true being. Teachers need to transform their knowledge
    • child. This is another way that anthroposophical knowledge of
    • child, so that in response to all that comes from the child one
    • every time they face a child, something like the relationship
    • needs to be done every time you face a child. Only if your
    • comprehension of the child in all its pulsing life.
    • Let's look now at young children as they grow into earthly
    • is acquired for the whole of life during the time when children
    • What does it actually mean when we say the child is learning to
    • the young child — after the stage of crawling —
    • child. The equilibrium of the organism, with all its
    • because the child stands within it. While learning to walk,
    • children are seeking to relate their own equilibrium to that of
    • When raising themselves up, young children are first of all
    • child, work in full coordination in walking, while the body's
    • that a child gradually learns to control these forces is not
    • only highly individual, but is significant for the child's
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  • Title: Child's Changing Consciousness: Lecture III
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    • The Child's Changing Consciousness and Waldorf Education
    • Waldorf Education and child development. This volume will provide a
    • important activities of early childhood — than is
    • activity is connected with how the child establishes
    • for the child's faculty of speech. And how, arising out of this
    • However, in this dynamic system of forces that the child takes
    • stage of childhood, but also up to the change of teeth, the
    • child is one big sense organ. This is what makes children
    • just one particular sense organ — that a young child is
    • the child takes in what is thus coming from the environment
    • an arm, the child will immediately feel an impulse to make a
    • way the child also learns to walk.
    • circles. Whether a child first puts down the heel or the toes
    • anyone else who is close. Whether a child is more inclined to
    • the coarser similarities between child and father, or child and
    • that motivates a child to imitate one particular person. But if
    • that the child chooses by means of love, then what is actually
    • child chooses to imitate out of an even higher motive than that
    • of love. The child is prompted by what one might, in later
    • paradoxical, it is nevertheless true. The child's entire
    • Maximum number of matches per file exceeded.
  • Title: Child's Changing Consciousness: Lecture IV
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    • The Child's Changing Consciousness and Waldorf Education
    • Waldorf Education and child development. This volume will provide a
    • we remember that young children are essentially ensouled sense
    • aware that whenever the child perceives with the senses, at the
    • same time the child also absorbs the inherent moral element of
    • when the child enters school, we are no longer faced with a
    • child. Instead, it is the teacher's task to recognize the
    • the eye in these life-stirrings when children enter school.
    • children — in order to guide and develop them
    • entailed in bringing up and educating children from birth until
    • coping with the demands involved in teaching children of
    • for children, are able to recognize and to meet them. But today
    • methods, and this just during the early years of childhood up
    • up to the second dentition the child lives by imitation. The
    • re-enacted in deep earnestness by the child in its play, as I
    • mentioned yesterday. The difference between a child's play and
    • demands, whereas the child wants to be active simply out of an
    • the great question of how a child's play can gradually be
    • their play, children mirror what happens around them; they want
    • to imitate. But because the key to childhood has been lost
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  • Title: Child's Changing Consciousness: Lecture V
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    • The Child's Changing Consciousness and Waldorf Education
    • Waldorf Education and child development. This volume will provide a
    • When children enter school, remnants of the previous
    • There is still a longing in children to absorb through the
    • teacher. Truth, at this stage, is not based on the child's
    • or ugly, good or evil. Children can only develop the faculty of
    • society, the child should not be aware of it. The child must
    • authority from the day the child enters the first grade until
    • until the change of teeth — the child lives like one
    • This will element works very intensively throughout the child's
    • and the ninth year, this predominant will element in the child
    • children to use liquid colors from the very beginning, even if
    • consequences in the classroom. We let children handle colors
    • forces. When given this opportunity, children reveal a
    • and these soon show the teacher how to direct children's
    • one thing children at this age cannot do is follow
    • years, the children will react by becoming blunted and dull.
    • obvious musical qualities — then children will respond
    • separate entity, the children would feel inwardly resentful.
    • What children really want during this stage is for everything
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  • Title: Child's Changing Consciousness: Lecture VI
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    • The Child's Changing Consciousness and Waldorf Education
    • Waldorf Education and child development. This volume will provide a
    • when we consider the relationship between growing children and
    • knowing how to adapt to the individuality of the growing child.
    • of reaching the child's true nature — one must learn to
    • know the child's true nature according to what has been shown
    • concerning, on the one hand, the child's own development, and
    • in the human soul, must grow with the child. Gratitude is
    • growth forces — working in the child in an inward
    • relationship I described as the dominant feature in the child
    • first period of life, as long as the child is treated properly.
    • All that flows, with devotion and love, from a child's inner
    • outwardly in the child's imitation — will be permeated
    • that are worthy of the child's gratitude and it will flow
    • would be very incorrect to remind children constantly to be
    • children through merely witnessing the gratitude that their
    • feeling grateful by allowing the child to imitate what is done
    • in the surroundings. If a child says “thank you”
    • will greatly benefit the child's whole life. Out of this an
    • children, a corresponding increase in gratitude will develop
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  • Title: Child's Changing Consciousness: Lecture VII
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    • The Child's Changing Consciousness and Waldorf Education
    • Waldorf Education and child development. This volume will provide a
    • from the children themselves; and not only for each year, but
    • growing child.
    • children of the workers in his cigarette factory, and which was
    • the child's own nature. This represents one side of what has
    • children in a way that, though correct in itself, could
    • in a young child lingered from the distant past into our
    • And because of this it is now customary to send children to
    • premature, and therefore not in keeping with the child's
    • parents do not send their children to school when they have
    • else such people are called, will come and take the children to
    • more is expected of an eight-year-old child today (if
    • life, the soul life of the child must also experience feelings
    • the pre-adolescent child, through natural authority, to love
    • impede the free unfolding here of the child's soul life —
    • nature, we are simply led to introduce the children — or
    • possible to equip children under nine with sufficient learning
    • “You Greeks are like children — you know nothing
    • child who is retarded in one way or another, or another who may
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  • Title: Child's Changing Consciousness: Lecture VIII:
    Matching lines:
    • The Child's Changing Consciousness and Waldorf Education
    • Waldorf Education and child development. This volume will provide a
    • time become a kind of hygiene in the life of the child and, if
    • see this clearly, one has to be able to look at the child's
    • everything we have said about the child's development, from
    • into each other during the child's early years until the change
    • in the child's growth and nourishing processes work mainly
    • nervous system. Consequently, if a young child becomes ill,
    • nerve-sense system. That is why young children before their
    • that originate from within — those called childhood
    • children through their urge to imitate, have a very powerful
    • effect on this vulnerability to childhood illnesses, more than
    • by an adult, when witnessed by a young child, can be
    • influences that work on the child will remain as after-effects
    • very angry in school (for example, if a child accidentally
    • effect on the child's physical health. Of course, I have chosen
    • children, even after their second dentition. Falsehoods can
    • children that the adults would not dream of applying to
    • child. An adult may remain totally oblivious to it, but
    • children will take it in through the teachers' gestures.
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  • Title: Child's Changing Consciousness: Introduction to a Eurythmy Performance
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    • The Child's Changing Consciousness and Waldorf Education
    • Waldorf Education and child development. This volume will provide a
    • Fortbildungsschule was opened in 1921 for the children
    • Waldorf education, wanted to send us their children. These
    • children were taken away from us again only through the
  • Title: Colour and the Human Races: Lecture I: The Nature of Color
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    • children are almost all pale. But one must understand that that
    • Thus in such a pale child you have all the carbon in him
  • Title: Colour and the Human Races: Lecture II: Color and the Human Races
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    • fact, all children are at first materialistic, and then grow to
  • Title: Development of the child up to puberty
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    • Development of the Child up to Puberty
    • Development of the child up to puberty.
    • observe such things we will come to see how the child's entire
    • child sleeps in a certain way which is different to the one he
    • difference is not apparent, but it is there. The child up to
    • the child doesn't send sharply outlined concepts into his state
    • As a result of this the child often in fact brings a particular
    • we can evaluate the difference between a child's sleep before
    • take place in the child between dentition and puberty, we see
    • that it's during this period of the child's life when there is
    • growing forces working on in the child resists against what
    • child but as long as it has the forces rising from dentition,
    • so long will nothing in the child happen which is actually as
    • about the ninth and the tenth year in the life of every child,
    • Here something exceptional can be seen in each child. Some
    • let the child distinguish between the Ego (Ich) and the outer
    • before to use fairy tale imagery to the child, how processes of
    • clarifying, now the child may be educated about nature in a
    • actually only from this moment be presented to the child
    • because the child, as it starts with its first period of life,
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  • Title: Cosmic Prehistory: Lecture I: The Threefoldness of Space and the Unity of Time
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    • was first a little child and raised himself from below upwards, when
    • as a child he would grasp only as an old man. What he conceives in the
    • that one grasps in oneself what one has been in childhood and youth.
  • Title: Cosmic Prehistory: Lecture II: Lucifer and Ahriman
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    • would be able to understand what he thought, felt and willed as a child
    • mature, as it were, to self-knowledge of the intimate life of childhood.
    • in the first years of childhood are in fact only born as late as that
    • Education of the Child in the Light of Anthroposophy
    • what the child goes through in thought, feeling, willing, up to puberty,
    • we experience this or that in childhood, but grasp nothing of it, lead
    • fill us from childhood on, and with no effort of our own, with a certain
    • when the separation must take place between the children of Lucifer
    • and the children of Ahriman, either the one or the other. But to know
    • become children, young men and women, would receive good knowledge trickled
  • Title: Cosmic Prehistory: Lecture III: Romanism and Freemasonry
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    • the cosmic mineral kingdom has a crystal-formation. In school our children
  • Title: Spiritual/Physical: Lecture II:
    Matching lines:
    • In our present age of compulsory education children are taught from
    • sets up in the schoolroom. In these children's souls a consciousness is
    • souls from earliest childhood and which hinders them from exercising
  • Title: Christ/Human Soul: Lecture I:
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    • ye have not believed in Me to sanctify Me before the children of
  • Title: Christ/Human Soul: Lecture IV:
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    • is imbibed, in a more or less childlike form. And if these very
    • child, because man imparts his death to them. If Christ had not come
  • Title: How Can Mankind Find Christ Again?: Lecture 1: The Birth of Christ in the Human Soul
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    • evolution and has turned to the picture of the childlike element entering
    • And many songs about the Jesus Child that today are still considered
    • childhood. With the exception of one elderly person whom he did not
    • as little children, ye shall not enter the Kingdom of Heaven.”
    • “Except ye become as little children”: this is certainly
    • little children, ye shall not enter the Kingdom of Heaven” —
    • “Except ye become as little children.” And one can supplement
    • this world as a child, he has come directly from the spiritual world.
    • that he has come out of the spirit. One's experiences with a child,
    • will declare that a child is incomplete, that his ego gradually develops
    • the world as a spiritual being. His bodily nature while he is a child
    • We experience the child nature most intensely when we regard the child
    • from other men: nothing of all this enters at first into the child's
    • by the mystery of the child.
    • one has first grasped the fact that a child enters his earth life with
    • as the child becomes a man, unequal powers develop in him — as
    • another while they are growing out of childhood, by reason of something
    • and say: In spite of my childhood sense of equality, I have been endowed
    • words, “Except ye become as little children, ye cannot enter the
    • child is not — if we regard him properly — proved false
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  • Title: How Can Mankind Find Christ Again?: Lecture 2: The Entrance of Christianity into the Course of Earth Evolution
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    • as a real Christmas tree, and lying beneath it the Christ-Jesus Child,
    • light, so that the Jesus Child, Who entered the world first to work
  • Title: How Can Mankind Find Christ Again?: Lecture 3: Brotherliness and Freedom ...
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    • that someone who observes a child with understanding will notice how
    • there live children, youths, middle-aged and old people; and a social
    • that human beings are not simply abstract Man. The five-year-old child
  • Title: How Can Mankind Find Christ Again?: Lecture 4: Contrasting Principles of Ancient and Modern Initiation
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    • childhood; there is some evidence of its presence in the first years
    • of childhood. This hollow space has been filled by the Christ Impulse.
  • Title: How Can Mankind Find Christ Again?: Lecture 5: The Change in the Human Soul Constitution
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    • the child of an ancient religion! To be sure, the religious conceptions
    • the religious conceptions acquired? It is childish to suppose that the
    • philosophers turn out their inherited concepts. That is a childish way
  • Title: How Can Mankind Find Christ Again?: Lecture 7: Experiences of the Old Year and Outlook over the New Year (part 1)
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    • the life from childhood to a ripe age that now we live unconsciously.
    • child. Usually when someone arrives at his fiftieth year, he feels from
    • power still to learn as children learn — in other words, to become
    • soul does not allow us to be old; our soul makes us a child in a certain
    • sense, makes us behave toward the world as a child. When we are at the
    • are guiltless. In innocence they have done wrong. Out of the old, childlike
    • they do not yet know that they and their children have been sacrificed.
    • the whole earth is perishing. Her mothers, her children, those still
    • with their children and those still unborn, ought they to be robbed
    • womb of time if the Spirit-Child is not to be given its place there.
  • Title: Community Life: Address 1: The Goesch-Sprengel Situation - Part 1
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    • approached me with an inquiry from Mrs. Goesch with regard to her child,
    • if she wished, I could take a look at what was wrong with the child.
    • child to me. On the following Sunday, here in the Schreinerei,
    • asking her how the child was doing.
    • was all right for the child (whom I had just seen standing down by the
    • the only thing to consider in whether or not the child should come to
  • Title: Community Life: Address 2: The Goesch-Sprengel Situation - Part 2
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    • movement, the only thing to do is treat that person like a child and
    • a child. Please don't hold it against me that I said what simply had
  • Title: Community Life: Lecture 4: Methods and Rational of Freudian Psychoanalysis
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    • example, something can make an impression on a person during childhood
    • depths a kind of island of childhood and youthful experiences gone rampant.
    • on the person in question during his or her childhood.
    • that the imposition of the prohibition in very early childhood is
    • childhood. The Freudians are firmly convinced that a child's relationship
    • if the child is a boy, he must be unconsciously in love with his mother
    • excess of repressed sexual processes experienced in childhood. Freud
    • in civilized children it is repressed into the subconscious] and that
    • from the psycho-sexual conditions that prevailed in his childhood
    • at the point of regarding a child's relation to his parents, dominated
    • to regard certain processes in children's lives as simply natural, without
    • psychoanalytic theories lead us to label a lot of what children do as
    • it would be enough to regard these things as nothing more than childish
    • with the children themselves, and to put all kinds of theoretical ideas
    • complaints, including some really dumb ones, about how their children
    • that the children scratch themselves. Now, there is no more sexuality
    • of the days when it was possible to hear children say things like this
  • Title: Community Life: Lecture 5: Sexuality and Modern Clairvoyance, Freudian Psychoanalysis and Swedenborg as a Seer
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    • between early childhood and neurotic conditions later in life.
    • with psyches in which earliest childhood experiences, infantile experiences,
  • Title: Community Life: Lecture 7: The Philosophy of Psychoanalysis as Illuminated by an Anthroposophical Understanding of the Human Being
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    • development from childhood to maturity, the childhood stage of evolution
    • the worst of them, namely their contention that the loving childhood
    • of something that was spiritual when we were children. The correct approach
    • not yet present in children. Only when we are fully aware of all the
    • children, because all kinds of things can go wrong if childish mischief
    • other than sexuality can be the reason for children misbehaving. Claiming
    • that there is already a sexual side to a child's character is just about
    • attribute this sort of sexuality to children, instinctual subjectivity
  • Title: Human History: Lecture II: Death and Immortality
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    • question emerges which maybe the child puts that is justified
  • Title: Human History: Lecture IV: From Paracelsus to Goethe
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    • whole nature already from his earliest childhood. I tried to
    • nature at that time, questions that that child could already
    • the life of Paracelsus faces us in a childlike figure if we
  • Title: Human History: Lecture VIII: The Origin of the Human Being
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    • is a childish idea which could not at all be maintained today.
    • Of course such an idea called childish by this researcher will
    • first years of childhood individually, so that the body can
    • human being in his life how he remembers his childhood with his
    • remember, in the hazy like sleeping life of the child? It
    • existed; it was even stronger in the first years of childhood
    • what is usually unaware. While you work in the first childhood
    • consider a child in the usual life. There we see a child
    • different, indeed. The child laughs and cries with the whole
    • child. It feels shaken by what expresses itself in crying. The
    • same applies to laughing: the child laughs with the whole body
  • Title: Human History: Lecture X: Christ and the Twentieth Century
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    • history of his childhood was told — who faced the human
    • father, mother, woman, children, brothers, sisters, or his own
    • relationship and child's love, but in such a way, that Christ
  • Title: Human History: Lecture XI: Human History, Present, and Future in the Light of Spiritual Science
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    • logic. As even today the child learns speaking, before it
  • Title: Human History: Lecture XII: Copernicus and His Time in the Light of Spiritual Science
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    • the most elementary teachings and knowledge already as a child
    • whole development of the child that not everything that the
  • Title: Human History: Lecture XIV: The Self-Education of the Human Being
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    • strange, of somebody outranking the child to be educated. Ibut
    • education of the child, of the young human being, from the
    • The Education of the Child from the Viewpoint of Spiritual Science.
