The lectures provided a backdrop for the degrees by giving lessons in comparative religion, history, and philosophy."

    Because they were given to "pioneers" dedicated to opening a new Waldorf school, these talks are often considered one of the best introductions to Waldorf education.Steiner shows the necessity for teachers to work on themselves first, in order to transform their own inherent gifts. He explains the need to use humor to keep their teaching lively and imaginative. Above all, he stresses the tremendous importance of doing everything in the knowledge that children are citizens of both the spiritual and the earthly worlds. And, throughout these lectures, he continually returns to the practical value of Waldorf education.These talks are filled with practical illustrations and revolve around certain themes--the need for observation in teachers; the dangers of stressing the intellect too early; children's need for teaching that is concrete and pictorial; the education of children's souls through wonder and reverence; the importance of first presenting the "whole," then the parts, to the children's imagination.Here is one of the best introductions to Waldorf education, straight from the man who started it all.German source: Die Kunst des Erziehens aus dem Erfassen der Menschenwesenhiet (GA 311).∞ ∞ ∞ SYNOPSIS OF THE LECTURESLECTURE 1: The need for a new art of education. The whole of life must be considered. Process of incarnation as a stupendous task of the spirit. Fundamental changes at seven and fourteen. At seven, the forming of the "new body" out of the "model body" inherited at birth. After birth, the bodily milk as sole nourishment. The teacher's task to give "soul milk" at the change of teeth and "spiritual milk" at puberty.LECTURE 2: In first epoch of life child is wholly sense organ. Nature of child's environment and conduct of surrounding adults of paramount importance. Detailed observation of children and its significance. In second epoch, seven to fourteen, fantasy and imagination as life blood of all education, e.g., in teaching of writing and reading, based on free creative activity of each teacher. The child as integral part of the environment until nine. Teaching about nature must be based on this. The "higher truths" in fairy tales and myths. How the teacher can guide the child through the critical moment of the ninth year.LECTURE 3: How to teach about plants and animals (seven to fourteen). Plants must always be considered, not as specimens, but growing in the soil. The plant belongs to the earth. This is the true picture and gives the child an inward joy. Animals must be spoken of always in connection with humans. All animal qualities and physical characteristics are to be found, in some form, in the human being. Humans as synthesis of the whole animal kingdom. Minerals should not be introduced until twelfth year. History should first be presented in living, imaginative pictures, through legends, myths, and stories. Only at eleven or twelve should any teaching be based on cause and effect, which is foreign to the young child's nature. Some thoughts on punishment, with examples.LECTURE 4: Development of imaginative qualities in the teacher. The story of the violet and the blue sky. Children's questions. Discipline dependent on the right mood of soul. The teacher's own preparation for this. Seating of children according to temperament. Retelling of stories. Importance of imaginative stories that can be recalled in later school life. Drawing of diagrams, from ninth year. Completion and metamorphosis of simple figures, to give children feeling of form and symmetry. Concentration exercises to awaken an active thinking as basis of wisdom for later life. Simple color exercises. A Waldorf school timetable. The "main lesson."LECTURE 5: All teaching matter must be intimately connected with life. In counting, each different number should be connected with the child or what the child sees in the environment. Counting and stepping in rhythm. The body counts. The head looks on. Counting with fingers and toes is good (also writing with the feet). The ONE is the whole. Other numbers proceed from it. Building with bricks is against the child's nature, whose impulse is to proceed from whole to parts, as in medieval thinking. Contrast atomic theory. In real life we have first a basket of apples, a purse of coins. In teaching addition, proceed from the whole. In subtraction, start with minuend and remainder; in multiplication, with product and one factor. Theorem of Pythagoras (eleven-twelve years). Details given of a clear, visual proof, based on practical thinking. This will arouse fresh wonder every time.LECTURE 6: In first seven years etheric body is an inward sculptor. After seven, child has impulse to model and to paint. Teacher must learn anatomy by modeling the organs. Teaching of physiology (nine to twelve years) should be based on modeling. Between seven and fourteen astral body gradually draws into physical body, carrying the breathing by way of nerves, as playing on a lyre. Importance of singing. Child's experience of well being like that of cows chewing the cud. Instrumental music from beginning of school life, wind or strings. Teaching of languages; up to nine through imitation, then beginnings of grammar, as little translation as possible. Vowels are expression of feeling, consonants are imitation of external processes. Each language expresses a different conception. Compare head, Kopf, testa. The parts of speech in relation to the life after death. If language is rightly taught, out of feeling, eurythmy will develop naturally, expressing inner and outer experiences in ordered movements--"visible speech." Finding relationship to space in gymnastics.LECTURE 7: Between seven and fourteen soul qualities are paramount. Beginnings of science teaching from twelfth year only, and connected with real phenomena of life. The problem of fatigue. Wrong conceptions of psychologists. The rhythmic system, predominant in second period, never tires. Rhythm and fantasy. Composition. Sums from real life, not abstractions. Einstein's theory. The kindergarten--imitation of life. Teachers' meetings, the heart of the school. Every child to be in the right class for its age. Importance of some knowledge of trades, e.g., shoemaking, handwork, and embroidery. Children's reports-- characterization, but no grading. Contact with the parents.QUESTIONS AND ANSWERS: The close relationship of Multiplication and Division. How to deal with both together. Transition from the concrete to the abstract in Arithmetic. Not before the ninth year. Healthiness of English weights and measures as related to real life. Decimal system as an intellectual abstraction.Drawing. Lines have no reality in drawing and painting, only boundaries. How to teach children to draw a tree in shading, speaking only of light and color. (Illustration). Line drawing belongs only to geometry.Gymnastics and Sport. Sport is of no educational value, but necessary as belonging to English life. Gymnastics should be taught by demonstration.Religious Instruction. Religion lessons in the Waldorf school given by Catholic priest and Protestant pastor. "Free" religion lessons provided for the other children. Plan of such teaching described, of which the fundamental aim is an understanding of Christianity. The Sunday services.Modern Language Lessons. Choice of languages must be guided by the demands of English life. These can be introduced at an early age. Direct method in language teaching.Closing words by Dr. Steiner on the seriousness of this first attempt to found a school in England.

