The Rudolf Steiner Archive

Berlin, July 23, 1905

Dear Mr. Wagner!

I am deeply saddened by the tragedy that has befallen you and your dear wife, and it is only today that I am able to express this to you in a letter. My thoughts are often with you. We Theosophists must be able to accept difficult strokes of fate differently than we could before our Theosophical time. Although love and sympathy will never be diminished by the theosophical life, our understanding and strength to bear will grow. We have nothing to lose by theosophy, but we have so much to gain. We would lose if the feelings that are among the most beautiful in life could in the slightest fade. That is why I know what you feel, out of your noble and glorious love. But I also know you as a true, genuine theosophist and I know that the karmic connections are not a mere doctrine for you, but that you live in them. But I would like to exchange a few thoughts with you right now. It is so easy to see everything that fits into our karma as a chain link as a karmic debt. And that is by no means always the case. Just as karma is a truly all-encompassing law, it is also true that karmic events can be the very first to occur in our causal context. The events that affect us are not always compensations for the past; often they are the first items in our life account that will only be balanced in the future. Just as a merchant enters an item on the one side for the first time, so it is with the items in our karmic account book. These thoughts have been crossing my mind in recent weeks whenever I directed my thoughts to your dear home in Lugano, and these thoughts took on that character in my field of vision that shows that thoughts correspond to a reality. You understand me in writing this inner experience – for that is what it is – to you, dear Mr. Wagner. And perhaps you will also accept at your discretion what is a reality for me.

I long to be able to greet you both again. I hope it will be possible soon.

The London Congress festivities, which unfortunately you were unable to attend, are over.¹ It is in the nature of things that such festivities, even when organized by Theosophists, cannot go much beyond appearances. But I do think that those who wanted to could take away nourishment for their minds and hearts. Mrs. Besant, for example, gave lectures that were full of spiritual impulse. First, on the Thursday before the congress, about H.P.B.'s “pupilship” in view of some of the attacks that have recently been made on the great founder of the Theosophical movement. It seems to me, however, to be very important that this spiritually so highly developed woman Besant should so unreservedly point out again and again how H.P.B. was not a human being to her like any other outstanding person who has entered her life, but as she said – the “Bringer of Light” par excellence. She said that spots should not be denied, but that they are like sunspots, and these are only there where the sun is. I felt the inner experiences of my own life in recent times resonating. For I must say that the further I advance myself, the more I get to know the immense power that radiates from H.P.B., and the more I realize that I myself still have a lot to learn in order to even begin to understand the depths of H.P.B.'s work.

Then on Friday was the British Section Convention. Of interest to you is that Bertram Keightley resigned from the post of General Secretary, and that Miss Kate Spink has taken his place. Keightley will first go to India for four months, after which he wants to devote himself to a kind of theosophical movement that will be made possible for him by being relieved of the official duties of the secretary-general.

Furthermore, the opening of the “Art and Arts and Crafts Exhibition” of the congress was during this time. There were some remarkable things in addition to less significant ones. I would just like to mention a few symbolic pictures by a painter named Russell. He attempts to characterize inner soul processes through symbolic colors in the picture (stars, rays, etc., emanating from the figures, symbolic depictions of external natural objects, etc.). Now I can say that I could not see any real astral vision in the pictures, but I was satisfied with the attempt that a talented painter was making.

On Saturday morning, the actual congress was opened with a speech by Mrs. Besant. It was one of those sweeping overviews of the aims and objectives of the Theosophical movement that Mrs. Besant gives on such occasions. You will be interested to know that she mentioned the sculpture of an Italian sculptor, Ezechiel, a “Christ” of whom she said that it corresponds in some respects to the idea that she, as a Theosophist, has of the Christ individuality. You will also be interested to know that on this occasion, Mrs. Besant referred to Richard Wagner, in whose tones the secrets of the astral world could be heard. This was particularly noteworthy to me, because I had given four lectures to the Berlin Theosophists that spring on the spiritual content of Richard Wagner's work.²

Mrs. Besant's opening speech was followed by something extremely diverse. The delegates from all the European theosophical areas now gave their welcoming speeches in their own language. So one could hear short speeches in the following languages: Dutch, Swedish, French, German, Spanish, Italian, Finnish, Russian, Hungarian, Indian.