    • the seventh year of the child, up to the second dentition, the
    • child. I have stressed in that writing that that is more
    • for the education of the child in these first years which the
    • child sees and hears from the adults in its surroundings. If we
    • the child faces adults in whom he can trust, so that it can
    • child. However, as our life develops and has to develop more
    • actually, during our childhood, but when the human being has to
    • already to speak with the education of the child that except
    • child. If we consider this, we maybe find something in the
    • child where already a kind of education takes place, while we
    • the child.
    • child, which does not become conscious? It may seem weird;
    • still it is right, that it works in the child with the
    • child we can only give the conditions of education. But what is
    • the child to its own forces. Since then the child tries playing
    • its will, the child can educate itself in another way than by
    • little intellectual as possible into the play of the child. The
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  • Title: Human History: Lecture XVI: Darwin and the Supersensible Research
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    • and compare him with that who he was, for example, as child,
    • that we work first on our imperfect organism of our childhood,
    • human being prepares his organism in the childhood which should
    • childish organism. Darwinism has studied the divine actions of
  • Title: Spirit and Matter: Lecture I: Spirit and Matter, Life and Death
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    • childhood when I read John's Revelation, and heaven and
  • Title: Spirit and Matter: Lecture III: Immortality, the Forces of Destiny, and the Course of Life
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    • develops organically from the child to the adult, and that with
  • Title: Spirit and Matter: Lecture IV: Human Soul and Human Body Considered Scientifically and Spiritual-Scientifically
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    • control the metabolic processes by our will. The child learns
    • direction how it develops from the babbling of the child. It
  • Title: Spirit and Matter: Lecture V: The Riddles of Soul and World in the German Cultural Life
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    • direction of their activity. The mother loves her children and
  • Title: Spirit and Matter: Lecture VI: Life, Death, and Immortality in the Universe
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    • again and calculate with a seven-year-old child how it might
    • of a seven-year-old child, but the child has not yet lived
  • Title: Spirit and Matter: Lecture VII: The Beyond of the Senses and the Beyond of the Soul
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    • childhood on and on, something of the variously important faces
    • like to stress only that in the very first childhood the head
    • compared, for example, with a child that looks in a mirror.
    • child wants to know what is there, actually, behind these
  • Title: Answers to Big Questions: Lecture I: The Nature of Spiritual Science and Its Significance for the Present
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    • being through the different ages, through childhood, youth, and
  • Title: Answers to Big Questions: Lecture V: The Nature of Sleep
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    • woman dreams — although she has children, whom she loves
    • man dreams that he goes through childhood experiences. These
    • childhood experiences are reflected quite wonderfully. An
  • Title: Answers to Big Questions: Lecture VII: How Does One Attain Knowledge of the Spiritual World?
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    • eight-year-old child? I doubt it. You will not even be able to
    • very young child under the front door and looked at the
  • Title: Answers to Big Questions: Lecture VIII: Predisposition, Talent and Education of the Human Being
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    • human being still works on the child after birth, how the
    • experiences of the childhood years are forgotten. We remember
    • if he follows the development of a child impartially in the
    • mood and condition of soul depends on the first childhood
    • the play. This is also the way in which we occupy a child best
    • the spiritual activity of the child that the concepts do not
    • the concepts versatile, then the child works in such a way as
    • child works to get out how its spirituality must move, so that
    • spiritual-mental activity of the child in the first years arise
    • the poet already in his childhood what he needed: an
    • approach the child at least with opinions, theories, and ideas
    • approach the child only if we do not let theories and doctrines
    • shown in my essay The Education of the Child from the
    • encourage the child to imitate what one sets an example of that
    • teachings are almost ineffective in this time. The child copies
    • the first foundation of the entire personal being of the child
    • of the child. However, this is an educational principle
    • child should behave, and now there spiritual science comes with
    • its requirements: the human being should learn from the child
    • how one has to behave in the surroundings of the child
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  • Title: Answers to Big Questions: Lecture XIV: Moses
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    • very young child under the front door and looked at the
  • Title: Riddles of the World: Lecture I: Haeckel, the Riddles of the World and Theosophy
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    • rather childish today caused a tremendous sensation and formed,
    • of childish imagination of former human epochs, if one supposed
  • Title: Riddles of the World: Lecture IV: Spiritual Science and the Social Question
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    • know that one employed children of the tenderest age in an
    • discussed whether it is not incredible that children are
  • Title: Riddles of the World: Lecture V: The Question of Women's Rights
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    • looks at him as a big child and that just from that her
    • changed a little. If one was a forgetful child, he is a
  • Title: Riddles of the World: Lecture VII: The Core of Wisdom in the Religions
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    • what you know is like the knowledge of children compared with
    • that religion originated not from childish images, but from the
    • which shows the religious truth as something childish; and that
  • Title: Riddles of the World: Lecture IX: Inner Development
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    • occultism, he is in the very same situation as the schoolchild
    • kingdom of God like a child will never enter it” (Mark
    • children to participate in the kingdom of God. It depends not
    • mother, as deeply as the child in the mother before it is born.
    • we can learn. We can still learn something from a little child.
  • Title: Riddles of the World: Lecture X: Christmas as Symbol of the Sun's Victory
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    • lives in nothing but children; where is the mother? She is the
    • all are her children. If we believe to act according to her
    • ancestors felt as spiritual children of the whole universe that
    • spiritual science for the adolescent child, if in all streets
  • Title: Riddles of the World: Lecture XI: The Christian Teachings of Wisdom
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    • the childhood of humanity with the Old Testament as the first
  • Title: Riddles of the World: Lecture XII: Reincarnation and Karma
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    • growing up in the child that can be explained just as little
    • microscope. Have a look at the child how it faces you in the
    • family. We often say, the mild trait of the child comes from
    • However, when we see the child growing up, a strange change
    • incarnations. The being that impresses its traits to the child
    • his childish soul has preserved that figure of our soul through
    • out with the child. Spiritual research, occultism gives you the
    • four-year-old child stands before us which is innumerate
    • —, and now he says: this child is innumerate, however, it
    • to himself first, as the child acquires the ability of reading,
  • Title: Riddles of the World: Lecture XIII: Lucifer
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    • levels of perfection today, were still in their childhood,
    • He would be in the state of being a child of the gods. Indeed,
    • sin and Intellect the devil, hermaphroditic Doubt their child,
  • Title: Riddles of the World: Lecture XIV: The Children of Lucifer
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    • The Children of Lucifer
    • art, with The Children of Lucifer (1900) by Édouard
    • Just a piece of art like Édouard Schure's The Children
    • Indeed, I would like to link to this drama The Children of
    • Children of Lucifer is theosophically extremely
    • not feel towards the gods, unlike the child feels if it looks
    • from Marie von Sivers here. The drama The Children of
    • jealousy against this child not stemming from her. She set the
    • titans against the child who tore it and scattered the pieces
    • poet of The Children of Lucifer. He considers what Greek
    • The Children of Lucifer.
    • such an attitude like Phosphorus are the children of Lucifer.
    • of the spirit of his consideration he created The Children
    • with the title The Children of Lucifer. Only those who
    • the light that is Lucifer. Then he becomes a child of Lucifer.
  • Title: Riddles of the World: Lecture XV: Germanic and Indian Secret Doctrines
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    • tells us of three children of Loki. The first child is the
    • children, so that the present world could originate which is
  • Title: Riddles of the World: Lecture XVI: German Theosophists at the Beginning of the Nineteenth Century
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    • seeress of Prevorst — she had two children and was
  • Title: Riddles of the World: Lecture XVIII: Parzival and Lohengrin
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    • hate his father and mother, wife and children, brothers and
  • Title: Riddles of the World: Lecture XIX: The Easter Festival
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    • this human body. However, a rather childish soul lives in it
  • Title: Riddles of the World: Lecture XXI: Paracelsus
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    • naturalist regards as a childish point of view, which a
    • seems then to be imperfect and childish. Who knows science
    • today has a certain right to regard Paracelsus as childish, but
  • Title: Riddles of the World: Lecture XXII: Jacob Boehme
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    • 1575, Jacob Boehme was born as a child of poor people. He was
  • Title: Spiritual-Scientific Consideration: Lecture 1: Prelude to the Threefold Commonwealth
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    • year old children were working in the coal mines, and
    • consisting of man and wife, two children, manservants,
    • said that if one man were to grow up from childhood on an
  • Title: Spiritual-Scientific Consideration: Lecture 2: Esoteric Prelude to an Exoteric Consideration of the Social Question I
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    • announced during the early days of childhood. To one who
    • experience, the special form of the child soul is easily
    • education, no education of children at all, if we did not
    • spiritual child. And the natural conditions of the social
  • Title: Knowledge of Soul and Spirit: Lecture I: The Mission of Occult Science in Our Time
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    • things belongs to a childish, naive age of the human
    • we not put up other assertions in childhood than in the later
  • Title: Knowledge of Soul and Spirit: Lecture III: The Knowledge of Soul and Spirit
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    • must remember how we were as eight-year-old children. Then we
    • hot-tempered contrary child at the age of eight years, you are
  • Title: Knowledge of Soul and Spirit: Lecture VII: Man, Woman and Child
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    • Man, Woman and Child
    • Woman and Child
    • The child faces us like a
    • corrected, however, prejudices of child education have often
    • of man, woman and child the entire humanity appears. In the
    • child many things are inheridited from man and woman. Hence,
    • riddle of destiny to a certain degree. What has the child got
    • man, at woman and child.
    • as the individuality of the child appears is that what as a
    • the child a cover only. Motherly love and fatherly love is
    • parents. A kind of unaware love leads the child to these
    • return, both parents meet the child with their parental
    • dentition of the child the physical body develops. Then the
    • form of the child. If one does not do this, one has omitted
    • feelings, in life. We must respect the right of the child in
    • future generations. If one considers every child that way, we
    • educator can promote the development of the child only as far
    • as he has learnt this with himself. The child is the greatest
    • this riddle of the child thoroughly, he is the best educator.
    • respect to the being of the child and arouse awe of what there
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  • Title: Knowledge of Soul and Spirit: Lecture VIII: The Soul of the Animal in the Light of Spiritual Science
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    • concerning man, woman and child, we could point to the big
    • father, son, grandson, great-grandchild of a lion has so much
  • Title: Knowledge of Soul and Spirit: Lecture XI: Occupation and Earnings
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    • Sicily, you find not only adult workers, but also many children
    • We do not deal with such childish trifles, we do not want to
    • do if they do the work because of love for the child. Remember
  • Title: Knowledge of Soul and Spirit: Lecture XII: Sun, Moon and Stars
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    • was a childish idea to think that the other world bodies could
  • Title: Knowledge of Soul and Spirit: Lecture XIII: Outset and End of the Earth
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    • were maybe as big as a child head, they were provided with huge
  • Title: Knowledge of Soul and Spirit: Lecture XIV: The Hell
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    • way of the different religions and childish worldviews. Then we
    • Man, Woman and Child.
    • the growing child approaching us from the first moments of its
    • being sees the abilities of the child developing from the
    • We see a child that went
    • qualities which present themselves to it now. We see the child
  • Title: Knowledge of Soul and Spirit: Lecture XV: The Heaven
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    • gradually from the growing up child, then we have the sensation
    • childish body that gets its existence in this world,
    • former earth-life. If the child reveals its dispositions,
    • young child developing its abilities gradually in the physical
    • example: we assume that a mother is attached to her child with
  • Title: The Social Question as a Question of Consciousness: Lecture 2
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    • to do with the bringing-up of children, education, or anything else
    • it is not hard. The child is very spiritual in spite of its main task
    • promise of salvation or to the demand “Children love one another”.
  • Title: The Social Question as a Question of Consciousness: Lecture 3
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    • would be no socialism. Socialism is a child of the bourgeoisie; so too
  • Title: The Social Question as a Question of Consciousness: Lecture 6
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    • child understand less than the bourgeois child? But the bourgeois child
  • Title: The Social Question as a Question of Consciousness: Lecture 7
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    • today in the aims and actions of men so largely the children of their
  • Title: The Karma of the Individual and the Collective Life of Our Time, Goethe
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    • and thus, while he was still almost a child, he came into touch
    • already in his childhood, flows on further. Then something
  • Title: Insertion of Early Human Destiny into Extraterrestial Relationships
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    • understanding of it if they want to educate their children.
    • comes before them: How shall I place my child into this human
    • still admire: ‘Observe the child's predisposition. Let
    • adolescent children and declaring them fit for this or
    • answers to my talents and predispositions from a child. Of the
  • Title: Karma of Materialism: Lecture 2
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    • childish ideas that the brain receives information from other groups
  • Title: Karma of Materialism: Lecture 4
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    • cultural life — held his hand in blessing over him when a child.
  • Title: Karma of Materialism: Lecture 7
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    • children still. They really are children and when they are not children
    • the Russians. There is in the Russian people still something childlike,
    • of his time and for example the childlike experience of a Russian like
  • Title: Karma of Materialism: Lecture 9
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    • in early childhood. Similarly man does not make use of his capabilities
  • Title: The Apocalypse: Lecture II
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    • growth since childhood had occurred under the influence of the
  • Title: The Apocalypse: Lecture V
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    • had become a child. One doesn't find this, in external
  • Title: The Apocalypse: Lecture XII
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    • variety of forms. There was Isis with the Horus child, and
    • child, that lived in a wonderfully profound way precisely in
    • age when Isis with the Horus child became the Virgin with her
  • Title: The Apocalypse: Lecture XIII
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    • shouldn't behave in a sympathetic way towards children. One
    • must consciously educate such men like permanent children.
  • Title: The Apocalypse: Lecture XIV
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    • this, just as children are talked out of visions they have
  • Title: The Apocalypse: Lecture XV
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    • three-year-old child; all of the physical matter has been
  • Title: History of Art: Lecture 10: Disputa and The School of Athens of Raphael
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    • born as a child of that age. He truly was born out of this fifth post-Atlantian
    • It is the time when the child of the fifth post-Atlantian age carries
    • time, when the child of the fifth post atlantean epoch carries into
    • Raphael is painting as the child of the fifth post-Atlantean age and
    • the South. Luther is truly the antipode of Raphael. Raphael is the child
  • Title: History of Art: Lecture 11: Fourth and Fifth Post-Atlantean Epochs, Medieval Art in the Middle, West, and South of Europe
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    • 4. Italian Icon: Madonna with Child
    • the blessing little hands of the child, in the different facial expressions
    • the child. We see this light dividing itself into left and right, into
    • Keep this child's face well
    • and the Child, and see here how there has truly come a new initiative,
  • Title: History of Art: Lecture 12: Greek and Early Christian Art, Symbolic Signs, the Mystery of Gold
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    • 12. Ivory Relief, Mary with the Child
  • Title: Gospel/Matthew (1965): Lecture 2
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    • childhood, the preserved etheric body of Zarathustra was
    • the “Exodus of the Children of Moses from
  • Title: Gospel/Matthew (1965): Lecture 3
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    • the child be killed. Such is the legend, and its truth is
    • resorts to subterfuge and presents another man's child to
    • Nimrod. His own child, Abraham, is reared in a cave.