    When you work with the sigils in this book, you throw out all the confusing magickal garbage and get straight to the power of change. Sigils provide you with a visual code that unlocks the essence of magick. This book does not contain anything to do with witchcraft, spellcasting, kabbalistic ritual, evocation or any other method of magick that you might be familiar with. A sigil is nothing more than a drawing, but in this case, the drawing is so much more than you can imagine. These drawings bypass the conscious mind, connecting you to a stream of pure magick. This is not dark magick, but magick of light. You can do no harm with this magick, to yourself or to others. The magick works because you have access to one hundred and eleven secret sigils, handed down from ancient times. Every one of them can work wonders in the modern world. You will discover: The Magick of the Mind Inspiring Others Extended Perception Fortune Love and Friendship Breakthrough Magick Spiritual Magick Personal Strength Peace Magick Protection Magick Personal Healing Health Magick Wisdom and Education Business and Finance Employment Magick The magick presented here is not bound to any religion, and it requires no magick words. You don't have to learn any difficult pronunciations or say a single word out loud. The magick requires no visualization and no equipment. You won't light a candle or wave a wand. All you need is this book, your own strong desire and the will to carry out the instructions.

    John and A Master of the Temple. These were the only two works regarding the magical diary published in Crowley's lifetime. Both were first published in Crowley's immense collection of magical instruction, The Equinox. John St. John chronicles Crowley's momentbymoment progress during a 13day magical working. Crowley referred to it as "a perfect model of what a magical record should be." A Master of the Temple is taken from the magical diary of Frater Achad at a time when he was Crowley's most valued and successful student. It provides an invaluable example of a student's record, plus direct commentary and instruction added by Crowley.With commentary and introductory material by editor James Wasserman, Aleister Crowley and the Practice of the Magical Diary is the most important and accessible instruction available to students of the occult regarding the practice of keeping a magical diary.This revised edition includes a new introduction by Wasserman, a foreword by noted occult scholar J. Daniel Gunther, revisions throughout the text, a revised reading list for further study, plus Crowley's instructions on banishing from Liber O.

    An acclaimed author and public speaker, Black shows how this body of knowledge has been declared ‘heretical’ both by the established church and by today’s atheistic intellectual elite.Finally, he outlines in the clearest terms possible the supernatural laws that govern our universe, and describes rules for living that take us beyond consensual thought, rules that may at first seem crazy, even dangerous, but which contain the secrets for achieving success, happiness and a higher state of being.

    Often erroneously called a forgery, it is in fact six separate books in one, the first two being by Agrippa (1486-1535). One of them, Of Magical Ceremonies, is Agrippa's clearest step-by-step formulation of how to perform an evocation, much more openly expressed than in his Three Books of Occult Philosophy. In addition there is the key grimoire, Of the Magick of the Ancients by Arbatel, which clearly defines the different types of magic, focusing on the invocation of angels and of the Olympic spirits. The Heptameron by Peter de Abano is a complete, self-contained set of instructions for conjuration of spirits according to the day of the week. Also included is Villinganus' work on the nature of spirits, illusions, prophecies, and miracles, and how they may be used. Two complete geomancies (one by Agrippa) complete the volume, which has been reset in modern type and edited with a commentary by Stephen Skinner.