The previous evening, Mrs. Besant had given a large-scale, comprehensive speech to several thousand people at Queen's Hall about the “work of 'Theosophy in the world”. She pointed out the necessity of a spiritual deepening in our time, and the work that needs to be done in the most diverse areas of the world. Everything she said was of beautiful generosity and greatness.

On Saturday evening, the theater performance followed. In this regard, one must take into account the goodwill that prevailed. However, it became clear to me that evening in what way the idea of these congresses must be developed if they are to fully fulfill their purpose. Not on what the congress participants will enjoy here for themselves, but above all on the fact that they will find theosophical nourishment for their souls, which they can then take with them to their theosophical home for the benefit and good of those who cannot attend the meetings themselves. The congresses should be a center of spiritual life, from which currents can then go out into the world.

The departmental meetings followed. I am sending you a program under Kreuzband, from which you can at least see the titles of the extensive program that was presented. I would like to mention in particular Mrs. Besant's lecture on Sunday about occult methods of investigation. That was something quite magnificent. She explained in the most beautiful way what the requirements of occult research are in the West, and what precautions, etc., must be observed in such research.

On Monday morning I myself gave a short lecture on the “Occult Basis of Goethe's Work”.

I regret that I cannot write to you in greater detail; but before me lie the last works waiting to be published in Lucifer, numbers 24 and 25. And you can imagine how much work that is. It is necessary that I publish these esoteric matters that Lucifer has brought in recent times. But the responsibility weighs heavily on me. And I have to consider every line, every turn of phrase ten times over in order to reproduce as accurately as possible the spiritual content that is incumbent upon me, and yet which is transmitted to me in a completely different form and language.

Kindest regards to your dear wife.

Ever faithful yours,

Dr. Rudolf Steiner
Berlin W, Motzstrasse 17

• 1. On July 8, 9 and 10, 1905, the 2nd Congress of the Federation of European Sections of the Theosophical Society took place in London. On July 10, Rudolf Steiner spoke about “The Occult Foundations of Goethe's Work” in “Philosophy and Anthroposophy,” CW 35.
• 2. In Berlin on March 28, May 5, 12, and 19, 1905.

Dr. Steiner: Now that the call has been successfully made ¹ and the willingness of this group to tackle the affairs of the Anthroposophical Society has been demonstrated, it would be good if a kind of chair for today's meeting were elected from among the assembly. This would best correspond to the inner workings of the matter. We have so far been, to a certain extent, a disorderly group of people, and we are now to enter into a specific community of will, as has been emphasized several times. Therefore, I would like to ask you to elect a chairperson from among yourselves, so that today's proceedings are fruitful and proceed in such a way that it can be seen that something can come out of the delegates' meeting. It will only come to something if a kind of self-evident spiritual leadership and direction emerges from the group of personalities gathered here.

It is proposed that Emil Leinhas be appointed chairman.

Emil Leinhas: I would just like to point out that I am not sufficiently informed.

Dr. Steiner: Since today's meeting has obviously been prepared over the last few days, it would be reasonable for someone in the middle of it all to take the chair.

Mr. Baravalle: I propose Dr. Wolfgang Wachsmuth if it cannot be Mr. Leinhas.

Dr. Wolfgang Wachsmuth and Dr. Kolisko are proposed. Emil Leinhas: I accept the position if I have to.

Dr. Steiner: Then I ask those of the esteemed attendees who are in favor of Mr. Leinhas to raise their hands.

A vote is taken and Emil Leinhas is elected chairman. Dr. Steiner: I will now be able to listen all the more attentively.