    • thc grace of God the child was able to suck milk from the
  • Title: Gospel/Matthew (1965): Lecture 4
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    • the etheric body of this child. And we heard that this is
  • Title: Gospel/Matthew (1965): Lecture 5
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    • astral body of this child. Hence we can say that since
  • Title: Gospel/Matthew (1965): Lecture 6
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    • childhood. If a man of the present time follows his life
    • some point. One person will remember more of childhood,
    • the one child — Jesus of the Solomon line of the
    • child — Jesus of the Nathan line — who is the
  • Title: Gospel/Matthew (1965): Lecture 7
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    • Jesus-child of the Solomon line of the House of David, as
    • years this Individuality in the Solomon Jesus-child
    • Zarathustra-Individuality passed into the child of the
    • he was found again in the Temple at Jerusalem. The child
    • body and Ego-bearer which were present in the Jesus child
  • Title: Gospel/Matthew (1965): Lecture 8
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    • wanting to be treated like a child who is told clearly
  • Title: Gospel/Matthew (1965): Lecture 9
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    • called the children of God. — The first member of
    • Spirit-Self already shines are called ‘children of
  • Title: Gospel/Matthew (1965): Lecture 10
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    • kind of vision was gradually lost. Childish theories
  • Title: Gospel/Matthew (1965): Lecture 11
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    • child of the intellectual soul, the spiritual or
  • Title: Gospel/Matthew (1965): Lecture 12
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    • childhood onwards their bodily development was guided in
    • under guidance from earliest childhood. This actually
    • guidance even in childhood. Nor will this be a surprise
    • similarities in the myths are really nothing but child's
    • themselves have remained children! This is a widespread
    • from ties of blood. Mary was the mother of the child
  • Title: Mystery Trinity: Part 1, Lecture 2
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    • example, we take a child into our arms. It is heavy, just as a stone
  • Title: Mystery Trinity: Part 1, Lecture 4
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    • received Christ into ourselves while we were children of the
  • Title: Mystery Trinity: Part 2, Lecture I
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    • childhood, what shaped and molded our brain, what permeates the
    • judgments in life come about. We grow up and develop as children.
  • Title: Mystery Trinity: Part 2, Lecture III
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    • spirit whose children we are? Where can we see the spirit whose
    • children we are? This question lived in the best souls of the
  • Title: Mystery Trinity: Part 2, Lecture IV
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    • language is, I would like to say, in a certain sense, a child
  • Title: Illusory Illness: Lecture I: Illusory Illness
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    • for a more frequently-used analogy. A child shows us some ice.
    • child will then say, “You say that it is water but yet it
    • parents or other had eight children, it followed that the
    • to each of the children. Thus Wagner pictured the spirit to
  • Title: Esoteric Studies: Lecture I: Cosmic Aspect of Life Between Death and New Birth
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    • youth, even in childhood. There are in the world manifold
    • present at the birth of the child Jesus of St. Luke's Gospel.
    • coming to an end now. Children and their nurses and educators
    • the children's souls, on their imagination! People do say: The
    • children no longer believe in the stork — because those
  • Title: Esoteric Studies: Lecture II: Establishment of Mutual Relations Between the Living and the So-called Dead
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    • that in the past I had to instruct many children. I had to
    • instruct several children in a family where only the mother was
    • discover the potentialities and talents of these children
    • these children of whom I am speaking, something remained
    • in which the children were being treated by the relatives nor
    • influence had an effect on the children. And it was not until
    • souls of his children — it was not until then that I
    • on the children — it was then that I succeeded in my
    • that of the father — into the souls of the children. This
    • thought into the children's souls. But that often proves
    • child (a little girl) is born; the mother dies at the birth of
    • the child; the child is orphaned at birth with regard to the
    • mother. The father, on the day the child is born, learns that
    • this he becomes melancholic; he, too, dies, leaving the child
    • woman; she is very fond of the child and wills her large
    • fortune to her. The woman dies while the child is still
    • is found — the child does not get a penny of what was
  • Title: Olaf Oesteson: The Awakening of the Earth Spirit
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    • Children too could I behold.
  • Title: Freedom/Immortality/Social: Lecture I: The Human Soul in the Supersensible Realm and Its Relationship to the Body
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    • similar to the growth processes of childhood.
  • Title: Freedom/Immortality/Social: Lecture II: Anthroposophy Does not Disturb Any Religious Confession
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    • child change from the seventh, eighth years on, you get a
    • until the ninth years how the child was 180 years ago —
    • as one can become a child at the age of 60 years again, just as
    • would be as if a man wanted to do the same as a child does.
    • That what the child does has not to be less worth than what the
    • point if one says repeatedly, the child of nature is inclined
    • as any child to personify, to ensoul an edge of a table; if it
    • anything. The child of nature does also not at all ensoul
    • interpret the facts properly that the child, actually, is not
    • this way. One regards the religion as something childish.
    • However, just the child is not minded religiously, but it must
  • Title: Freedom/Immortality/Social: Lecture III: What Spiritual Science Has to Say About the Eternal Aspect of the Human Soul and the Nature of Freedom
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    • comparison: the child is physically a result of the parents;
    • we have to search them with the parents. However, if the child
    • its actions and that what it is to the parents. If the child
    • However, as with the child the cause is in the parents, and the
    • child grows up and becomes independent, the soul life evolves
  • Title: Freedom/Immortality/Social: Lecture IV: The Science of the Supersensible and the Moral-Social Ideas
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    • because the human being was silly and childish for millennia,
    • child is like an opponent of chess to the teacher. Education
  • Title: Freedom/Immortality/Social: Lecture V: The Activities of the Human Soul Forces and Their Connection with Man's Eternal Being
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    • proceeding life as it is originally inherent from childhood and
    • had to regress again to childhood and concepts would have to be
    • childhood on. Someone who surveys the human life knows how it
    • childhood as it would be ridiculous to say, I have learnt
  • Title: Freedom/Immortality/Social: Lecture VIII: How Natural Sciences Justify the Supersensible Knowledge
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    • This experience of my childhood may appear to you very
  • Title: Freedom/Immortality/Social: Lecture IX: How Does One Justify the Anthroposophical Psychology?
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    • soul, is nothing but any memory of the childhood or youth or as
  • Title: Course for Priests: Lecture I
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    • Europe this entanglement of wires looks like a child's game
  • Title: Course for Priests: Lecture II
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    • in the non-discussion of the teaching methods to the child, boy
    • are accomplished these days centre around the child in the
    • university, you have a school for children.’ This is the kind
  • Title: Course for Priests: Lecture III
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    • spiritual beings who glance down at us, children of the earth,
    • consist of water as every child knows, all moisture is
    • living, in all which has made me from a child to an adult, in
  • Title: Course for Priests: Lecture IV
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    • the individual was a child of God, but as if the child was
  • Title: Redemption of Thinking: Lecture II:
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    • first, if one looks at a child growing up, then one realises
    • not able to do this as a little child. Where are the forces
  • Title: Reincarnation and Karma: Lecture I
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    • this or that in everyday life? Was I a child who at school liked
    • reading but not arithmetic, one who liked to hit other children but
    • did not like being hit? Or was I a child always bound to be bullied
  • Title: Reincarnation and Karma: Lecture II
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    • with the period of time which begins in the later years of childhood
    • of time in our childhood, and we have to be told about earlier events
    • development of a child. Consider a child in relation to the life of
    • they have taught the children year after year," And lo! —most
  • Title: Reincarnation and Karma: Lecture III
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    • human being has to learn the language anew. A child of the very
    • active than at any other time. In earliest childhood, the forces
    • our new life we are not again guided to them in early childhood but
    • those who accompany us into life from childhood onwards were
    • The Education of the Child in the light of Anthroposophy.
  • Title: Reincarnation and Karma: Lecture IV
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    • that if I had to live through it again from childhood to the present
    • in childhood, in the way that children now are convinced of the truth
    • root, even in the minds of children? — I am not speaking now of
    • does not mean that anthroposophists who have children should
    • enable it to take footing, even in the minds of children?
    • that humanity has outgrown the stage of childhood, the stage of
    • played the more important part. In the stage of childhood, therefore,
  • Title: Theosophy/Rosicrucian: Lecture I: The New Form of Wisdom
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    • between the noses of parents and children. If you were able to study
  • Title: Theosophy/Rosicrucian: Lecture II: The Ninefold Constitution of Man
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    • had a violent temper as a child and then thinks of how far this
  • Title: Theosophy/Rosicrucian: Lecture III: The Elemental World and the Heaven World. Waking Life, Sleep and Death.
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    • childhood, when the three corpses have been discarded, man reaches the
    • “Except ye become as little children, ye cannot enter the Kingdom
  • Title: Theosophy/Rosicrucian: Lecture V: Mans Communal Life Between Death and a New Birth. Birth into the Physical World.
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    • between mother and child. Is there a relationship between them which
    • something of an animal-like character. As the child grows up this
    • child learn to think together, when they share experiences in common,
    • love for the child and the child's love for the mother. The mutual
  • Title: Theosophy/Rosicrucian: Lecture VI: The Law of Destiny
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    • through the generations, so that the sons and grand-children of
  • Title: Theosophy/Rosicrucian: Lecture VII: The Technique of Karma
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    • lose something if the child were not to inherit certain qualities from
    • conception, as a force which guided the child to the mother. The child
  • Title: Theosophy/Rosicrucian: Lecture X: Planetary Evolution II
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    • the child in the maternal body hangs on the navel-cord. It was like a
  • Title: Theosophy/Rosicrucian: Lecture XII: Evolution of Mankind on the Earth II
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    • from the plants as today the child draws its nourishment from the
  • Title: Theosophy/Rosicrucian: Lecture XIII: The Future of Man
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    • forsaketh not father, mother, wife, child, brother, sister cannot be
    • Do you think that the child knows all the grammatical rules of speech
  • Title: Anthroposophic Movement (1938): Lecture I: Homeless Souls
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    • childhood on. — They are born of parents, who are
    • are French Catholics, or German Protestants, and our children
    • non-obviously, so as to shove these children into the lines of
    • in the life of the child. As though by matter of course these
    • children are supplied with their education, their
    • with all sorts of thoughts about the children, — thoughts
    • of childhood, and plants him down in some post in life. The
    • child-life quite acquiescently as souls, are not so
  • Title: Anthroposophic Movement (1938): Lecture IV: Blavatsky's Orientation: Spiritual, but Anti-Christian
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    • from childhood up, to-day, one learns the ‘Quite Certainty’
  • Title: Turning Points: Lecture 2: Hermes
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    • said to Solon: — ‘You Greeks are still children, you have
    • were not born of childish fantasy and false conception of the
    • end arrive at childish conditions, similar to those found among
    • primordial civilization as primitive and childish in its nature.
  • Title: Turning Points: Lecture 4: Moses
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    • was the child] and that she herself named him Moses —
    • when I was a very young child; I was standing in the doorway of
    • story of the passing of the Children of Israel through the Red
  • Title: Turning Points: Lecture 5: Elijah
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    • stage of childhood or early youth.
    • the child unto himself and plunged unhesitatingly still further
  • Title: Turning Points: Lecture 6: Christ and the Twentieth Century
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    • which is developed even in the story of his childhood. In this
    • God’s children. But seek it not in the bond which uniteth
    • and mother, and wife, and children, and brethren, and sisters,
    • the just claims of relationship and child love, but rather as
  • Title: On the Fifth Gospel: Lecture IX
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    • Isis with the Child Horus, of the mystery of the
    • connection between Isis and the Child Horus, of the
    • children, they learnt not only how to walk and talk, but
  • Title: On the Fifth Gospel: Lecture X
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    • significant words: “You call yourselves children of
    • Abraham! If you were Abraham's children you would know
    • But you are no longer children of Abraham; you have
    • Jehovah; you call yourselves unlawfully the children of
    • Jahve, the children of Abraham. I say unto you that the
    • these stones to raise up children of Abraham.” In
  • Title: On the Fifth Gospel: Lecture XI
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    • “Solomon Jesus Child” who bore within him the
    • bodily sheaths were those of the Nathan Jesus Child and
  • Title: First Class, Vol. I: Lesson 3
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    • which you have lived since childhood.
  • Title: First Class, Vol. I: Lesson 9
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    • a great extent when we were children. As children we are almost
    • all sensory organs: eyes, ears. The child experiences
    • child retains this characteristic only as long as we protect it
    • child develops this inner sensory capacity only as long as we
    • child's sensory-being is protected from the effects of the
    • the moment when the child stands on its feet and begins to move
    • breathing and of the air. We would be helpless children if we
  • Title: First Class Lessons: Lesson XXII (recapitulation)
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    • childishly oriented towards sectarianism, that if these occult
  • Title: Effects of Christ-Inpulse
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    • birth, during the last days in which a child lives in the
    • sleeping state, and when the child within the mother's body
    • of the Maid of Orleans. This must be added. Not every child
  • Title: Agriculture Course (1938): Lecture II
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    • childhood, but also throughout the whole of our life. Thus,
  • Title: Agriculture Course (1938): Lecture IV
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    • agriculture. A child who does not know what a comb is for will
  • Title: Anthroposophical Ethics (1928): Anthroposophical Ethics I
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    • followers: “Children, love one another!”
    • Children, love one another!” is contained the
    • words: “Children, love one another,” it is quite
    • own but other people's children. From their earliest days she
    • perhaps to the day of her death sacrificed to these children
    • “The child you are expecting must not be brought into the
    • Another thing is also true: Some time after the child was born
    • that the child ought to be called “John” and he was
    • his successful journey. But originally the child was called
    • childish warlike expeditions he was chosen as leader by his
  • Title: Anthroposophical Ethics (1928): Anthroposophical Ethics III
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    • Let us suppose that we have a child before us. What is the
    • condition primary to our devotion to this child? What is the
    • first condition to our educating the child? It is that we take
  • Title: Cosmogony/Freedom/Altruism: Lecture III: Fundamental Impulses in History
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    • rather more of a child, because he was not yet so
  • Title: Impulses of Utility: Lecture I: Western and Eastern Culture, H. P. Blavatsky
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    • ideal of the `two children' system. It was said: Since nature
    • through the two children system. Now, concerning this special
  • Title: Toward Imagination: Lecture 1: The Immortality of the I
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    • a festival for the joy of children, a festival that in our times —
    • extent, by children and by people who have remained childlike in their
    • heights of the world and take on earthly form to become one of us children
    • you with describing how the Kant- Laplace theory is taught to children
    • had taken root. Out of the rotating cosmic nebula our children leam
  • Title: Toward Imagination: Lecture 3: The Twelve Human Senses
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    • sense of balance in early childhood, but it remains submerged in the
  • Title: Toward Imagination: Lecture 4: The Human Organism Through the Incarnations
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    • child we find comparatively simple and primitive movements. But gradually
    • children are in a bad mood and not cheerful when they wake up. The aftereffect
    • his grandchildren, for we know all about them, don't we! Among the descendants
    • this philosopher's logical conscience. His analogy was of a child playing
    • with a doll, which the child knows has no life of its own. In other
    • words, why should we reject ideals when children do not reject dolls?
    • Even though dolls are not alive, children treat them as though they
    • use them as little children use their dolls, which are not alive either
    • this image. First, we have a little child playing with a doll, but this
    • a living being. The child would hardly play with the doll at all if
    • as much as usually comes of children playing with dolls — on which
  • Title: Toward Imagination: Lecture 7: Toward Imagination
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    • of the letters. Reading is taught in childhood. We learn to read not
    • child suddenly said: “Mother has gone upstairs to the top floor,
    • am a very respectable man, an exemplary man, and I have children who
    • a man because I have children who are no good? They all know me, or
  • Title: Social Life: Lecture I
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    • only it were taken up as part of the education of children,
    • only children could grow up to-day under the influence of such
    • spoken of nature there, may mock at the childishness, the
  • Title: Social Life: Lecture II
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    • whose Spiritual child they really are.
  • Title: Social Life: Lecture III
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    • can hold us back at the childhood stage. They can suspend
    • grow up, of remaining childish in the evil sense of the word.
    • will remain children, and will not be able to age. The
  • Title: Health and Illness I: Lecture I: Concerning the World Situation
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    • children are asked to add all this together; this is what the
    • figure it out in actuality. Giving children problems like this
    • Children are required to use their good sense to compute real
    • concrete, something real. Children are led out into real life
    • matter how children learn arithmetic.” They don't think
    • children will eventually spout it as adults; they'll talk
    • but only those that apply to life. Unfortunately, children are
    • mortality rate slowly decreases. Children have their childhood
    • look at the illnesses that children die from during the
    • of blood suppuration. The blood becomes purulent. The child has
    • suppuration. In fact, the child would develop jaundice. When an
    • children get diarrhoea, which cannot be cured by the means one
    • compresses must be used, but it's worthless to give a child
    • medication. Children also get thrush, blisters that spring up
    • mainly on the tongue, and all the other childhood diseases that
    • they belong essentially to childhood. They predominate
    • during the early ages and then decline after the child
    • what causes purulent blood in a child. It arises from deep
    • within the system. Convulsions, so-called childhood spasms,
    • also frequently afflict children.
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  • Title: Health and Illness I: Lecture II: Illnesses Occurring in the Different Periods of Life
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    • the internal organs, we can count on children to be healthiest
    • childhood.
