Immortality is the negation of death. We do not usually speak about 'innatality' - about having not yet been born - yet this is something we would have to regard as the other aspect of the human soul. We are just as unborn as we are immortal.

All of nature begins to whisper its secrets to us through its sounds. Sounds that were previously incomprehensible to our soul now become the meaningful language of nature.

We must guard against disrespectful, disparaging, and criticizing thoughts. We must try to practice reverence and devotion in our thinking at all times.

Only a person who has passed through the gate of humility can ascend to the heights of the spirit.

A philosophy of freedom must set out from the experience of thinking, for it is through this experience of thinking that a human being discovers his own self, finds his bearings as an independent personality.

One can ascend to a higher development only by bringing rhythm and repetition into one's life. Rhythm holds sway in all nature.

May my soul bloom in love for all existence.

A healthy social life is found only when, in the mirror of each soul, the whole community finds its reflection, and when, in the whole community, the virtue of each one is living.

The Egyptian was the reverse of a theorist or mere thinker. He wanted to perceive with his senses how the soul took its way from the dead body into higher realms - he wanted to have this constructed before him.

Man only becomes independent of this physical world when he learns to consider the objects around him as symbols. He must, for this reason, seek to acquire a moral relationship to them.

In order for the students' development and the outer development of civilization to coincide, we need a faculty whose interest is not limited to specialized educational practices. Rather, this faculty must be fully involved in the broader aspects of life.

Learning certain things purely through memory is related to the developmental forces that are present between the sixth or seventh year and the fourteenth year of life. This quality of human nature is what mathematical instruction should be based on.

Anyone who believes that it is possible to educate the will without cultivating the insight that enlivens it is succumbing to illusion. Clear-sightedness on this point is a task for present-day pedagogy, but it can come only from a life-filled understanding of the whole human being.

What is of the nature of spirit and soul must be gleaned from facts belonging to the spirit and soul; we shall then know that in the living thinking which is liberated from the will, a life-germ has been discerned which passes through the gate of death, goes through the spiritual world after death, and afterwards returns again to earthly life.

What is attained by a developed thinking is not visions but spiritual sight of realities; what is attained by a developed will is not ordinary soul-experiences but the discovery of a consciousness different from the ordinary.

The subject of the lesson itself should not become more important that the underlying basis. Drawing thus provides first the written forms of letters and then their printed forms. Based on drawing, we build up to reading.

It should not be expected that what is spiritual can be brought before the eyes, before the senses. It must be experienced inwardly and spiritually.

For the most part, people think in ordinary life without bringing order into their thoughts. The guiding principles and epochs of human development and planetary evolution, the great viewpoints which have been opened by the initiates, bring thought into ordered forms. All of this is a part of Rosicrucian training. It is called the Study.

The main difference in the effectiveness of teaching comes from the thoughts the teacher has had during the entire time of his or her existence and brings into the classroom. A teacher concerned with developing humans affects the students quite differently from a teacher who never thinks about such things.

You must learn to perceive as your self that which lies outside you. Looking only within oneself leads to a hardening in oneself, to a higher egotism.

It is not possible to educate the will and the healthy soul that underlies it unless we develop insights that awaken energetic impulses in the soul and will.

The capacities by which we can gain insights into higher worlds lie dormant within each one of us.

You can go from object to object, from plant to plant, from animal to animal and regard them as symbols for the spiritual. In this way, you make your imaginative capacities fluid and release them from the sharp contours of sense perception.

Our task is to find teaching methods that continually engage the whole human being. We would not succeed in this endeavor if we failed to concentrate on developing the human sense of art.