    Wesselman reveals what it means to be a mystic and a medicine man in an age of high technology and super science. His spiritual quest continues to unfold, illuminating the emergence of a modern Western shamanism, the phenomenon of spirit possession, the conveyance of the souls of the dead, and the true nature of the human spirit.

    This text contains The Book of Concealed Mystery, The Greater Holy Assembly, and The Lesser Holy Assembly from the Zohar.

    When Sigmund Freud awakened modern interest in the dream a century ago, his theory of interpretation undermined the potential insights dreams had to offer. For Freud, dreams were little more than fragmented puzzle parts made up of events from our waking lives. Most of us today still live under Freud's far-reaching influence. When we wake up after experiencing a powerful series of images, we too readily explain them away or simply ignore them all together. Whatever emotion or insight the dream evokes slowly fades. But what if Freud was wrong? Unless we challenge his deeply-ingrained assumptions, we will forever lose the gift of our dreams.International bestselling author Rodger Kamenetz believes it is not too late to reclaim the lost power of our nightly visions. Kamenetz's exploration of the world of dreams reopens all the questions scientists and psychologists claimed to have settled long ago. The culmination of decades of research, The History of Last Night's Dream is a riveting intellectual and cultural investigation of dreams and what they have to teach us. We discover how the age-old struggle between what we dream and how we interpret our dreams has shaped Western culture from biblical times to today. Kamenetz introduces us to an eighty-seven-year-old female kabbalist in Jerusalem, a suave Tibetan Buddhist dream teacher in Copenhagen, and a crusty intuitive postman-turned-dream master in northern Vermont. He fearlessly delves into this mysterious inner realm and shows us that dreams are not only intensely meaningful but that they hold essential truths about who we are. In the end, each of us has the choice to embark on this illuminating path to the soul. But one thing is certain: our dreams will never be the same again.

    This book provides surprising information on hos the renowned twentieth-century magician Aleister Crowley employed the Ouija Board to great effect, even attempting to create his own version of the device for sale.Like any powerful tool, the Ouija Board requires knowledgeable and proper use. Aleister Crowley and the Ouija Board suggests ways of protecting the magician while using this remarkable spiritual implement.

    This book outlines the work of the planetary Hierarchy, in its many stages of Mastership, and gives the fourteen rules by which the neophyte may become an applicant at the Portal of Initiation.

     Learn about: The grimoire tradition and its relationship to Chaos Magic. The latest consciousness science and the return of Animism. The role of the Devil and the Saints in European magic and witchcraft. Begin practising: A Chaos Magic form of Remote Viewing. An Ancient Roman system of hexing. A method of summoning Dragon Spirits. A Sumerian method of banishing Ghosts. A complete system of spirit evocation. From the author of the acclaimed Star.Ships: A Prehistory of the Spirits and The Chaos Protocols: Magical Techniques for Navigating the New Economic Reality comes a definitive and much-needed exploration of the core principles of Chaos Magic. "Whoever said books on magick can't be fabulously entertaining as well as eminently practical has obviously not read up on their Gordon White. Remedy that situation." -Christopher Knowles. The Secret Sun.

    Everything known about magic in ancient Egypt: the role of magic in controlling the gods, powerful amulets that warded off evil spirits, scarabs of immortality, use of wax images, formulas & spells, the secret name, etc.PrefaceAntiquity of magical practices in Egypt Magical stones or amulets Magical figures Magical pictures & formulæ, spells etc.Magical names Magical ceremonies Demoniacal possession, dreams, ghosts, lucky & unlucky days, horoscopes, prognostications, transformations & the worship of animals

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    It is: not controversial, but is; sent forth in the, hope- that it may help to clear some of the difficulties which have beset the minds of students of the deeper philosophies in the past. In order to avoid serious misunderstanding, it should be firmly, impressed upon the mind of the student, however, that there is no infallible revelation of this complicated subject, which includes everything under the sun and above it also. An infallible exposition would predicate omniscience upon the part of the writer, and even the Elder Brothers tell us that they are sometimes at fault in their judgment, so a book which shall say the last word on the World-Mystery is out of the question, and the writer of the present work does not pretend to give aught but the most elementary teachings of the Rosicrucians. The Rosicrucian Brotherhood has the most far-reaching, the most logical conception of the World-Mystery of which the writer has gained any knowledge during the many years he has devoted exclusively to the study of this subject So far as he has been able to investigate, their teachings have been found in accordance with facts as he knows them. Yet he is convinced that the Rosicrucian Cosmo-conception is far from being the last word on the subject; that as we advance greater vistas of truth will open to us and make clear many things which we now "see through a glass, darkly." At the same time he firmly believes that all other philosophies of the future will follow the same main lines, for they appear to be absolutely true.