    • appear. In children, irregular digestion frequently
    • convulsions. A childhood disease that is particularly
    • affect adults. It is extremely damaging; the children cannot
    • we can see that childhood illnesses have a distinctive
    • childhood illnesses, though adults, too, can contract the
    • latter. But we must now ask ourselves why children are
    • and second months the child is all head; the other organs are
    • rarely in younger persons, the children do not necessarily
    • need it puzzle us, gentlemen? Whatever the child can
    • the unborn child, which, after all, are not even functioning
    • in children as an eye disease. It is no wonder, for when the
    • child's head is developing, its eyes are exposed to what
    • the child is born, everyone knows that the most completely
    • the head. In the child everything is regulated from the head.
    • Suppose that a child is born whose blood circulation is too
    • happen that the child's blood circulation is too slow. Let us
    • imagine this case. (See drawing.) Here is the child's heart,
    • result simply from keeping the child in stifling air. It cannot
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  • Title: Health and Illness I: Lecture III: The Formation of the Human Ear
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    • the unborn child is developed. (Referring to a drawing.) The
    • into the ear was there when as a child I learned to speak.
    • gives us our form and that enables the child to stand upright
  • Title: Health and Illness I: Lecture IV: The Thyroid Gland and Hormones
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    • certain processes of the child that has effects much later on,
    • only slightly developed in the child, but when he or she
    • child reaches puberty much of the hormonal substance
    • to education. If children are raised correctly, they can easily
    • been educated correctly as a child, and then given enough time
    • protecting children in school, and also in later years,
  • Title: Health and Illness I: Lecture V: The Eye; Colour of the Hair
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    • because from childhood we have been used to saying
    • became used to touching himself as a child, that is, touching
    • You surely know that children born deaf cannot speak either,
    • but a child learns not only to see with its eyes but also to
    • speak, and the child learns to speak with them just as it does
  • Title: Health and Illness I: Lecture VI: The Nose, Smell, and Taste
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    • matter is more complicated. You will have noticed that children
    • consideration. When dealing with a child who does not
    • carefully what a small child likes or does not like rather than
    • examine the chemical ingredients of its food. If the child
  • Title: Health and Illness I: Lecture VII: Spiritual-Scientific Foundations for a True Physiology
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    • sleep can we properly trace this network, but in a child it is
    • still much in evidence. The child has a lively nerve bulb
    • child that as yet does not translate with the intellect
  • Title: Health and Illness I: Lecture VIII: Concerning the Soul Life in the Breathing Process
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    • child that is still maturing in the mother's womb has come into
    • disintegration. The child takes its first breath only at the
    • element seeks out the air in which it floats after the child
    • Unfortunately, things are such in our age that children are
    • from the human egg. But children are already taught these
    • children are told that once the earth, along with the whole
    • off, and a round one remains in the middle. The children
    • children — so he says — we can do it on a small
    • teaches children such things, they become “clever”
    • Bible to people on festive occasions, or even to children in
    • school, if along with this one tells the child that there was
  • Title: Health and Illness I: Lecture IX: Why do We Become Sick?
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    • years of childhood. It is not enough merely to examine
  • Title: East and West, and the Roman Church: Lecture I
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    • was part of an age of childhood, and that that alone is great which
    • St. John is ascribed the words: “Little children, love one
    • criticising the book puts by the side of “Little children, live one
    • “Little children, love one another,” — here I must express
    • maintain itself in the modern world? Even children of this Church
  • Title: Social Life: (single lecture)
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    • to-day, when we see a child. When we meet a child to-day, we
    • that child that which had to be poured in, in olden times.
    • To-day it is our task to say: “This child has been
    • around that which the child brings with him into this world
    • that the teacher should really regard the child before him as
    • he must seek that which the child is concealing in himself; he
    • undertaken to put into the child. He must never proceed
    • child itself as his teacher, and see how the child through its
    • are to be broken through; so that, from out of the child
    • are around the child, so that the child can come to itself, and
    • we say we have no need to inoculate into the child anything we
    • leave that to those who want to make children Catholics or
    • Anthroposophical pedagogy into the children. We simply want to
    • the child from its pre-existence. We want through
    • number of dogmas, which we teach the children. We want to
    • art, so as to make of the child what it has to become. We
    • not to bring it to the child. We are quite clear as to this:
    • individual child in a quite special and individual way, if only
    • child brings to the Earth with its birth here. My dear friends,
    • the children things which can be comprised in a sum of dogmas;
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  • Title: Health and Illness II: Lecture I: Fever Versus Shock; Pregnancy
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    • exerted on the child during pregnancy except indirectly by way
    • of the mother, since the child is connected with the mother, as
    • The unborn child receives everything it requires, including its
    • developing child. You only have to observe what happens, for
    • pregnancy, is badly frightened. As a rule, the child will be
    • physical change occurs in the child but only that the mother
    • child?
    • the membranes in the abdomen of the mother, where the child
    • intestines but also those of the organ in which the child rests
    • Consider a woman who is pregnant. The child is in the first
    • abdomen something for the growing child, much is stimulated
    • child but to the stomach. An excess of activity is required.
    • The best care for the unborn child naturally requires an
    • child's development must demand it, and the pregnant woman must
    • influence is exerted on the child by the environment of soul
    • following can be understood. There are children who are born
    • the forces of the child's head together properly. The head
    • swells up, becoming hydrocephalous. Other children are born
    • relationship can always be noted between the child's
    • birth to a child who is pale, with a pointed chin and skinny
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  • Title: Health and Illness II: Lecture II: The Brain and Thinking
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    • foundation. The very first sentences taught little children in
    • insects. When they are still little children and look
  • Title: Health and Illness II: Lecture III: The Effects of Alcohol on Man
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    • therefore, her developing child becomes too heavy and cannot
    • conception occurs, the child's nerve-sense system will be
    • affected. The woman's drinking harms the child's inner organs
    • the child's nervous system. All the activities are damaged that
    • should be present in the right way as the child grows up.
    • a rule, if a child is born with water on the brain, one does
    • that the child is born with hydrocephalus. If, however, the
    • see, the children of a father who drinks can develop a weakness
    • children need not be connected with the effects felt by the
    • alcoholic father. The children need not have a tendency toward
    • an alcoholic has three children, for example, these three are
  • Title: Health and Illness II: Lecture IV: The Power of Intelligence as the Effect of the Sun; Beaver Lodges and Wasps Nests
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    • suitable for children; the male lived nearby in his own burrow.
  • Title: Health and Illness II: Lecture V: The Effect of Nicotine; Vegetarian and Meat Diets; On Taking Absinthe; Twin Births
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    • have a child, but subconsciously she harbors a certain
    • bearing children. She need only have a certain antipathy toward
  • Title: Health and Illness II: Lecture VI: Diphtheria and Influenza; Crossed Eyes
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    • children were born along with normal children. In his youth,
    • the father of the children tore the tongues out of birds. Could
    • the four mute children be his punishment?
    • Dr. Steiner: Were the children who cannot speak born one
    • after the other in this family, or were the children who could
    • The Questioner: The mute children were born one after
    • details. Much depends, for example, on whether a speaking child
    • was born between the mute children; whether, after a certain
    • moment in time, the speaking children were born and the mute
    • children after, or whether the mute children were born first
    • and the normal children after, or whether they were born
    • alternately. Muteness in children naturally can be caused by
    • any number of factors. If these children can hear and are only
    • when they had the children or whether they are still young.
    • father! To say that the children were born mute to punish the
    • afflicted as these four children, it is not a punishment for
    • the father; he is much less affected than the four children,
    • In relation to children's age you can see that if a person
    • determine from the ages of these children whether the earlier
    • You do not know, for example, whether the four mute children
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  • Title: Health and Illness II: Lecture VII: The Relationship Between the Breathing and the Circulation of the Blood; Jaundice; Smallpox; Rabies
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    • while in the womb, a child in the womb should contract smallpox
    • contracts smallpox, her unborn child already has smallpox in
    • the womb, because the child takes part in everything.
    • child develops, the womb, is really like a miniature earth that
    • introduce movies into schools so that children wouldn't have to
  • Title: Health and Illness II: Lecture VIII: The Effect of Absinthe; Hemophilia;The Ice Age; The Declining Oriental and the Rising European Cultures; On Bees
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    • marry a woman who is not, and they will have healthy children
    • man they might have children who would be hemophiliacs. The odd
    • children of these daughters do, even if their fathers are
    • children even if she is completely healthy. This shows you how
    • the daughter of a hemophiliac? Before she has any children,
    • lead-containing medication. Then the children will be protected
    • children will turn out to be weaklings; they will become a weak
    • reach a point where children will be born who will be extremely
  • Title: Jacob Boehme
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    • Paul is entirely right when he emphasizes that the child learns
    • humanity and which the child, more or less unconsciously, still
    • you? How could you call yourself a child of God if you were not
  • Title: The Subconscious Forces
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    • “The Education of the Child
    • young children and youthful persons certain forces which will
    • souls of children, people learn to think in a materialistic
    • soil like cabbage, — all this prepares the child's soul
    • something which children should take in until late in life:
    • This is far better reading for children than Robinson Crusoe.
    • children read Robinson-books and we shall extirpate the whole
  • Title: Karmic Relationships, VIII: Lecture I
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    • even into our children through the introduction of modern science
  • Title: Karmic Relationships, VIII: Lecture IV
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    • children in the kindergarten are led to-day; he can put aside the
    • perception a little new-born child is much wiser than a learned
  • Title: Karmic Relationships, Volume I: Lecture I
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    • boarded up.” It is of course a childlike and crude expression.
    • But we need only remember the childlike way in which people are wont
  • Title: Karmic Relationships, Volume I: Lecture II
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    • begin to grow as little children, when forces of growth make
    • “heredity” appear really very childish. Before I can
    • they generally do in modern science is childish, although science
    • grotesquely childish. For the sympathies and antipathies already
  • Title: Karmic Relationships, Volume I: Lecture IV
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    • applied in moral education. If a child has little talent, if a child
    • done, must be there again somewhere or other in the child's
    • in such a child, in the metamorphosis of unintelligence in this life,
    • Then you will do something as educator so that this child will
    • result of a love thus specifically roused and directed. The child's
    • fact that destiny has brought these children together in one class is
    • between the one child and the other, as a result of their former
    • they will bring consciously into the children's development that
    • therefore in childhood you notice there is a tendency to dullness and
    • child to develop love in its heart, if you discover (which would be
    • life), if you discover which are the other children to whom the child
    • is karmically related, and you now bring the child to love them
    • especially, to do deeds of love towards these other children —
    • dull-witted children to the point where they develop love, thus
  • Title: Karmic Relationships, Volume I: Lecture V
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    • he is the child of his parents and the descendant of his forebears.
    • the illnesses of childhood. The typical diseases of childhood are an
    • of childhood.
    • some children — how greatly they change in physiognomy or
    • child (which, in real fact, is deeply, organically rooted) the father
    • that the children must have got everything from their parents.
    • the other hand, you may often observe how children grow even more
    • say, with the air of making an objection: “I have seen children
    • life.” No doubt; but then the fact is, that these children
    • is no longer there in the second period of life. The child's relation
    • finds expression in manifold illnesses of childhood; but the weakness
    • in your childhood you are united by destiny with another human being;
  • Title: Karmic Relationships, Volume I: Lecture XI
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    • in the navigation service. He is a child who has little inclination
    • offer, a child who is not at all brilliant at school, but who takes a
    • some knowledge of the world to the children, the boy Garibaldi much
    • child without help of any kind, and how, in order to keep it warm,
    • the letter written when his child had died immediately after birth,
  • Title: Karmic Relationships, Volume I: Lecture XII
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    • as is the custom today, a child is obliged as early as the sixth or
    • respect he sometimes did the most childish things. On one occasion it
  • Title: Karmic Relationships, Volume II: Lecture II
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    • we shall cease, in the childish way of psycho-analysts, to explain
  • Title: Karmic Relationships, Volume II: Lecture III
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    • — came again as the children whose education this same
  • Title: Karmic Relationships, Volume II: Lecture VI
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    • (next) head. Now in childhood the whole forming of the body takes its
  • Title: Karmic Relationships, Volume II: Lecture VIII
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    • hair grows very quickly. In observing children whose hair grows very
    • should find a place in the education of growing children as well as
  • Title: Karmic Relationships, Volume II: Lecture IX
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    • considering it to be a piece of childishness on the part of Raymond
    • Lully. The childishness, however, is purely on the side of modern
  • Title: Karmic Relationships, Volume II: Lecture XI
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    • example, we observe a little child at the very beginning of earthly
    • more emphatic. In earliest childhood the Third Hierarchy —
    • period. In the little child and the young human being the organism is
    • contained. These stronger forces are not present in the child before
    • that age. In the child are the weaker forces which, to begin with,
  • Title: Karmic Relationships, Volume II: Lecture XII
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    • the exception of early childhood. Children up to the age of seven are
  • Title: Karmic Relationships, Volume II: Lecture XIII
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    • indifferent about the kind of names their children receive. For some
    • is often an element of coquetry in giving a name to a child; people
    • the child's relation to the spiritual world and chose the name
    • the hope that by placing a child in the world with this name, the
    • spiritual Beings. And the whole conception that little children,
  • Title: Karmic Relationships, Volume II: Lecture XVI
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    • of activity. Children in process of education as a prelude to manhood
  • Title: Lecture: Karmic Relationships, Volume III: Lecture IV: The Soul's Condition of Those Who Seek for Anthroposophy
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    • this: Has it a very bad effect upon a child when at a
    • Until a certain age is reached, the children do not know
    • unbearable, to discover at a certain age of childhood that
  • Title: Lecture: Karmic Relationships, Volume III: Lecture V: Spiritual Conditions of Evolution Leading up to the Anthroposophical Movement
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    • authority — nevertheless the simpler, more child-like
  • Title: Lecture: Karmic Relationships, Volume III: Lecture X: The Michaelites: Their Karmic Impulse Towards the Spiritual Life  The Working of Ahriman into the Once Cosmic and Now Personal Intelligence
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    • advice. But when we bring our children on as we do in the
    • than in ordinary life. The child or adolescent confronts
    • of childhood, — when we are twenty to twenty-four
    • tender age of childhood — the age of twenty to
  • Title: Karmic Relationships, Volume IV: Lecture VIII
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    • Government of Louis XIV when Louis XIV was still a child,
  • Title: Karmic Relationships, Volume IV: Lecture IX
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    • little earlier. In the childlike body there is born what is really
    • child but working precociously, with the maturity of the thirties of
    • arise in a childlike way but they live in him so strongly that he has a
  • Title: Karmic Relationships, V: Lecture I
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    • circumstances in which she gave birth to her child, and in order to
  • Title: Karmic Relationships, V: Lecture II
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    • this event. We may look right back into our childhood and we shall
  • Title: Karmic Relationships, V: Lecture VI
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    • childhood, are the Moon mysteries. In the second chapter, comprising
    • mysteries. Doctors know well that this is the age when children's
    • Angels. Looking back to early childhood with the Initiation knowledge
    • of how the activities of the Angels weave through a child's first
    • region we actually see our childhood and with it the weaving work of
    • this is a thoroughly childish conception! The truth is that if the
  • Title: Karmic Relationships, V: Lecture VII
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    • seven years' duration. We see our early childhood until the change of
    • epoch; and the education we receive from childhood onwards is a
    • We learn to write in childhood but our present writing is incapable
    • thoroughly childish in comparison with the grandeur of earlier times.
  • Title: Karmic Relationships, VII: Lecture One
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    • years back to childhood. He will then perceive how, following
  • Title: Karmic Relationships, VII: Lecture Two
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    • are roaming around up there in the Cosmos is just childish
    • feel the caress but it would be childish to associate it in any
    • sphere in place of the tableau of early childhood from birth
    • statistics, namely, that the illnesses of childhood occur most
  • Title: Karmic Relationships, VII: Lecture Four
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    • children any relation to human life? It has none, not the very
  • Title: Karmic Relationships, VII: Lecture Five
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    • children. The faculties that are drawn out of us, the paths
    • us in childhood is determinative. And so if we observe closely
    • circumstances are by no means usual! The first child is born
    • searches for him on the battlefield she has to strap the child
  • Title: Karmic Relationships, VII: Lecture Six
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    • course, remembered his past, what he had done in childhood and
    • movements of arms and limbs beginning to appear in a child
    • see how spirit begins to permeate the child's being and the
    • child during the first seven years of life is one of the most
    • physiognomy and gestures of the child develop from birth until
    • contemplating the marvellous phenomenon of the child's
    • child's gestures reveal, how the awkward, unskilful movements
    • when we have before us a child between the ages of seven and
    • an eye of soul to perceive how the child's development is
    • intimate observation of the bodily development of a child
    • affirm of a child between the ages of seven and fourteen:
    • in the physiognomy of a child. If we feel this deeply and
    • living power in the soul, then, as we observe the child between
    • understanding of Man. Children and young people were ill at
  • Title: Karmic Relationships, VII: Lecture Eight
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    • development. The astral body of a child can work strongly and
  • Title: Karmic Relationships, VII: Lecture Nine
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    • the slaves under him were the children who received such
    • well-known picture of Pestalozzi among the children was hanging
  • Title: Richard Wagner: Lecture II
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    • in the case of newly-born children, a faint trace of this eye may
  • Title: Richard Wagner: Lecture IV
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    • the first stream, thus flowing together with it. A childlike,
    • childlike race (thus Wagner continues), which has passed
  • Title: Foundations of Anthroposophy: Lecture II: Man in the Light of Anthroposophy
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    • childhood, in the form of a mighty tableau.
