"It is a simple but essential principle: education aims at the future, at a time that we as educators do not yet know and cannot foresee. The challenges that will confront the children in the future are not those of the past-of our past, of our life story and our horizon. Times change, so do the realities of life, and in our times they change quickly and dramatically. Education aims at the future and that puts us as educators in a difficult situation: this future is not-or is only to an extent-identical with our past, with our life experiences. My youth, your youth: they are not identical with the adolescent constitution and life reality toward which we currently have to direct our educational efforts. Yet educate we must, and educating means preparing for a future." -Peter Selg (from the book) Schools reflect the state of society. If society is materialistic, competitive, egoistic, technological, and without concern for human values and long-term thinking, our schools will tend to reflect those values. However, what if education were about something else? What if education were about the future? What if education were a about nurturing a new generation of human beings, integrated in body, soul, and spirit and able to think for themselves and have the capacity to love? Perhaps the world would change. The Waldorf school, initiated and guided in 1919 by Rudolf Steiner, was conceived with precisely such an end in view. In this passionate, inspiring, and moving book, Peter Selg, speaks from a deep knowledge of Anthroposophy and from his extensive experience as a child psychiatrist. He returns to the original impulses behind the first Waldorf school to show their continuing validity and how they still respond to what we need. From this view, Waldorf education is future-oriented, based on a holistic worldview and cosmology that is humanistic, scientific, and spiritual, and develops through a curriculum and a teacher-student relationship based on love. Its focus is the miracle of the developing human being. Recognizing the equal importance of thinking, feeling, and willing, Waldorf education works through bodily movement and art, as well as through intellect and mind. Waldorf Education is not a theory but a living reality, and Selg brings this reality to life before us through the biography of the first Waldorf school. Thus, we learn to see it in a new way-in its essence, as a healing model of what education might become if the primary relationship, the inner core of a school, is the free relationship between teacher and student. As Steiner wrote: "It is our task as teachers and educators to stand in awe of the individuality of the student and offer our help so that it can follow the laws of its own development. We are merely called upon to remove any obstacles in body or soul that might hinder the individuality from realizing its potential freely." A verse given at the dedication of a building at the Waldorf School in Stuttgart expresses the essence of Waldorf Education in poetic form: May there reign here spirit-strength in love; May there work here spirit-light in goodness; Born from certainty of heart, And from steadfastness of soul, So that we may bring to young human beings Bodily strength for work, inwardness of soul, and clarity of spirit.

`I send you fondest thoughts on your birthday. On this day I will think a lot of all the beautiful things which were, and are contained in our work together, and which now always stand so beautifully before my inner eye when I describe them. Let me assure you that I write this description with love.' - Rudolf Steiner to Marie Steiner, 13 March 1925 Containing all the correspondence between Rudolf and Marie Steiner to be found in their respective estates, this volume provides unique insight into the couple's pivotal relationship. The years 1901-25 were a time of struggle, as Rudolf Steiner - faithfully supported by the young Marie von Sivers (later to become Marie Steiner in 1914) - endeavoured to build a completely new spiritual movement on earth. Their letters cover everything from the esoteric view of evolution and human advancement to dealing with organizational details, challenging personalities and, of course, their own relationship. In addition to the correspondence, a number of documents have been inserted chronologically throughout the text. The famous `notes' written by Rudolf Steiner for Edouard Schure, for example, provide a unique introduction to the volume, giving profound insights into the development of the anthroposophical movement. Also included are the many versions of Rudolf Steiner's will. Comprehensive notes are provided, as well as an index of persons and an itinerary giving dates of relevant lectures and eurythmy performances.

As a practising Christian priest, Hermann Beckh was profoundly aware that the mystery of substance - its transmutation in the cosmos and the human being - was a mystical fact to be approached with the greatest reverence, requiring at once ever-deepening scholarship and meditation. He viewed chemistry as a worthy but materialistic science devoid of spirit, while the fullness of spiritual-physical nature could be approached by what he preferred to call 'chymistry' or 'alchymy', thereby taking in millennia of spiritual tradition. In consequence, Beckh's Alchymy, The Mystery of the Material World is not limited to the conventional workings of Western alchemy, nor to what can be found in the Bible from Genesis to Revelation - although he does unveil hidden riches there. Neither should Beckh be considered only as a learned Professor with impeccable academic qualifications and European-wide recognition. Beckh writes about such topics as 'Isis', 'the Golden Fleece', traditional fairy-stories and Wagner's Parsifal in a way that enables the reader to catch glimpses of the Mystery of Substance; to share the writer's authentic experience of the divine substantia - the living reality - of Christ in the world. Beckh's Alchymy set an entirely new standard, and went on to become his most popular publication. This is the first time that it has been translated into English, along with updated footnotes, making his ideas and insights accessible to a wide readership. In addition, this edition features translations of Beckh's 'The New Jerusalem', where theology could best be expressed in verse; his exemplary essay on 'Snow-white'; observations on 'Allerleirauh', and a substantial excerpt from Gundhild Kacer-Bock's biography of Beckh.