Emil Leinhas: The circular letter should be sent to all members in Germany. Mr. Werbeck should participate after all, shouldn't he? (Note from Dr. Heyer: “Circular letter without Werbeck's signature? Sensitivities regarding Werbeck?”)

The following speak on this: Dr. Kolisko, Dr. Heyer, Emil Leinhas and Toni Völker.

Dr. Steiner: Apart from the reason given, namely sensitivity, I don't see what could be against it. The fact that this sensitivity plays such a role in the Anthroposophical Society is the really ruinous fact. We can give up on the Anthroposophical Society if we rely on the sensitivities. These sensitivities do not only show themselves in their naked form, but also in all kinds of masks. Over the years, they have gained tremendous power because they have been camouflaged. This is one of the factors that has become ruinous. If we continue to take sensitivities into account, the reorganization is in vain. We must begin to discard dishonesty and say truthfully: We can found a Philistine society, then sensitivities can play a role. But then we will drive anthroposophy out of society. We must make an effort to overcome this sensitivity.

Emil Leinhas: You often have to be considerate of it.

Dr. Steiner: You can do that in other things. (Note from Dr. Heyer: “not in matters of principle”)

Emil Leinhas: Werbeck will be admitted to the committee, and an explanation will be given later as to why his name is not on the appeal.

Dr. Kolisko speaks.

Emil Leinhas announces the detailed program of the delegates' conference and opens it up for discussion. Many speakers contribute.

Dr. Steiner (2): We would then accept the proposals of Dr. Schwebsch, who, as the most specialized, has proposed such a program.

Dr. Schwebsch: I have considered a few things, such as headlines: 1. Situation of the dwarves; 2. Branch work; 3. Organization of trust; 4. Inner history and

history of the institutions; 5. New generation and youth movement; 6. Treatment of opponents.

One speaker thinks it should be asked whether the assembly of delegates agrees that this committee remains in charge.

Dr. Steiner: You expose yourself to the danger of a random leadership. How do you want to prevent a random president from being elected?

Dr. Kolisko: The leadership must come from the same place as the invitations.

Dr. Steiner: It will just be a matter of preventing the question from arising in the first place by the appearance of the committee. There should be no desire to somehow elect a president. This desire should not arise. What I fear is that there will not be enough discussion by the committee and from this circle, so that a new tone would really be established from the outset. So that is what has emerged so strongly as a deficiency, that people have not become aware of what it means to lead such a society. At this assembly of delegates, this may lead to the election of a random president. Some member who joined the Anthroposophical Society the day before yesterday and who says something clever is then elected president. This happens in particular when such things recur and when people are not aware that they must not recur. Then all sorts of things happen.

It was criticized yesterday that — if I may put it this way — the management had failed completely. I could only perceive the after-effects because I arrived late. Yesterday it is said to have been the case that basically throughout the whole evening this committee of thirty did not take action at all, but rather was notable for its mental absence. ² It can go wrong if this happens again at the delegates' meeting, that no sound is given, that one is not aware of what the actual duty of this circle of “large-headed” people is. If they are not aware that something must be done so that the others also have a reason to recognize the committee, then it can also go wrong.

Several members, Dr. Unger, Dr. Kolisko and Emil Leinhas, talk about the fact that the members of the Circle should speak.

Dr. Steiner: All members of this committee of nine are, of course, members of this Circle of Thirty. And just as these seven have signed from the Circle of Thirty, it could just as well be a different seven under certain circumstances, and yet another seven. The appeal will be signed by the individual members of the Circle of Thirty. It could not be signed only by the Thirty Circle itself, because the Thirty Circle as such – as has been revealed – has shown itself to be an impossibility in its entirety. It is a fact that this Thirty Circle is something terrible. It raged particularly terribly in the assembly, where the circle had strengthened [see the expanded Thirty Circle meeting of January 22]. If it had been written below: Thirty Circle, that would have been impossible. But when its members appear before the assembly of delegates as individuals, it is only each person's duty and obligation. I don't see why they shouldn't be there. There is absolutely no way to fathom why a mandate should first be created for those who should have represented the interests of the company here.