  • Title: Supersensible Knowledge: Lecture I: Supersensible Knowledge: Anthroposophy as a Demand of the Age
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    • especially during childhood, those forces have evolved which have
  • Title: Supersensible Knowledge: Lecture II: Anthroposophy and the Ethical-Religious Conduct of Life
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    • child educated so that he becomes a real human being, bearing his
    • wish to develop in the growing child that which can live and breathe
    • knowledge of man causes the educator to see the child as
    • of the earthly life, the growing child is the most wonderful
    • with super-sensible knowledge: “In this child there is manifest
    • before the child, we then confront the task of educating the child,
    • observe only the child if we wish to know what we must do with
    • period of tenderest childhood, let us say, first becomes
    • only the immediate age of childhood but the whole earthly life of the
    • pedagogical point of view that we must present to the child only what
    • human life. For there is a period of childhood, from the change of
    • teeth until adolescence, when it is exceedingly beneficial to a child
    • the child sees in the self-evident authority of a teacher and
    • the child which it can already understand. We view the mode of a
    • child's experience in the right way only when we are able to
    • close to these children in their inner heart life, so that they
    • again on the surface. What the soul acquired then in childhood exerts
    • old age the forces of reverence of his tender childhood. Permit me to
    • hands in blessing in old age who has not learned in tender childhood
    • time radiates an ethical-religious atmosphere over the child.
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  • Title: Spiritual Development: Lecture I: The Inner Experience of the Activity of Thinking
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  • Title: Lecture: Theosophic/Esoteric Cosmology: Esoteric Cosmology - 2
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    • certain laws of origination and expiration. Consider a child. The
    • child's astral body is correspondingly small; it grows according to
    • the child's physical growth. Growth and reproduction are functions of
  • Title: Lecture: Theosophic/Esoteric Cosmology: Esoteric Cosmology - 3
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    • children in the religious documents. Then the Enlightenment came, and
  • Title: Theosophy and Rosicrucianism: Lecture I: Theosophy and Rosicrucianism
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    • many things and many an illness of childhood, which made
    • Such a person may say to himself: When I was a child, I still
    • once believed in my childhood. And there followed a deeply
  • Title: Theosophy and Rosicrucianism: Lecture II: Introductory Explanations Concerning the Nature of Man
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    • etheric body, but this forms part of the “childhood
    • with all his wisdom is but a child in comparison to that
  • Title: Theosophy and Rosicrucianism: Lecture III: Man's Self-consciousness
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    • — If you were a choleric child at the age of eight, you
  • Title: Theosophy and Rosicrucianism: Lecture IV: Man's Further Destinies in the Spiritual Worlds
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    • concluding it ,with our first impressions of childhood, is
    • you become as little children you cannot enter the Kingdom of
    • Heaven”. For on reaching the stage of childhood in his
    • love for her child undergoes such a purification, and
  • Title: Theosophy and Rosicrucianism: Lecture V: Metamorphoses of Our Earthly Experiences in the Spiritual World
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    • body develops until the child changes its teeth, the etheric
    • everything which the child perceives through his sense
    • disposition of the physical organs in the child's body, are a
    • period of life? Just because; the child is moulding its body,
    • skull, etc.) But for this very reason the child is still
    • most crooked legs grow straight again if the child receives
    • diseased mucous membranes; that is to say, children affected
    • children is that at school they frequently remain behind
    • comprehension on the child's part. The conclusion to which
    • modern doctors arrive is: Children with adenoid growths
    • right, every child who underwent such a treatment would
    • forms. Up to the seventh year, the child is in reality
    • in its immediate environment. Until dentition, the child is
    • sense-organs, the child takes in its whole environment. And
    • for instance, fidgety people, then the child will also become
    • child will of course, also become calm. We must try to
    • produce the right counter-condition by placing the child in a
    • absolutely necessary to stimulate the child's fantasy,
    • brain. It is consequently necessary to give a small child
    • toys which are as simple as possible. A natural child will
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  • Title: Theosophy and Rosicrucianism: Lecture VI: Man's Descent into an Earthly Incarnation
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    • lives through his life backwards as far as his childhood, in
    • sense, for a child chooses its own parents, so to speak.
    • mother knows that the child is part of her own self. But
    • child loves its mother even before it is conceived;
  • Title: Theosophy and Rosicrucianism: Lecture VII: The Law of Karma
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    • word “gebären”, to bear children.
    • bear her child out of nothing. To bear a child means that the
    • child passes over from a former concealed condition within
    • born children would suffer from symptoms of trembling and
    • through the illnesses of childhood in theosophy can a
  • Title: Theosophy and Rosicrucianism: Lecture IX: The Earth's Passage Through its Former Planetary Conditions
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    • devouring his children.
  • Title: Theosophy and Rosicrucianism: Lecture XII: The Stages of Christian Initiation
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    • to a different social class his children would no longer have
    • relatives, the love of a mother for her child, and so forth,
    • abandoned his parents, wife, children, brother and sister,
    • sister, wife and child, cannot become my disciple.”
    • children of God. Those who confided in His name are not
  • Title: Theosophy and Rosicrucianism: Lecture XIII: The Rosicrucian Training
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    • of the senses: A child, above all, should learn to grasp
    • should be considered in the education of the child.
    • nonsense our elders taught us children, by telling us the
    • story of the stork! Children should be told the truth.
    • to children in a spiritual way. In ancient times, when the
    • word as “Pommerle” which means a small child, so
    • grasped in the form of pictures; if the child is first taught
    • wing a child's fancy, if you understand the truth underlying
    • it and pass over to the child. This applies to every image.
    • Children can thus be taught everything.
    • deal with the problem of life after death? Lead the child to
    • this, you will be able to convince the child that when the
    • change altogether; then the child will no longer be taught
  • Title: Theosophy and Rosicrucianism: Lecture XIV: Further Stages of Rosicrucian Training
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    • child, brother and sister, cannot be my disciples”, and
  • Title: Gospel of John (Basle): Lecture III
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    • child to an old man, and the Earth was once in the Saturn
    • condition, a child. Again, it must not be thought that in the
    • called children of God or Sons of God
  • Title: Gospel of John (Basle): Lecture IV
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    • grandchild and great-grandchild felt within them the some Ego
    • father, and mother, and wife, and children and brethren, and
    • (If any man come to me, and hate not his father, and mother, and wife, and childLuke 14:26).
  • Title: Gospel of John (Basle): Lecture V
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    • 52 And not for that nation only, but that also he should gather together in one the children of God that were scattered abroad. \
    • were called Children of God; in such men “the light
  • Title: Gospel of John (Basle): Lecture VI
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    • out, and children would be born with quivering limbs. The
    • mother, and wife, and children, and brethren, and sisters,
  • Title: Gospel of John (Basle): Lecture VII
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    • have reached a high level of culture there are children of
  • Title: Gospel of John: Lecture III: The Mission of the Earth
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    • drummed into the heads of the school children, the great
    • Earth-evolution, there was on the one side the childlike
  • Title: Gospel of John: Lecture IV: The Raising of Lazarus
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    • received it could reveal themselves as Children of God.
    • deny wife and child, father and mother, brother and sister,
    • name, “Children of God,” because they possessed
    • Children of God.” Those who put their trust in
    • Children of God” were always in a certain sense
    • birth through which he is “once-born,” a child or
  • Title: Gospel of John: Lecture V: The Seven Degrees of Initiation
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    • stupidities and childish ideas, and that we alone have
  • Title: Gospel of John: Lecture VI: The "I AM"
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    • child of man” or the “son of man.”
    • child in the mother's womb, all that was brought by
    • I should bring forth the children of Israel out of
    • said unto God: Behold, when I come unto the children of
    • Thus shalt thou say unto the children of Israel: the
    • further unto Moses, Thus thou shalt say unto the children of
  • Title: Gospel of John: Lecture X: The Effect of the Christ Impulse Within Mankind
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    • If a child is to develop into something special at fifteen
  • Title: Gospel of John: Lecture XII: The Nature of the Virgin Sophia and of the Holy Spirit
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    • not incarnate in an ordinary child's body, but only in one
  • Title: Gospel of John: Lecture I: The Johannine Christians.
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    • ego another, a higher one, is born, as the child is born of the mother.
    • A man as he appears in life is first encountered as a child, awkward
    • the rebirth of the higher ego. As the child is born of the mother, so
    • sense. What does this indicate? That not only has a child been born
    • express the idea, not only is a child born: something is born in the
    • Jesus of Nazareth, of Whose birth it must be said that a child was born;
    • but with this Child there appeared something that will not be encompassed
  • Title: Gospel of John: Lecture II: Living Spiritual History.
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    • amalgamated with matter than when the child is carried the full time
    • even in his childhood some experience can make upon his soul an impression
    • wisdom in a given incarnation. He is then born again as a child, like
    • find the type in which the child is cast out, is found by shepherds,
  • Title: Gospel of John: Lecture IV: The Hierarchical Beings of our Solar System and the Kingdoms of the Earth.
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    • to parents — namely, that some children flunk, do not
    • the official view of today, from what is inoculated in our children
    • from the beginning of their school days. The children are told that
    • in olden times only childish views and conceptions prevailed: those
    • We know today, of course — so the children are told — that
    • all those beings originated in popular imagination and childish conceptions.
    • keep in mind how easy it is to present, for the children's benefit,
  • Title: Gospel of John: Lecture VII: The Baptism with Water and the Baptism with Fire and Spirit.
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    • the forces a child brings along from his previous incarnation unite
  • Title: Gospel of John: Lecture VIII: The Initiation Mysteries.
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    • the vision of the shepherds, their adoration of the Child, the presentation
  • Title: Gospel of John: Lecture X: What Occurred at the Baptism?
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    • the child would always resemble his parents, grandparents, and so on.
  • Title: Gospel of John: Lecture XI: The Harmonization of the Inner Forces of Man through the Christ-Impulse.
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    • form of it as the ultimate horror: the child's strife against father
    • resolved to abandon the child; and in order to insure his complete annihilation
    • found the child and took pity on him. He brought him to Corinth, and
  • Title: Gospel of John: Lecture XII: The Decline of Primeval Wisdom and its Rejuvenation through the Christ-Impulse.
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    • but Joseph did not know the identity of the child's father.”
    • from it. Even the greatest men are, of course, children of their era
  • Title: Gospel of John: Lecture XIV: The Earth as Christ's Body and as a New Light Center.
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    • had prophesied of the child that it would become a Buddha, the Redeemer,
  • Title: Gospel of St. John: Lecture I
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    • within this ‘I’ another, a higher Ego, is born, as the child is born
    • him first as a child, clumsy in respect of his surroundings, and
    • event which may be called the birth of the higher self. As the child
    • that, apart from the birth of the child in the physical world, an
    • a child born, in the physical body, but in spiritual regions something
    • an ordinary child was taking place. In the same way it is related of
  • Title: Gospel of St. John: Lecture II
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    • particular experience in his childhood creates so powerful an
    • knowledge. He is reborn in his next lie as a child like any other; but
    • incident, that the father orders the child to be exposed; the child is
  • Title: Gospel of St. John: Lecture IV
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    • of everyday life, when children in school, having failed to attain the
    • accepted theories with which even our children are inoculated from
    • childish ideas and views were current: These unfortunate Indians
    • popular imagination — beings imagined by a childish mind. And the
    • demonstrate to children the apparently simple and plausible genesis of
  • Title: Gospel of St. John: Lecture VII
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    • inherited by a child, the forces which the latter brings from its
  • Title: Gospel of St. John: Lecture VIII
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    • vision, of their adoration of the Child, and of the presentation in
  • Title: Gospel of St. John: Lecture IX
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    • of the child's father. What is the effect of Christ's words, ‘Go thy
  • Title: Gospel of St. John: Lecture X
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    • appear. Children would invariably resemble their parents,
  • Title: Gospel of St. John: Lecture XI
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    • of a child against his father and mother. It was known in those days
    • For a long time they were childless. At last Laios asked the oracle at
    • child and had compassion on it; he brought it to Corinth and there
    • the mother brought the child, to which she had given birth, to the
    • and her husband being childless. After a time a child was born to this
  • Title: Gospel of St. John: Lecture XII
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    • was the father of the child.’
    • men are of course children of their age with regard to their science.
  • Title: Gospel of St. John: Lecture XIV
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    • respecting the child: ‘This is the child who will become the Buddha,
  • Title: Occult History: Lecture 4
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    • and not as a child, who moves about as a healthy, not as a sick being,
    • A certain number of days before her death a grandchild is born, the
    • death another grandchild is born, and a great-granddaughter 9,996 days
    • the first grandchild and the death of the grandmother, a great grandchild
    • be put to death in childhood. He was allowed to live only because it
  • Title: Inner Realities: Lecture 2: The Inner Aspect of the Sun-embodiment of the Earth
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    • time — and they are the children of the Thrones and the
  • Title: Inner Realities: Lecture 4: The Inner Aspect of the Moon-embodiment of the Earth - 2
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    • us take the case of a child who in his seventh or eighth year, or at
    • some other age may have experienced some injustice, to which children
    • of those around him to throw the blame on the child, so as to have an
    • end of the matter. Now children are very specially sensitive to
    • may have bitten deeply into the childish life, the later soul-life
    • is concerned the, child forgot it. And indeed it may very well never
    • merely not understood. Do not we smile too when children cry Just
  • Title: Lecture V: Man in the Light of Occultism
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    • substance you had as children: all of you will have to admit that your
  • Title: Lecture VIII: Man in the Light of Occultism
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    • remind ourselves of the fact now and again — is no child's play;
    • — Birth, Childhood, or again, Baptism or Transfiguration or
  • Title: Lecture IX: Man in the Light of Occultism
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    • which changes him from a crawling to an upright child. For man is not
    • acquire for himself as a child, although this movement he continues to
    • one, that has also to be learned in early childhood. We may say, man
    • Education of the Child from the standpoint of Spiritual Science.)
    • evolution. When I was explaining how two Jesus children were born, the
    • Matthew Jesus Child and the Luke Jesus Child, I said that at the birth
    • of the Luke Jesus Child the Buddha sent down from the spiritual world
  • Title: Lecture X: Man in the Light of Occultism
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    • worlds into the astral body of the Luke Jesus Child, how do the Christ
  • Title: World of the Senses and the World of the Spirit: Lecture IV
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    • right back to the time which you first remember in early childhood.
  • Title: World of the Senses and the World of the Spirit: Lecture V
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    • received, perhaps as a little child or as an older boy or girl? All
  • Title: World of the Senses and the World of the Spirit: Lecture VI
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    • we shall find without fail that the child of wisdom will be love.
  • Title: Gospel of Mark: Lecture 1
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    • childhood, for something quite new was beginning. We must
  • Title: Gospel of Mark: Lecture 2
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    • the souls of the two Jesus children. The soul of the one was
  • Title: Gospel of Mark: Lecture 3
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    • 21:13 And there came in two men, children of Belial, and sat before him: and the men of Belial witnessed against him, even against Naboth, in the presence of the people, saying, Naboth did blaspheme God and the king. Then they carried him forth out of the city, and stoned him with stones, that he died. \
    • 21:26 And he did very abominably in following idols, according to all things as did the Amorites, whom the LORD cast out before the children of Israel. \
  • Title: Gospel of Mark: Lecture 4
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    • to the child who comes into the world. Thus the spiritual
    • in themselves but are children of the moment. Then when
  • Title: Gospel of Mark: Lecture 6
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    • the case of a child. Here we see that nature predominates;
    • the child's soul-nature. Then the child grows up, and through
  • Title: Gospel of Mark: Lecture 7
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    • — that all he gives are childish symbols, childish
    • calls these notions “childish and ingenious.”
