This paper presents Rudolf Steiner's maturational readiness theory of human physiopsychology and comments on education in the Waldorf Schools. Discussion asserts that Steiner's concept of human development is complex and that intensive study is required for even a superficial understanding of "the four members of man": the physical, etheric, astral, and ego bodies. A central concept in Steiner's theory is the notion of etheric energy or formative forces, which bring every living being to life, and which constitute an autonomous capacity to behave differently from the forces in lifeless objects, such as magnetism and electricity. Although these formative forces cannot be perceived, they can be conceived and employed to provide an explanation of organic development. Waldorf education takes into consideration the relationship and balance of the various bodies in its pedagogical and therapeutic program. Knowledge of these bodies and related symptoms is an integral part of the Waldorf training program and constitutes the knowledge base and repertoire of each teacher. The Waldorf school education method attempts to avoid or remedy the damages traditional schooling inflicts on children's development by imposing inappropriate curriculum and activities that prematurely displace and atrophy children's energy forces. Over 120 references are cited. (RH)