Consider just one fact that has been mentioned this evening. You could just as easily get a second one. That is that the members of the individual branches were delighted when the second newsletter arrived. If only the members outside hear anything at all about what is going on in Stuttgart, they are happy. The only terrible thing was that the central board said to itself on December 4: I will send out a newsletter; and after that it ignored the Society. Nothing has happened in the time since then. So when a sign of life came in the form of the newsletter, the members were very happy. If only someone will draw friendly nostrils in the anthroposophical sense, then the matter will be there. You cannot demand that by merely signing — you cannot draw the nostrils without them — that without these friendly nostrils the members will infer what the Thirty Circle has achieved with the appeal. The individual members are not obliterated by saying that the Thirty Circle as a whole is a disgrace. All the more should one prepare oneself, preferably in front of the mirror, to make the friendly nostrils. Hopefully the circle will focus some attention on the nostrils.

I have to speak with the individual people tomorrow and hold teachers' conferences; in the evening it is already too late. It should be possible to continue today.

[Because the meeting had to be interrupted due to the lecture by Rudolf Steiner in the Stuttgart branch, it should be continued later.]

• 1. See page 334.
• 2. There are no minutes of this meeting.

The First Sign

In a consideration of the Gospel of St. John, we should never lose sight of that most important point which was brought out in the lecture yesterday namely, that in the original writer of the Gospel we have to do with the “Beloved Disciple,” initiated by Christ-Jesus Himself. One might naturally ask if, aside from occult knowledge, there exists, perhaps, some external proof of this statement by means of which the writer of this Gospel has intimated that he came to a higher order of knowledge about the Christ through the “raising,” through the initiation which is represented in the so-called miracle of the raising of Lazarus. If you will read the Gospel of St. John carefully, you will observe, that nowhere previous to that chapter which treats of the raising of Lazarus is there any mention of the “Disciple whom the Lord loved.” In other words, the real author of the Gospel wishes to say: What precedes this chapter does not yet have its origin in the knowledge which I have received through initiation, therefore in the beginning you must disregard me. Only later does he mention the “Disciple whom the Lord loved.” Thus the Gospel falls into two important parts, the first part in which the Disciple whom the Lord loved is not yet mentioned because he had not yet been initiated, and that part which comes after the raising of Lazarus in which this Disciple is mentioned. Nowhere in the document itself will you find any contradictions of what I have presented in the previous lectures. Naturally, anyone who considers the Gospel only superficially will easily pass this by, will not notice it and at the present time when everything is popularized, when all manner of knowledge is forced upon us, we can often experience as an extraordinary spectacle much of a very doubtful character in this knowledge.

Who would not consider it a blessing if all kinds of knowledge could be brought to the people through such inexpensive literature as the Reclam'sche Universal Bibliothek. Among the last volumes, one has appeared on the Origin of the Bible. The author entitles himself a Doctor of Theology. He is, then, a theologian! He believes that throughout all the chapters of the Gospel of St. John, from the 35th verse of the 1st Chapter, John, the author of the Gospel, is the one referred to. When this little book came into my hands, I really could not believe my eyes and said to myself: there must be something very extraordinary under consideration here that repudiates all previous occult points of view that the Beloved Disciple is not mentioned before the “raising of Lazarus.” Still, a theologian ought to know! In order not to pass judgment too quickly, take up the Gospel of St. John and see for yourselves what stands there: “Again the next day after, John stood and two of his disciples.” Here John the Baptist and two of his disciples are spoken of. The most generous point of view that one can take toward this theologian is that his consciousness was filled with an ancient exoteric tradition which declares that John, the author of the Gospel, is one of these two disciples. This tradition is supported by Matthew IV 21. But, the Gospel of St. John cannot be explained by means of the other Gospels. A theologian therefore was responsible for introducing into popular literature a very harmful book. And if one knows how such a thing which is brought to the people in just this way continues to spread, it is possible to measure the harm which arises out of it. This is just an interpellation, in order that a certain protective wall may be erected against all kinds of objections which might perhaps be brought forward in refutation of what has been said here.