  • Title: Gospel of Mark: Lecture 8
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    • 25:11 Phinehas, the son of Eleazar, the son of Aaron the priest, hath turned my wrath away from the children of Israel, while he was zealous for my sake among them, that I consumed not the children of Israel in my jealousy. \
    • anger from the children of Israel through his zeal
    • children of Israel. Therefore say: See, I give him my
  • Title: Lecture: Links Between the Living and the Dead
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    • it as childish to occupy themselves with thoughts about the spiritual
    • children were all of them good people in the ordinary sense, with a
    • child or young person realizes that his hatred ought to cease, but he
  • Title: Lecture: The Transformation of Earthly Forces into Clairvoyant Faculties
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    • childhood. For it is only then that the forces which can be used for
    • spectacle of a child learning to walk. Certain of the forces used by
    • the human being in early childhood in order to stand upright, remain
    • period of existence are the forces of childhood, those that have been
    • too, is why there is such enchantment in the sight of a tiny child,
    • their radiance into the life before birth. In the aura of a child
    • aura round the child into something full of glory, full of wisdom. The
    • wisdom manifesting in the aura of a child is often far greater than
    • child. And if the forces present in childhood are developed later on
    • are saved, not so much in childhood but in the period of life when
    • the forces saved from very early childhood. But a clairvoyant who
    • means of the forces saved in earliest childhood, at the age when the
  • Title: Spiritual Foundation of Morality: Lecture I
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    • about, repeated again and again to his followers: “Children,
    • words, “Children, love one another!” is contained the
    • and uses the words: “Children, love one another,” it is
    • service brought up not her own but other people's children. From
    • these children all she had in a selfless loving way and with the
    • mother of Francis of Assisi, and said to her: “The child you
    • is also true: Some time after the child was born a remarkable man
    • impression that the child ought to be called “John” and
    • successful journey. But originally the child was called
    • comrades and playfellows. No wonder that on all the childish
  • Title: Spiritual Foundation of Morality: Lecture III
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    • suppose that we have a child before us. What is the condition primary
    • to our devotion to this child? What is the first condition to our
    • educating the child? It is that we take an interest in it. There is
  • Title: Destinies of Individuals and Nations: Lecture 3: The Nature of European Folk Souls
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    • fifty looking at a child. The child is young, he is old;
    • when the child did not yet exist he was not yet old, and
    • as the child grows he is getting old. It is then as
    • though he were to say: ‘It is the child's fault
    • that I am getting old; for if the child were not to grow
    • child can merely make him aware of getting old.
    • produce a child. The child has to have a mother. As war
  • Title: Destinies of Individuals and Nations: Lecture 4: The Nature of the Christ Impulse and the Michaelic Sprit Serving It - 1
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    • our former life. If it were otherwise our children would
    • to have a child. What is preparing in the East can only
  • Title: Destinies of Individuals and Nations: Lecture 5: The Nature of the Christ Impulse and the Michaelic Sprit Serving It - 2
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    • utterly childlike. This means that the soul of Joan of
  • Title: Destinies of Individuals and Nations: Lecture 7: Personal and Supersensible Aspects
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    • her children and the work she did in her life. And as I
    • experienced the death of a member's child, a child seven
    • The death of this child occurred in a strange way. He was
    • mentally very active child. He came to die because he
    • that all kinds of circumstances caused the child to be in
    • reality, however, the karma of this child was such that
    • van overturned to fulfil the child's karma. So there we
    • have a particularly young ether body. The child could
    • contains the energies from the ether body of this child.
    • within them the energies of this child. Quite apart,
  • Title: Destinies of Individuals and Nations: Lecture 10: Problems on Spiritual Path - National Characteristics in Europe Moulded by Folk Spirits
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    • childhood experience. Then you knew that the dream must
  • Title: Destinies of Individuals and Nations: Lecture 11:Etheric Man within Physical Man
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    • important not to subject children to forced memory
    • The Education of the Child.
    • should tell children as much as we can but not attach too
    • leaving the child to itself where memory development is
  • Title: Things Past and Present: Lecture I
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    • expression of the soul life of young children. If you follow
    • dies in childbirth and it is obvious that he does not know
  • Title: Things Past and Present: Lecture II: Deeper Secrets of Man's Soul-Spiritual Nature
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    • following: When you say that the child has the qualities of
    • distinguish between children who have too short rear head
    • childhood. These children will have to be educated in such a
  • Title: Things Past and Present: Lecture IV: Secrets of Freemasonry
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    • thinking will dominate. Whenever a child is born, one will
    • attempt to say: “What comes of this child? We have to
    • develop this child.” You will want to solve the riddle
    • of this child, and in the first place you will unite a kind
    • of cult dealing with the growing up of this child. This sort
  • Title: Things Past and Present: Lecture V: Comenius and the Temple of PanSophia
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    • people. Herder and Goethe loved all this in their childhood.
    • The whole way of writing children's books rests upon Amos
  • Title: Things Past and Present: Lecture VI: Death and Resurrection
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    • becomes older, then you can get an old man out of the child;
    • child can become an old man, why shouldn't a child develop out
  • Title: Things Past and Present: Lecture VIII: Thomas More and His Utopia
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    • More had been very religious even as a young child and he
  • Title: Things Past and Present: Lecture IX: Celtic Symbols and Cult, Jesuit State in Paraguay
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    • your authority since early childhood. These streams are there
  • Title: Things Past and Present: Lecture X
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    • example, the Jesus Child who carries the individuality of the
    • Child in which a soul dwelt which did not participate in the
    • which was born in the second Mary as the second Jesus Child.
    • scientific knowledge shows that this Jesus Child actually was
    • Child now grows with the soul of Zarathustra from the 12th
  • Title: Things Past and Present: Lecture XI: Fragments from the Jewish Haggada
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    • that the Nathan Jesus Child actually spoke immediately at his
  • Title: Things Past and Present: Lecture XII: Luciferic Dangers from the East
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    • Child and how he brings through this Solomon Jesus Child that
    • incarnation. I have told you about the Nathan Jesus Child who
    • held back. I have showed you how the Nathan Jesus Child was
    • that the Nathan Jesus Child actually spoke when he was born.
    • The Christ Being incarnates in the Nathan Jesus Child with
    • the Solomon Jesus Child, the Christ Being Who comes from
    • Christ, to the historical Christ, to the Zarathustra Child in
    • namely, to the Nathan Jesus Child who, however has not worked
  • Title: Memory and Habit: Lecture I
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    • observe the development of the human being from childhood
    • spiritual world. This echo is expressed in the fact that as children,
    • single activity. Therefore it is that as children we react to our
    • methods of education, however, are not content with this. Children
    • From now on our children shall never be allowed to learn by
  • Title: Memory and Habit: Lecture II
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    • there remains the faculty of imitation in early childhood. But
  • Title: Lecture: Riddle of Humanity: Lecture One: Greetings to the Builders Working on the Goetheanum. Otto Weininger, a Decadent Genius. Distorted Pictures of Imaginative Knowledge.
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    • feel themselves to be true children of such times. One felt something
    • beginning, Weininger was the kind of child one calls
    • clever ideas which make so many parents happy. He was a serious child
    • the world thought that their children were insane just because they
  • Title: Lecture: Riddle of Humanity: Lecture Three: The Duality of Human Nature -- The Heavenly and the Earthly Aspects of Man. Uranus and Gaia. Influences of One Incarnation on the Next: Metamorphoses of the Body.
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    • little child there really is this strong contrast. One has only to
    • healthier state when it is understood that a child is an asexual being
    • trivial expression, it only looks as though a child were already male
    • watch once the development of a child's face, and observe how it
    • who come with their very small children, complaining about sexual
    • those who were still children. I have already alluded to these things
    • children, after we had received our head from the heavens, our body
  • Title: Lecture: Riddle of Humanity: Lecture Four: Human Organism, Results of Prenatal Formative Powers. Dual Nature of Man. Powers behind the Existence of the Body as Expressed Pictorally by the Body and as Expressed in a Draughtsmanlike Fashion by the Head.
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    • physical forces are expressed in the human body when a child begins to
    • practice is the child of something further — it is the child of
  • Title: Lecture: Riddle of Humanity: Lecture Eight: How Twelvefoldness, Sevenfoldness, Fourfoldness, and Threefoldness are Mirrored. Pathological Experiences of the Soul. Thinking Backward as a Preparation for Spiritual Experience.
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    • heartbeat of a child is discernible alongside her own. Everything
    • proceeds quite normally — except that no child arrives in the
  • Title: Lecture: Riddle of Humanity: Lecture Nine: Enlivening the Sense Processes and Ensouling the Life Processes. Aesthetic Enjoyment and Aesthetic Creativity. Logic and the Sense for Reality.
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    • as the child of Zeus and Dione. We need a further imagination —
  • Title: Lecture: Riddle of Humanity: Lecture Eleven: Memory and Habit as Metamorphoses of Former Spiritual Experiences that were Subject to Luciferic and Ahrimanic Influences.
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    • childhood onwards, you will see how habits gradually begin to develop
    • as children up to the age of seven. As children we follow habits less
    • receive an impulse for every single thing we did. That is why children
    • children to memorise anything! This is a bad habit that some have
  • Title: Lecture: Riddle of Humanity: Lecture Twelve: How Thoughts are Engraved into the Substance of the Cosmos and the Consequences Following from This. Metamorphosis of Memory and Habit.
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    • childhood remains as a kind of residue, a remnant.
  • Title: Lecture: Riddle of Humanity: Lecture Fourteen: Metamorphoses of the Twelve Sense Zones through Luciferic and Ahrimanic Influences.
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    • have it to begin with, as children, but we are supposed to have
  • Title: Wrong and Right Use: Lecture 2: Secret Brotherhoods-2, -or- Wrong and Right Use of Esoteric Knowledge-2, -or- Individual Spirit Beings and the Undivided Foundation of the World-Part 2
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    • child. If the aim of certain brotherhoods is to treat him in
  • Title: Historical Necessity: Lecture 1: On the Functions of the Nervous System
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    • telegraphic operator. This childish idea, which is met with
  • Title: Historical Necessity: Lecture 2: Concerning the World of the Dead
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    • we here on earth, from childhood on, place ourselves in
    • with inner participation follow a child which as a matter of
    • child the way the soul takes hold of the fleshly bodily
    • the departed, just as with the child this occurs as an
    • more expressive. What increases externally in the child to
    • man on earth! As a child he accustoms himself gradually to
  • Title: Historical Necessity: Lecture 3: Our Life with the Dead
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    • world of the senses, as we grow up from childhood, we
  • Title: Historical Necessity: Lecture 5: The Members of Man's Being and the Periods of His Life
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    • say to yourself — when a child is 7 years old, its ego
    • years old, while another child may grow more slowly and after
    • 28 years be like a child of 7. Thus the whole matter appears
    • In future, even the children, as they learn to name the
  • Title: Historical Necessity: Lecture 6: New Spiritual Impulses in History
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    • it is still a child of 7 years when the human being has
    • to his physical body, this child of 7 is indeed connected
    • child of 7, in a man of 28 (without taking into consideration
  • Title: Historical Necessity: Lecture 7: The Inadequacy of Natural Science for the Knowledge of the Life of the Soul
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    • I look back to the point of time in my childhood which is as
    • blunt end is the point which lies as far back in my childhood
  • Title: Earthly Death/Cosmic Life: Lecture 1: The Present Position of Spiritual Science
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    • man. We to-day possess a history, which is taught to children and in
    • preached; it grows if properly cultivated; it is a child of the
    • spirit. Even among men it is a child of true knowledge —
  • Title: Earthly Death/Cosmic Life: Lecture 2: A Contribution to our Knowledge of the Human Being
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    • our children a kind of head-knowledge; we do not give them a
    • that everything now presented to children in particular, is
    • these mysteries as educators, a child might receive something so
    • idea of how children ought to be taught in earliest childhood that
  • Title: Earthly Death/Cosmic Life: Lecture 3: The Living and the Dead
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    • old, on awaking we hear the messages of the young. The dead children
    • clairvoyant consciousness. When the young — children or
    • decisive difference. When we lose children, when the young are
    • the dead concerned died as children or young people. The connection
    • only say that a child or young person is not lost at all; he really
    • child or young person, because we more easily learn to know a young
    • individual. Funeral services for children or young people should have
    • everything with the youthful, the child-life, and which, generally
    • speaking, would have liked to have only to do with children, to guide
    • child-souls, therefore, does not, as a rule, give
    • death. This is specially good. We mourn for children in a different
    • way than we do for older people. Our grief for a child I should
    • a child that has passed from us by death is really in many respects
    • the child, which remains near us. We share in the life of the child,
    • the child itself takes part with his entity in our sorrow; it feels a
  • Title: Earthly Death/Cosmic Life: Lecture 5: Man's Connection with the Spiritual World
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    • lady was a child, she had had certain adventures with horses, and
    • follow up his life, observing how he developed through his childhood
  • Title: Earthly Death/Cosmic Life: Lecture 6: Feelings of Unity and Sentiments of Gratitude: A Bridge to the Dead
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    • feel we have lost them. The loss of a child. People do not avoid
    • are necessary. Suppose we have lost a child. The necessary feeling of
    • interesting as the child himself. When we can do this, we have the
    • sense in playing with a child if one is as wholly a playfellow as the
    • child himself. That gives the necessary atmosphere for the feeling of
    • companionship. Thus, if we picture ourselves playing with the child
    • When we give ourselves up to playing with children, we lose ourselves
  • Title: Earthly Death/Cosmic Life: Lecture 7: Confidence in Life and Rejuvenation of the Soul: A Bridge to the Dead
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    • slower; and in this duality we live our earthly life. In childhood
    • many to-day, when they look back to an achievement in childhood, upon
    • what was offered them in childhood, experiencing it as a continual
    • relationship between himself and the children. Examination should not
    • them, as to a lively child, we know what must be achieved and given
  • Title: Life Gifts: Lecture I: Folk Souls and the Mystery of Golgotha
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    • when a European goes to the East and has children, and his children
    • themselves have children, the conditions holding sway there
  • Title: Life Gifts: Lecture II: The Relativity of Knowledge, and Spiritual Cosmology
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    • so abruptly, but still they think it) they were all children (indeed
    • their forefathers as upon children; they spring up from very
    • in which the so-called childish ‘duffers’ lived, men try
    • reincarnate in a child body having a certain inheritance.
  • Title: Life Gifts: Lecture III: Thoughts about the Life Between Death and Rebirth
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    • you said in “The Education of the Child,” where
    • differently): “While the child is quite young, soul and
    • ‘spiritual,’ and as the child grows, his soul and
    • little children just born, when we still have a somewhat
    • of the children concerned) say that every little child looks
    • itself. Just as the child shapes itself, and that grows of
    • child; but it must develop gradually as the intelligence does
    • in the child. Thereby an inspirational force appears in
    • consciousness. As the intelligence of the child must be
    • marriage and have children and so on. Immediately after
    • Child” on this subject . Imitation is like the last
    • child: to imitate everything it sees. This imitative faculty
    • of the child will never be understood unless we know that it
    • even be taught to children and thereby the discovery will be
    • made that children will understand them surprisingly well.
    • admit that many a child says uncommonly clever things, much
    • cleverer than grown-up people. Sometimes what a child says is
    • suitable manner to the child-mind. The transition to this is
    • child-mind we can recognize, if we pay attention to the
    • former life are present in the child.
    • Maximum number of matches per file exceeded.
  • Title: Life Gifts: Lecture IV: The Eternal and the Imperishable
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    • the crawling child to the man who walks upright, we are
  • Title: Life Gifts: Lecture VI: Spiritual Science, the Practice of Life and the Destinies of Souls
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    • our children, we should see the result; we should see that
    • organism functions into that of the child through the center
    • tests.” For that, a number of children are taken from
    • child has quickly to add the second one from memory. Those
    • children who have best observed which word came next are
    • is he considered more or less intelligent, and as a child who
  • Title: Life Gifts: Lecture VII: Whitsuntide Lecture
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    • childhood.” Yet it is absolute truth that what you
    • except what was placed in us during our childhood, nothing
    • age of puberty is reached the soul-powers of the child are
    • also transformed. For the other years of childhood we may
    • man's life, not only in his childhood. We must learn to be
  • Title: Sound Outlook: Lecture II: The Building at Dornach
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    • childhood are more Luciferic, old age is more Ahrimanic; the
  • Title: Sound Outlook: Lecture III: East and West
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    • will experience with peculiar force. Even to children it will
  • Title: Sound Outlook: Lecture V: The Being and Evolution of Man
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    • was a little child to begin with — then I grew bigger
    • the material of the child-substance is somewhere, what has
    • childhood. He would recollect himself as a spiritual being.