`This gave my mother the opportunity of mentioning to Dr Steiner an idea... Could one affect the physical body in a healing, strengthening and regulating way through certain rhythmical movements of the etheric body - which after all was the centre of all that was rhythmical - as well as of health and illness? Dr Steiner not only enthusiastically affirmed this possibility, but spontaneously declared himself ready to give the necessary directions which I could then work out with my mother's help.' - Lory Maier-Smits Alongside original material by Rudolf and Marie Steiner, this volume features unique first-hand accounts of the birth of the art of eurythmy by a number of its early students and practitioners. The practical and artistic stages of its development are chronicled in detail, alongside reports from the first public performance onwards. Rudolf Steiner offers inspiration to the original eurythmists to make their own discoveries - to perceive and fashion in movement their creative `inner voice'. The artistic principles are established for later development and elaboration, to reveal and foster human creativity in many poetic and musical contexts. Through the text, links between eurythmy and temple-dances, that accompanied ancient initiations, gradually emerge. The impulse to dance is rediscovered as inherent in the `lost Word', or the primordial root language still available in `genetic etymology'- the sounds of speech used in all languages. Music eurythmy, we learn, did not start from dancing, but from the archetypal structure of the musical system. Consequently, we can witness directly how an eloquent performing art can properly develop when technique and inspiration meet. The text is supported by extensive supplementary material, including eurythmy forms, a chronological survey, notes and indexes.

`We must draw the slumbering soul away from the darkness of sleep so that it no longer vanishes from its own scrutiny but stands before itself as a being of pure spirit which, in volition, is creatively active through - yet also beyond - the body.' - Rudolf Steiner. According to Rudolf Steiner's independent research, the soul or psyche has a relationship to both the body and the spirit. Psychologists and psychotherapists can only work in a truly healing way, he says, if they take this spiritual fact into account. This expertly-compiled anthology explores the nature of the soul as elaborated by Steiner in his writings and lectures. However, the book comprises more than an account of the psyche and life of the soul, but deals equally with the methodology for comprehending it - the scientific, and above all spiritual-scientific, means of doing so. Steiner questions methods and thought structures that are fundamental to contemporary psychology. Rather than looking backwards to conditions that influence how we are today, he focuses on our further development as beings that think, feel and act with intentionality. Given the soul's close affinity with pictorial images, he elaborates a therapeutically-innovative meditative schooling of the faculty of imagination. As Steiner states here, his methods, `...do not draw only on the rules of the ordinary mind but first prepare in the human soul another kind of consciousness, another state of awareness, with which we then enquire into the psyche... to approach and penetrate realities of the soul.'

Beginning in January 1913, five days after the Anthroposophical Society was founded, this rich volume traces the esoteric work (and lack thereof) in the decade leading up to the reestablishment of the General Anthroposophical Society at the "Christmas Conference" (1923/1924) and the subsequent creation of the First Class, which replaced the Esoteric Section. Part One, the largest section (Jan. 2, 1913-July 14, 1914), containing thirty-nine lessons in nineteen months, allows us to sense the subtle, though seismic, shift as Anthroposophy gradually became an autonomous earthly, spiritual reality outside the context of Theosophy, with the initial focus to deepen the Rosicrucian path. The emphasis is more practical than theoretical. The task is meditation, without which the new, freestanding spiritual movement could not fulfill its mission. As a consequence, instructions and advice are given. Then, with the outbreak of World War I, the esoteric lessons cease. Part Two is much shorter and covers the period from 1918 to 1923, with only six lessons. Clearly, the time demanded a different approach to the spiritual world, and esoteric students were less prepared to work. Nevertheless, important meditations were given that indicated a new direction. Part Three contains the two esoteric lessons given to the esoteric youth circle-members of the Youth Movement who were serious about esoteric work and would become public exponents of Anthroposophy. Here is something quite new and future-oriented: a new way of undertaking spiritual work in the service of the Archangel Michael. Never before made public, the meditations and instructions are powerful and relevant. This section is preceded by a moving account of the history and development of the esoteric Youth Movement, in which Rudolf Steiner placed such hopes. The volume closes with the Threefold Mantra that foreshadowed a new approach for the First Class and was used by those in the Esoteric Section between 1920 and 1923. This volume is the English translation of Aus den Inhalten der esoterischen Stunden, Gedachtnisaufzeichnungen von Teilnehmern. Band.3, 1913 und 1914; 1920-1923 (GA 266)

A pioneer in the field of curative education and the founder of the Camphill movement, Karl Konig here emphasizes the importance of understanding each individual child "through and through". "The point is not only to see the deviations, but to see them against the mighty backdrop of a comprehensive child anthropology". Konig's explanations are characterized by a profound, holistic understanding and love for the human beings in question. He is not satisfied with a description of physical disabilities and their classifications but proceeds to a deeper understanding of the personality as a whole, leading readers to see disabilities as meaningful ways of coping with living in a physical body in this world.