Now let us hold in mind that what preceded the “raising of Lazarus” is a communication of weighty matters, but that the writer has reserved the most profound matters for the chapters subsequent to that event. Nevertheless, he wished throughout to indicate that the content of his Gospel is something which will be thoroughly understood only by one who has attained a certain degree of initiation. Therefore he indicates in various passages that what is communicated in the first chapters has to do with a certain kind and degree of initiation. You already know that there are different degrees of initiation. For example, in a certain form of oriental initiation, seven degrees can be distinguished and these seven degrees were designated by all sorts of symbolical names. The first was the degree of the “Raven,” the second that of the ”Occultist,” the third of the “Warrior,” the fourth that of the “Lion.” Amongst different peoples, who still felt a kind of blood relationship as the expression of their group-soul, the fifth degree was designated by the name of the folk itself; thus among the Persians, for example, an initiate of the fifth degree was called in an occult sense, a “Persian.” When we understand what these names signify, then the justification of these titles will soon be evident.

An initiate of the first degree is one who constitutes an intermediary between the hidden and the outer life, one who is sent from place to place. In this first degree the neophyte must devote himself with complete resignation to the outer life, but what he ascertains there, he must bring back into the Mystery Places. One speaks of the “Raven” when words have something to communicate to the inner world of the Mystery Places from the world outside. Just call to mind the ravens of Elias, or the ravens of Wotan, even the ravens of the Barbarossa Saga, that had to discover when it was time to come forth. The initiate of the second degree stood fully within the occult life. One who was of the third degree was allowed to defend occult knowledge. The degree of the “Warrior” does not mean one who fights, but one who defends occult teaching, what the occult life has to give. One who is a “Lion” embodies the occult life within himself in such a way that he defends occultism, not only in words, but also in acts, that is, with deeds of a magical sort. The sixth degree is that of the “Sun-hero” and the seventh that of the “Father.” The fifth degree is the one we shall now consider.

The human being of ancient times was especially a part of his community and therefore when he was conscious of his ego, he felt himself more as a member of a group-soul than as an individual. But the initiate of the fifth degree had made a certain sacrifice, had so far stripped off his own personality that he took the folk-soul into his own being. While other men felt their souls within the folk-soul, he took the folk-soul into his own being, and this was because all that belonged to his personality was of no importance to him but only the common folk-spirit. Therefore an initiate of this kind was called by the name of his particular folk.

Now we know that in the Gospel of St. John it is said that Nathaniel also was one of the first disciples of Christ-Jesus. He was brought before the Christ. He is not so highly developed that he is able to comprehend the Christ. The Christ is, of course, the Spirit of all-inclusive Knowledge which cannot be fathomed by a Nathaniel, an initiate of the fifth degree. But the Christ could fathom Nathaniel. This was shown by two facts.

How did Christ designate him? “This man is a true Israelite!” Here we have the designation according to the name of the folk. Just as among the Persians, an initiate of the fifth degree is called a Persian, so among the Israelites, he is called an Israelite. Therefore Christ calls Nathaniel an Israelite. He then says to him: “Even before Philip called thee, when thou wast under the fig-tree, I saw thee!” That is a symbolical designation of an initiate like the Budha sitting under the Bodhi Tree. The fig-tree is a symbol of Egyptian-Chaldean initiation. He meant with these words: I well know that thou art an initiate of a certain degree, and canst perceive certain things, for I saw thee! Then Nathaniel recognized Him: “Rabbi, Thou art the Son of God; Thou art the King of Israel!” This word “King” signifies in this connection: Thou art one who is higher than I, otherwise thou couldst not say, “I saw thee when thou sattest under the fig-tree.” And Christ answered, “Thou believest in me because I said that I saw thee under the fig-tree: thou shalt see greater things than these.” The words “verily, verily” we shall speak about later. Then He said: “I say unto you, ye shall see the angels of Heaven ascending and descending upon the Son of Man.” Yet greater things than they had already seen would be seen by those who were able to recognize the Christ. Again, one may ask: What significant words are these?