    • “Our Ego was there in our childhood, and accompanied us
    • we were to begin with, children, and have grown taller; but
    • tiny child the bodily and the soul-spiritual activities are
    • alien to one another. The material organism of childhood does
    • and Child,” if you like; but the threefold character is
    • gave He power to become the children of God, even to them
  • Title: Sound Outlook: Lecture VI: Problems of the Time (I)
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    • whether there content is beautiful or not. Suppose a child is
    • born, a beautiful child; his mother may be charmed. Mothers
    • are sometimes charmed, even when their children are not
    • he was a beautiful child? Have people no right to say that he
    • was? Does his childish beauty contradict the unforeseen
  • Title: Sound Outlook: Lecture VII: Problems of the Time (II)
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    • the child existence; and since father and mother are the
    • child! That is the paradox — they give it a opportunity
  • Title: Symptom 2 Reality: Lecture I: The Birth of the Consciousness Soul
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    • as children are wont to do. His friendships betrayed a
    • frankly childish element which, in his veneration for others
  • Title: Symptom 2 Reality: Lecture II: Symptomatology of Recent Centuries
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    • became him. As a child he had been brought up as a Calvinist;
  • Title: Symptom 2 Reality: Lecture III: Characteristics of Historical Symptoms in Recent Times
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    • can bear a child without fecundation. Without impregnation a
  • Title: Symptom 2 Reality: Lecture IV: The Historical Significance of the Scientific Mode of Thinking
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    • whatever we create, be it a child's toy or an empire, we
    • child which was entitled to live on earth for ever.
  • Title: Symptom 2 Reality: Lecture VI: Brief Reflections on the Publication of the New Edition of 'The Philosophy of Freedom'
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    • spent the fourteen years of his childhood and youth in Weimar
    • wives and children — the hall was full of screaming
    • children, babes in arms and even dogs — I addressed the
  • Title: Symptom 2 Reality: Lecture IX: The Relation Between the Deeper European Impulses and Those of the Present Day
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    • same family: where one child is seven years old and his
  • Title: Fundamental Social: Lecture 1: The Transforming of Instinctive into Conscious Impulses
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    • especially the two-children system in order to counteract the
    • They will have fewer children. So the supply of labor power
  • Title: Fundamental Social: Lecture 5: Understand One-Another
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    • the course of our earliest childhood (though in our conscious
  • Title: Mysteries of Light: Lecture III: Historical Occurrences of the Last Century
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    • not in such a childish way as four-dimensional space and the like are
    • of the present time is childish regarding such things, for it does
  • Title: Mysteries of Light: Lecture IV: The Old Mysteries of Light, Space, and Earth
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    • reality art is the divine child which keeps men from being swallowed
  • Title: Imperialism: Lecture 3
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    • brought up a child until he is eighteen years old and I say: I have
    • reserves, and they are being used up. And it is childish and
  • Title: Karmic Relationships, VI: Lecture I
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    • in childhood or youth. We may love an individual or perhaps we hate
    • quite different kind of relationship is possible, even in childhood.
  • Title: Karmic Relationships, VI: Lecture III
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    • child had already set out upon the path that led inevitably to the
    • of them leads their wills together. Even in childhood this
    • often becomes evident. A child tries so hard to be like
  • Title: Karmic Relationships, VI: Lecture IV
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    • review the course of their lives since childhood, they will find, if
    • that every step they took since childhood seems from the beginning to
    • starting-point in their distant childhood, every step led them
  • Title: Karmic Relationships, VI: Lecture V
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    • child who would have died from cold if she had not bound it with a
  • Title: Karmic Relationships, VI: Lecture VI
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    • hours a child spends in sleep, it will be found that sleep occupies
  • Title: Karmic Relationships, VI: Lecture VIII
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    • Guardian Spirit of the mothers who bring children into the world.
  • Title: Man: Hieroglyph: Lecture One
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    • first the vertical dimension. As a child he crawls, and then he raises
  • Title: Man: Hieroglyph: Lecture Three
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    • child during the first three months of his earthly existence, we find
    • with the little child, can from a certain aspect be considered as
    • child after the first year, we see that the second year is
    • child during the second year after its conception, and we find that
    • in the child. But then something different happens.
    • which pushes out the second teeth is at work in the child. Here
    • being of the child.
  • Title: Man: Hieroglyph: Lecture Five
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    • a state of sleep. Man as a child is always more or less asleep,
    • therefore the child is much more receptive to the celestial influences
    • earthly conditions. During childhood, all that is within the skin is
  • Title: Man: Hieroglyph: Lecture Six
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    • this building process takes place in the child, commencing at
  • Title: Man: Hieroglyph: Lecture Eight
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    • physical sense? Of heredity! We observe how the child-organism is
  • Title: Man: Hieroglyph: Lecture Nine
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    • child propounds to us, as it gradually brings forth that which has
  • Title: Man: Hieroglyph: Lecture Ten
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    • quality of these forces, which from childhood onwards are more and
    • still find in children, if we understand how to observe them aright,
    • childhood especially, we have to say: we wake up virtually the same as
    • children during the day. Out of all we bring to the child, much of it
    • does the child duly receive what we have given him by day. We must
  • Title: Man: Hieroglyph: Lecture Thirteen
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    • is itself a child of the materialistic comprehension of Christianity.
  • Title: Man: Hieroglyph: Lecture Fifteen
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    • Consider from this standpoint how the matter stands with the child.
    • The child is born. People speak of heredity, but we inherit only what
    • would lead to decline. If the child were not educated by his whole
  • Title: Responsibility of Man: Lecture I
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    • us back at the stage of childhood, they can condemn us in some
    • able to grow old, of remaining childish in the bad sense of the
    • children, where they do not grow old. The Luciferic
  • Title: Responsibility of Man: Lecture II
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    • in fact it is already inoculated into children at school. This
  • Title: Responsibility of Man: Lecture IV
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    • in his childhood, youth, signifies for the Ahrimanic powers a
  • Title: Materialism/Anthroposophy: Lecture I
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    • were just children, they did not have the perfect organs of
    • little child grows up, becoming taller and taller, a force is
    • that brings about growth in the human being from childhood
  • Title: Materialism/Anthroposophy: Lecture II
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    • upon the “child-like folk-consciousness.” Take
  • Title: Materialism/Anthroposophy: Lecture III
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    • processes of puberty. What appears in the child when it
  • Title: Materialism/Anthroposophy: Lecture IV
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    • like a child he is received by the elements of the earth, by
    • to the intermingling of fluids when the child learned to
  • Title: Materialism/Anthroposophy: Lecture VII
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    • childhood by what can be designated as the modern
  • Title: Materialism/Anthroposophy: Lecture VIII
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    • childlike, they were incapable of measuring, counting, and
    • made. When you count, one man, one woman, one child, man and
    • world; the child closes this duality off, forms a totality.
    • themselves what is overcome when the child changes from a
  • Title: Materialism/Anthroposophy: Lecture X
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    • a six year-old child something we can teach a
  • Title: Materialism/Anthroposophy: Lecture XI
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    • according to which children under twelve years of age were
    • case of children between thirteen and eighteen years of age.
    • regard to children between twelve and eighteen.
  • Title: Materialism/Anthroposophy: Lecture XII
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    • the children of the Kingdom of God, who are destined to save
  • Title: Materialism/Anthroposophy: Lecture XV
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    • more childish stage of scientific pursuit. Finally, however,
    • Greeks are like children;
  • Title: Materialism/Anthroposophy: Lecture XVI
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    • had formerly been children of the earth. They had given
  • Title: Therapeutic Insights: Lecture I
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    • person would reply, “That is a childish way to
    • to us as it does to you. We have moved beyond such childish
    • encountering a human being from a more childlike stage of
  • Title: Therapeutic Insights: Lecture IV
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    • connection throughout, and by going back into childhood one
  • Title: Therapeutic Insights: Lecture V
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    • injectible substance to struggling with the children for
    • schooling had not been in vain, that as a child he had
  • Title: Cosmosophy 1: Lecture II
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    • of what from childhood has been crammed into him as the
  • Title: Cosmosophy 1: Lecture VI
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    • is born, when he grows as a child, he grows into his language
    • when today, even if it is already coming to an end, children
  • Title: Cosmosophy 1: Lecture X
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    • we instruct our children in everything that is modern
  • Title: Lecture: Supersensible Influences: Lecture III: The Revelation of the Spiritual World in Old Indian Culture, -or- Old Egypt
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    • brought him back a little nearer childhood. Goethe became younger, was
  • Title: Lecture: Supersensible Influences: Lecture IV: The Egyptian Mysteries, Indian Yoga and Egyptian Mummy Cult
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    • he is a cynic, he will say that it is all child's play. Nevertheless
  • Title: Lecture: Supersensible Influences: Lecture V: Modern Abstract Thinking and Living Thinking of Future Times, -or- The Idea of Metamorphosis and the Repeated Lives on Earth
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    • during childhood, becomes to a certain degree accomplished in it during
  • Title: Lecture: Supersensible Influences: Lecture VI: Spiritual InFluence in History, -or- Pope Nicholas I
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    • child of Scholasticism: natural science in its later form.
  • Title: Lecture: Concealed Aspects of Human Existence
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    • future mankind will learn again, not only to insure that a child shall
  • Title: Man/World of Stars: Lecture I: The Spirit-Seed of Man's Physical Organism
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    • primitive form in the very tiny child. The life of feeling,
    • present in the very earliest years of childhood. The life of
    • chaotic, made by the little child. The reason why the life of
    • Nevertheless they are already present in the tiny child.
    • Thinking, on the other hand, is developed by the child only on
    • human will realize, simply by observing how the child develops
    • walking, and when a tiny child begins to raise itself upright,
    • child here on Earth, as he begins to raise himself upright from
  • Title: Man/World of Stars: Lecture II: Moral Qualities and the Life After Death. Windows of the Earth
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    • — If a little child is standing in front of me, and I
  • Title: Man/World of Stars: Lecture III: Man's Relation to the World of the Stars
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    • was puerile, that they were mere children, whereas we have made
  • Title: Man/World of Stars: Lecture IV: Rhythms of Earthly and Spiritual Life. Love, Memory, the Moral Life
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    • our body. In the child, as long as it has no consciousness
    • childhood — this stronger creative force still enters
    • at a certain age in childhood we have learnt to have reverence,
    • men. On the other hand, those who in childhood were never able
  • Title: Man's Being: Lecture I: On the Nature and Destiny of Man and World
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    • little regarded: unless ye become as little children, ye may
    • point of our childhood. Each night, if we pass through it in
    • real sleep, we actually become children again with regard to
    • of twenty years, thus arriving at a stage before he was a child
    • body, gradually loses the freshness of early childhood and
    • children” who stand again within the heavenly realms, we
  • Title: Man's Being: Lecture II: Life between Death and a New Incarnation
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    • below on earth, and again in their children, and again in their
    • children's children. Whereas the human beings were formerly
    • counterparts are of a most surprising nature. We see the child.
    • We see it before us in its physical body. The child develops.
    • This development of the child is the most wonderful thing to
    • observe how the child learns to walk. Immeasurably great things
    • entrance of the child's whole being into the state of
    • spatial dimensions. And the child's wonderful achievement
    • that we observe a child: how it first kicks its limbs awkwardly
    • child's single movements, in its search for a state of
    • Every child — unless some abnormal condition changes the
    • again the child, by an imitative process, adjusts itself
    • sound, every word formation shaping itself in the child, we
    • an individualized way. And when the child utters one word after
    • when the child, having learned to walk and speak, gradually
    • Thus, in looking at the child as it enters the world, we see in
    • forth from man's innermost depth when the child, having been
  • Title: Man's Being: Lecture III: Our Experiences at Night, Life after Death
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    • sleep, we are carried back to our childhood, and even to the
    • state before our childhood, before our arrival on earth. Hence,
    • we became a truly conscious child? This question must be
    • similar when we look back into our childhood. In our fourth or
    • childhood as is the life of the human soul immersed every night
    • in the darkness of sleep. Yet the child is not wholly asleep,
    • the child learns, out of a life wrapt in dream and sleep, what
    • Something all-encompassing happens when a child learns how to
    • of the human body are changed at this time. The child, by
    • attain equilibrium. The child no longer falls down. By
    • to walk? The child, in performing such a grandiose mechanical
    • equipment, could not calculate how the child's human
    • What we, as a child, attain unconsciously is the most
    • Anyone viewing these things correctly will know that a child
    • child walking on his heels; employs different shadings of
    • between death and a new birth. The child, when learning how to
    • emotional element; and a child of normal development learns
    • speech. A child's thoughts actually develop out of the words.
    • the thought-organs. In the third stage, the child learns how
    • While encompassed by this dream and sleep state, the child
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  • Title: Man's Being: Lecture IV: Man's Being, His Destiny and World Evolution - 1
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    • back into his early childhood, we may uncover and reveal what
    • children. We are nevertheless free, even though we have sought
    • being's earliest childhood is especially revealing for the
    • children appear to us as utterly arbitrary; and yet they are
    • is indeed true that the child's actions imitate what goes on in
    • the child's surroundings. I have indicated in my public lecture
    • how the child, completely at one with his sense-organism,
    • every movement, in its moral significance. Hence a child who is
    • element connected with a choleric temperament. And the child
    • thoughts in a child's presence and say: Such thoughts are
    • permissible, because the child knows nothing about them. This
    • perceived by the child, especially during his earliest years.
    • The child is a subtle observer and imitator of his
    • child does not imitate everything, but takes his choice.
    • us assume that the child has before him a hot-headed, choleric
    • father who does many things that are not right. The child,
    • what takes place in the child's surroundings.
    • What the child absorbs, however, is absorbed only in the
    • waking state. Eventually the child goes to sleep.
    • Children sleep a great deal. And during sleep the child is able
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  • Title: Man's Being: Lecture V: Man's Being, His Destiny and World Evolution - 2
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    • need only to consider the stage of early childhood until the
    • unprejudiced observer. The child's entire
    • dependent upon his body as would a child were it to pass in
    • dependent on his body as does a child's soul today remain
    • child's soul is dependent on the change of teeth, and the
    • experience today during childhood the ascending line of growth,
    • childhood.
  • Title: Man's Being: Lecture VI: Man's Being, His Destiny and World Evolution - 3
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    • exchanging presents — and, besides, children enjoy their
    • age, there is a tendency in our schools to educate children by
    • pedagogical way. If we can approach the child only by means of
    • with the child does not need external experiments. I wish,
    • instance, we are told: “A child's memory, his power of
    • diabetes. By overexerting a child's memory at the wrong
    • that is, by letting a child's memory remain idle — we
    • quickly eight, nine, or ten-year old children in the
    • purposes. Here the artistic element enters into the child's
    • movements. Similarly, we should relieve the child's head
    • to the child pictorially. For then he is not made to exert
    • rhythmic system never tires. Therefore the child's schooling,
    • those of the child's faculties are called forth which
    • calculate, however, that some subject exhausts the child in a
  • Title: Evolution of Consciousness: Lecture II: Inspiration and Intuition
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    • most advanced side but only of what is imparted to children of six or
    • child has to accept the laws relating, let us say, to the Copernican
    • is made comprehensible for children by means of a practical demonstration
    • childhood, why should we think it impossible for our planetary system
    • — that knowledge now taught to the youngest children in our
    • childhood. In face of this indifferent, prosaic attitude to life,
  • Title: Evolution of Consciousness: Lecture IV: Dream Life
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    • child’s play. The solution is probably forgotten on waking
  • Title: Evolution of Consciousness: Lecture IX: Experiences between Death and Rebirth
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    • at birth, then becoming a child and later a youth or young girl,
  • Title: Evolution of Consciousness: Lecture X: Man's Life after Death in the Spiritual Cosmos
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    • the Gods — especially during childhood, for then sleep is the
    • child in the first years of its life. Thus the human being has
  • Title: Evolution of Consciousness: Lecture XII: The Evolution of the World in Connection with the Evolution of Man
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    • a child in the very first years of its life. If we know how to watch
    • single out three things in the development of a child. In ordinary life
    • we say: The child is learning to walk. In fact, this is something wonderful.
    • erect, the child raises itself out of the position where its spine is
    • something obvious, but it marks the moment in the child's life when
    • light this learning to walk on the part of the child. Scientists have
    • the child learns, as we say, to walk. There were no animals then, for
    • faculty arising in the child comes from his new orientation in space;
    • movement, makes its appearance in the child's development when
    • it learns to speak. First, when the child finds its bearings in
    • turn inwards and the child learns to speak.