In order to make this clear, let us call to mind what the human being really is. We have said that he is a different creature by day than by night. During the day his four human members, physical body, ether body, astral body, and ego are bound closely together. They react upon each other. We may say that when the human being is awake during the day, in a certain way his physical and etheric bodily parts are permeated and cared for by his astral and ego spiritual parts. But we have also shown that something else must be active within the etheric and physical bodily parts in order that the human being be able to exist at all in his present phase of evolution. For we have called attention to the fact that every night he draws out those members which care for this physical and ether body, namely, the astral body and ego, thus leaving his physical and ether bodies to their own fate. You all, as astral body and ego, faithlessly desert your physical and ether bodies every night. Hence you will see that Spiritual Science points out with a certain correctness that divine-spiritual powers and forces stream through the physical and ether bodies during the night so that they are, as it were, invested by these divine-spiritual forces and beings. We have also pointed out that when the astral body and ego were outside the physical and ether bodies in those periods which we call the Jahve or Jehova epochs, that Jehova was active as an inspirer. But it was the true Light, the Fullness of the Godhead or of the Elohim, the Pleroma, that was also constantly radiating through the physical and ether bodies. However, the human being, not having yet received the necessary impulse from the Christ-principle before the appearance of this Principle upon the earth, was not able to recognize it. Those principles which are to come to expression in the physical body, dwell in the higher spiritual regions of Devachan. The spiritual beings and powers which work upon the physical body are at home in the higher heavenly spheres, in higher Devachan, and those powers which work upon the ether body are in their own sphere in the lower heavenly realms. So we may say that in this physical body there are constantly active, beings from the highest regions of Devachan and in the ether body, beings from the lower devachanic regions are active. Men can recognize them only after having received the Impulse of the Christ into themselves. “If you truly understand the Son of Man, you will perceive how the spiritual forces descending from and ascending to the heavenly spheres work upon mankind. This you will know through the impulse which the Christ gives to the earth.”

What now follows, was mentioned in the lecture yesterday. The Marriage at Cana in Galilee is often called “the first of the miracles”—it were better to call it “the first sign” which Christ-Jesus made. Now in order that we may understand the stupendousness of the significance of the Marriage at Cana, we shall need to consider as a whole, much of what we have been hearing in the last lectures.

In the first place we have here a marriage—but why a marriage in Galilee? We shall understand why it is a marriage in Galilee if we call to mind once more the whole mission of the Christ. His mission consisted in bringing to mankind the full force of the ego, an inner independence in the soul. The individual ego should feel itself fully independent and separate, existing completely within itself and people should be united in marriage because of a love which they freely and voluntarily bestow upon one another. Through the Christ-Principle there should come into the earth-mission a love that would rise ever higher and higher above the material and constantly mount toward the Spirit. Love had its beginning in its lowest form which was bound up with the senses. In the earliest periods of human evolution, those who were bound together by the tie of blood loved each other and they made a great deal of the idea that love was based upon this material blood relationship.