    • limbs when the child learns to walk, to grasp things, to move around
    • human organism through countless ages, so that the child should be
    • gift developed by the child, and by all mankind, through speech —
    • not at all apparent to-day. When a child begins to walk, speak,
    • body of a young child, and of how, if one sees it in the right way,
    • gate of death. Just as that which comes to expression in the child's
  • Title: Esoteric Studies: Easter: Lecture II: Moon-Birth and Sun-Birth
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    • conditions overlap: even in childhood the Sun forces are active along
    • before me; but is it not childish to imagine I am looking into the
  • Title: Esoteric Studies: Easter: Lecture III: The Secret of the Moon
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    • that wisdom so laboriously acquired during childhood and early
  • Title: Easter Festival: Lecture II: Moon-Birth and Sun-Birth
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    • even in childhood the sun forces act along with the moon
  • Title: Easter Festival: Lecture III: The Secret of the Moon
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    • difficulty as we progress through childhood and youth —
  • Title: Festival of Easter: Lecture 2: Moon-Birth and Sun-Birth
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    • the Moon-forces even in childhood, and the Moon-forces continue
    • he does not do so really. It is childish to think, for
  • Title: Festival of Easter: Lecture 3: The Secret of the Moon
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    • with such trouble as is customary in the years of a child's
  • Title: Occult Movement: Lecture Five: The Eighth Sphere
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    • children, opposition arose from a quarter which understood
    • two Jesus children. We must therefore take our stand on the
  • Title: Occult Movement: Lecture Six: The Dangers of Aberation Along the Path into the Spiritual World
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    • life are with us during our childhood. We know well that only
    • observe a child and compare his soul-life with that of a
    • leads in childhood, the human being begins in later years to
    • death we keep childhood too much in mind, we may perhaps pay
    • metamorphosis leading from childhood to the capacity of free
    • us during childhood in order rightly to approach the things
    • From her childhood she wanders around the sun, and indeed,
    • difficult task. She remembers from childhood her innermost
    • grandchildren for earthly life and beneficence.
    • must not, to use a trivial expression, pour away the child
    • heed to the saying: do not pour the child away with the bath
  • Title: Occult Movement: Lecture Seven: Investigation of the Life between Death and a New Birth
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    • dies, the old man lives on as an old man and the child as a
    • child. But the mode of life of souls on the Earth has nothing
    • If a child dies at the age of three or six months,
    • beings, among whom are also to be found the souls of children
    • this, we come to the souls of children who died in early age.
    • with the souls of children who died in infancy. On the other
    • hand, children who died at the ages of 9 or 1o but before
    • spiritual beings are human souls. Many of these children are
    • does not die in childhood spends about a third of his life
    • said that children with milk-teeth ought to be taught to bite
    • child dies before he has cut all his second teeth, or very
    • discovers that whether the child has not yet or had already
    • world. Assuming that the child died at the age of 8 or 9, we
    • teeth, but are now at the disposal of the child. Especially
    • in the case of a child who died early, who had lost the first
    • teeth, it can be observed, strangely enough, that this child
  • Title: History of Art: Lecture X: Disputa of Raphael - the School of Athens
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    • post-Atlantic epoch, one could say, as a child of the
    • Just consider this particular time when the child of the
    • the veil between him and that world which Raphael as a child of
    • child of the 5th post-Atlantean epoch, his soul
  • Title: History of Art: Lecture XI: Fourth and Fifth Post-Atlantean Epochs, Medieval Art in the Middle, West, and South of Europe
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    • 194 Raphael: The Sistine Madonna: The Madonna with the Child
    • The Italian Icon: Madonna with the child, image with miraculous
    • lowering gaze of Mary, the blessing little hand of the child,
    • masses: in the middle the light is above the Child, we see this
    • Memorise this child's face well and try to feel how much
    • Look at the Madonna and the Child and note how a really new
  • Title: History of Art: Lecture XII: Greek and Early Christian Art, Symbolic Signs, the Mystery of Gold
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    • Ivory relief of Mary and the Child (Berlin, Kaiser Friedrich
  • Title: History of Art: Lecture XIII: The Changes in the Conception of Christ During a Certain Period of Time
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  • Title: Golden Blade, 1962: Lecture 1: Natural Science and Its Boundaries
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    • be attained through self-education, just as a child can advance
    • connection even philosophy has become childish in the modern
  • Title: Golden Blade, 1962: Lecture 2: Paths to the Spirit in East and West
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    • unconscious experiences of childhood come to be experienced
    • as a child. A child is closely bound up inwardly with human
    • A detailed observation of the way a child comes to grips
    • taste and of touch. The child in a manner expels from himself
    • us further within our organism as children. Breathing
  • Title: Star Wisdom: Lecture I: Star Wisdom, Moon Religion, Sun Religion
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    • back to their childhood but only to their thirtieth year; they were
  • Title: Star Wisdom: Lecture II: The Easter Festival and Its Background
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    • quickly by setting to work in earnest. Children, for example, could
    • the plants she is young, just as the child is young when the soft
  • Title: Lecture: Theosophy and Tolstoy
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    • represents fresh, childlike life, a spirit who strives to imbue this
    • culture produce a new form of life. It is from the child with its
  • Title: Lucifer and Ahriman: Lecture II: The Advance Preparation of Ahriman for His Future Incarnation
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    • Catholic priest for the Catholic children and by an
    • children — five times as many as we expected — have
  • Title: Lucifer and Ahriman: Lecture III: The Incarnation of Lucifer and Ahriman, -or- Luciferic Past and Ahrimanic Future
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    • evident. It is childish to believe that anything connected
    • A child of a
    • were such that this child was actually permitted to take part
    • such a child must be allowed to participate. And when the
    • being incarnate in that child had reached the age of about 40
  • Title: Lucifer and Ahriman: Lecture IV: The Luciferic Origin of Ancient Wisdom, Ahrimanization...
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    • men would have remained ineffectual, childish beings. By our
    • stages of childhood, is due to the intervention in earthly
    • have remained a child had he not received from the Mysteries
    • with the simple-heartedness of a child, I shall be blessed,
    • such a thing, even as a child, would never get beyond the
  • Title: Influences of Lucifer/Ahriman: Lecture Two: The Advance Preparation of Ahriman for His Future Incarnation
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    • by a Catholic priest for the Catholic children and by an Evangelical
    • large number of children — five times as many as we expected
  • Title: Influences of Lucifer/Ahriman: Lecture Three: The Incarnation of Lucifer and Ahriman, -or- Luciferic Past and Ahrimanic Future
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    • become only too evident. It is childish to believe that anything
    • A child of a distinguished
    • the Mystery ceremonies. Circumstances were such that this child was
    • an inspiration that such a child must be allowed to participate. And
    • when the being incarnate in that child had reached the age of about
  • Title: Influences of Lucifer/Ahriman: Lecture Four: The Luciferic Origin of Ancient Wisdom, Ahrimanization...
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    • long ages people would have remained ineffectual, childish beings. By
    • of childhood is due to the intervention in earthly evolution of the
    • children had they not received from the Mysteries the constant
    • simple-heartedness of a child, I shall be blessed, and my soul
    • attempt such a thing, even as a child, would never get beyond the
  • Title: Self-knowledge and the Portal of Initiation: Lecture
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    • Children of Lucifer, we produced a Rosicrucian Mystery
    • false and laughable. These are but illnesses of childhood in
  • Title: Background/Mark: Lecture One: On the Investigation and Communication of Spiritual Truths
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    • see developing in the course of childhood and youth, the
  • Title: Background/Mark: Lecture Three: The Tasks of the Fifth Post-Atlantean Epoch
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    • established. Naturally, the child continues to grow; but
    • inherited product of the organisms of the child's
    • child's own physical constitution. This must be kept
  • Title: Background/Mark: Lecture Four: The Symbolic Language of the Macrocosm in the Gospel of St. Mark
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    • appears to a child as something real in the sky and until it
  • Title: Background/Mark: Lecture Five: The Two Main Streams of Post-Atlantean Civilisation
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    • worlds that into this child there was to descend a
    • divine-spiritual Being who when the child matured could work
    • soul-forces of such a child and the external world; that in
    • this child there is a will and an inner driving power at
    • such a child. On the other hand, conflicts with the world
    • When a child such as Zarathustra is observed clairvoyantly he
    • soul-and-spirit — that those around such a child know
    • to clairvoyance than that between a child born to be a
    • because such a child is different that the great impulses can
    • to be the first sign of the difference between this child and
    • Zarathustra was born and that when the birth of the child was
    • child and that he was sleeping peacefully. This attempt
    • having also failed, the child's enemy caused him to be
    • the child between its legs, carried him off and set him down
    • attempt was to expose the child to wild animals robbed of
    • their young. But when the parents sought news of the child
    • play. Such a child is brought into disharmony with his
    • also be realised that these forces help to bring such a child
    • how does the child himself experience all these
    • such as the Zarathustra-child is filled by a higher Being the
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  • Title: Background/Mark: Lecture Six: The Son of God and the Son of Man. The Sacrifice of Orpheus
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    • that point of time a child is highly impressionable. Just
    • is radical. Penetrating observation of a child before the
    • speak of himself as ‘I’. Modern child
    • of their lack of insight. In his earliest years a child still
    • childhood were to remain in later years. If that were the
    • our skin. But it is only in very early childhood that this
    • consciousness belonging to early childhood extended, in some
    • child is born nowadays he is simply regarded as the son of
    • macrocosmic experiences of childhood; if these experiences
    • man may seek to penetrate the mysteries of childhood, to
    • stage of consciousness which the child leaves behind — the
    • this lie the three years of earliest childhood. With this
    • childhood. This could be a foundation only, because at that
    • Nazareth: the three innocent years of early childhood merged
    • And the consequence was that this innocent childhood-life, as
    • dimly and indistinctly in the early years of childhood but
    • which cannot really light up in the child because he is as
    • belonging only to the early years of childhood; now, mingling
    • child would feel if it could be fully aware of its
    • beautiful words: ‘Except ye become as little children,
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  • Title: Background/Mark: Lecture Seven: The Higher Members of Man's Constitution
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    • treatment, even for children. Fortunately, because of obvious
    • treatment is applied in childhood, lasts for the whole of
  • Title: Background/Mark: Lecture Eight: Laws of Rhythm in the Domain of Soul-and-Spirit.
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    • references to childhood and a record of the generations of
    • Christ Impulse at the very beginning. The whole childhood
    • childhood story which traces the ancestry of Jesus of
    • John's Gospel, again without any childhood story or any
  • Title: Background/Mark: Lecture Eleven: Kyrios, The Lord of the Soul
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    • where Zarathustra was born, determined to murder the child
    • when the King was on the point of stabbing the child his arm
    • away with the child, he ordered him to be taken out into the
    • childhood Zarathustra was destined to see what everyone is
  • Title: Background/Mark: Lecture Twelve Answers to Questions
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    • ‘Ptolemaic childishness’.
  • Title: Background/Mark: Lecture Thirteen: The Voice of the Angelos and the Speech of the Exousiai
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    • Earth is to lead and guide our children, so the task of the
  • Title: True Nature: Lecture I: The Event of Christ's Appearance in the Etheric World
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    • only through contact with men. If a child were to be put on some
  • Title: Esoteric Development: Lecture I: Inner Development
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    • little children, ye shall not enter the kingdom of
    • that one should become like little children in order to enter the
    • unborn child rests in the mother.
    • learn we can, even from a small child. Even if one were the wisest
  • Title: Esoteric Development: Lecture III: Supersensible Knowledge: Anthroposophy as a Demand of the Age
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    • you, especially during childhood, those forces have evolved which,
  • Title: Esoteric Development: Lecture IV: The Attainment of Spiritual Knowledge
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    • the same time, was working in our childhood, forming and molding the
    • judgments occur in life. We develop as children, and grow up.
  • Title: Esoteric Development: Lecture VII: The Great Initiates
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    • as each day one learns more nearly to know and love a child with all
  • Title: Esoteric Development: Lecture VIII: The Path of Knowledge and Its Stages
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    • and egotistically. At most, for the children in school, the lesson
  • Title: Lecture II: WHITSUN: the Festival of the free Individuality
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    • the Spirit of the folk and has passed on to the child the qualities
    • the folk, and this she had handed on to the child. Thus it was said of
    • meant that he was one who could only believe that any child of his
    • that the mother of his child is filled, is penetrated through and
    • could live with a woman who might one day bear him children, when
  • Title: Lecture IV: WHITSUN: A Symbol of the Immortality of the Ego
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    • is a festival connected above all with the joys of childhood, a
    • even to the child and to men who have preserved a childlike quality of
    • heart and mind. Yet it brings to such childlike hearts something great
    • cosmic heights and take earthly form in order to be a child of earth
    • among the children of earth.
  • Title: Lecture VI: The WHITSUNTIDE Festival: Its place in the study of Karma
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    • Mystery — the new-born Child, the Representative of Humanity on
    • Earth, who, inasmuch as he is entering into childhood, is born into this
    • as he gazes on the Child that is born on Christmas Night, he exclaims:
    • the Earth. The Child on whom we are gazing is the outer sheath of That
    • explained to-day, it can only be from Time. From out of Time the Child
    • life of this Child and His permeation by the Spirit of the Christ-Being,
    • Space, and say: Ex Deo Nascimur, and we can look to the Child who
  • Title: Mystery of Death: Lecture I: The Four Platonic Virtues and Their Relation with the Human Members
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    • lose early, which we have only in the first years of childhood.
    • childhood if we are tired remains quite tired during the whole
    • longer exercise such a thing like standing up in childhood.
    • we use as a child if we stand up from a creeping being lives in
    • the other hand, the education of children will also bear
    • consider these virtues where you have to educate children
    • children that they seize life bravely, that they do not shrink
    • children that way. We have to explain these matters more and
  • Title: Mystery of Death: Lecture II: The Path of the Human Being through the Gate of Death - A Transformation of Life
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    • child, was reported missing. It was just during an evening
    • lecture. The mother searched for the child, it was not to be
    • child was dead. The materialist view may say: well, the removal
    • van toppled over by chance there at this hour; the child got
    • nonsense. For that what is there is the karma of the child, and
    • this karma of the child steered all single circumstances. It
    • the child needed the death because the karma of the child
    • wanted it. The karma of the child had expired. We deal here
    • have developed in the childhood, in which, however, all forces
  • Title: Mystery of Death: Lecture III: Spiritual Science and the Mystery of Death
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    • case it was a child whose etheric body was unused. The forces
  • Title: Mystery of Death: Lecture V: The Intervention of the Christ Impulse in the Historical Events
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    • particular attention because children and grandchildren of
    • children and grandchildren upright towards that what the
    • with their children to Dornach, settled there near the
    • year-old child, a spiritually infinitely bright boy who was
    • qualities was really a little bit like a sunny child. One had
    • the most intimate interest in the soul of this child, even if
  • Title: Mystery of Death: Lecture VI: Moral Impulses and Their Results
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    • body. The materialistic idea is childish: as if a recollection
    • other, not side by side as a childish materialistic idea
    • childhood, from the time up to which one remembers, the
    • this is that we start to maltreat our children from tender age
    • countering the human nature than to let start the children from
    • of the children terribly on one side because we have certain
    • eurythmy for the children, so that their etheric bodies have
  • Title: Mystery of Death: Lecture VII: Cosmic Effects on the Human Members During Sleep
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    • the last times which he/she spends as a child before the birth
    • karma of the Maid of Orleans had to be added. Not any child
    • matter. But now I will go on: a human child is killed in an
  • Title: Mystery of Death: Lecture VIII: The War, an Illness Process
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    • Education of the Child in the Light of Spiritual Science
    • when he instills in the youthful childish souls already that
    • already instilled in the children's souls. Ahriman did this in
    • fields — all that prepares the child's soul very well to
    • different that the children should take up in their
    • literature for the children than Robinson. And if one
  • Title: Mystery of Death: Lecture IX: The Relation of the Human Being to the Realms of Nature and the Hierarchies
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    • education. She was a simple human child — a farmer girl.
    • us that the clairvoyance of a nature child could be developed
    • Because the Maid of Orleans was such a nature child, one could
    • shaken my hand; it was a sunny very dear child. In that
    • it was lifted; and we recovered the dead child.
    • That was also the case concerning this child. The karma of this
    • child had run off. The removal van went there because of the
    • child. The spiritual beings who exist behind the secret
    • arranged the matter in such a way that the child could find its
  • Title: Mystery of Death: Lecture X: Central Europe between East and West
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    • for the external life, so to speak, if they are still childish
    • planted the tendency of materialism in the childish souls,
    • Robinson in the childish souls, they get the propensity
    • children instead of the ahrimanic Robinson, we bring
    • commensurate with it — never did my children read any
    • imagine, and one teaches it already the children at school,
    • One makes it clear to the children at school, while one does an
  • Title: Myst