The Christ came in order to spiritualize this love; in order, on the one hand, to loosen the bonds in which love had been entangled through the blood-relationship and on the other hand to give force and intensity to spiritual Love. Among the followers of the Old Testament we still see expressed most completely what we may call membership in the group-soul acting as the foundation of the individual ego within the Universal Ego. We have seen that the expression “I and Father Abraham are one” had a definite meaning for the adherents of the Old Testament. It meant that they felt themselves safe in the consciousness that that blood which ran through the veins of Father Abraham flowed on down even to themselves. Therefore they felt themselves secure within the whole and only those were considered members of the whole who came into being through human propagation maintained by means of this blood relationship. In the very beginning of human evolution upon the earth, marriage took place only within very narrow circles, within families related by blood. Endogamy, (marriage within the tribe) was closely adhered to. Then the narrow blood-circle gradually widened and men began to marry outside the family, but not yet within other peoples or folk. The folk of the Old Testament held fast to the idea that the folk blood relationship should be maintained. One is a “Jew” who in his blood is a Jew.

Christ Jesus did not advocate this principle. He appealed to those who had broken this principle of mere blood relationship, and the important thing He had to demonstrate, He demonstrated not in Judea, but outside in Galilee. Galilee was the region where peoples of every race and tribe had mixed together. The term Galilean means “mixed-breed,” “mongrel.” Christ Jesus went to the Galileans, to those who were most mixed. Out of a human reproduction such as this, brought about by a mingling of blood, something arose that was no longer dependent upon a physical basis of love. Therefore what He wished to say, was said at a marriage. But why at a marriage? Because at the time of a marriage reference can be made to the reproduction of human beings. And what He wished to demonstrate, He did not wish to show at a place where marriage took place within narrow boundaries, within the blood-bond, but where it was entered into independently of the tie of blood. Therefore what He had to say was said at a marriage—and at a marriage in Galilee. If we wish to understand what is expressed here, we must again turn our attention to the whole of human evolution.

It has often been said that for the occultist there is no such thing as the merely external, the purely material. All materiality is for him the expression of something of a soul-spirit nature, and just as your face is the expression of something of a soul-spirit nature, so too is the light of the sun the expression of a soul-spirit light. All that occurs apparently only in the material physical world is at the same time the expression of deeper spiritual processes. Occultism does not deny matter. For it, even the grossest matter is the expression of a soul-spirit something. Thus material facts correspond to the spiritual evolutionary processes of the world, always running parallel with them.

If in spirit we look back over human evolution to the time when mankind still lived upon an ancient Continent lying between Europe and America, upon ancient Atlantis, passing over from there into the later post-Atlantean period, we can see how generation after generation has at last led right up to ourselves. If we consider from the standpoint of race the whole significance of human evolution from the 4th to the 5th Root-race, we can see, as it were, that out of an Atlantean humanity, wholly or completely immersed in the group-soul, the individual ego of the human personality gradually evolved and slowly matured in the post-Atlantean period. What the Christ brought spiritually through His powerful spiritual impulse had to be prepared gradually through other impulses. What Jahve did was to implant the group-soul ego in the astral body and by gradually maturing it, prepare it for the reception of the fully independent “I AM.” But men could only comprehend this “I AM” when their physical body also became a fit instrument for sheltering It. You can easily imagine that the astral body might be ever so capable of receiving an ego, but if the physical body is not a fit instrument for truly comprehending the “I AM” with a waking consciousness then it is impossible to receive it. The physical body must also always be a suitable instrument for what is imprinted upon it here upon the earth. Therefore when the astral body had been matured, the physical body had to be prepared to become an instrument of the “I AM,” and this is what occurred in human evolution. We can follow the processes through which the physical body was prepared to become the bearer of the self-conscious, ego-endowed human being.

Even in the Bible it is pointed out that Noah who, in a certain sense was the progenitor of his race in the post-Atlantean period, was the first wine-drinker, the first to experience the effect of alcohol. Then we come to a chapter which may be really very shocking for many people. In the post-Atlantean period an extraordinary cultus arose; this was the worship of Dionysos. You all know that this worship was connected with wine. This extraordinary substance was first introduced to human beings in the post-Atlantean period and produced a certain effect upon them. You know that every substance has some effect upon the human creature and alcohol had a very definite action upon the human organism. In fact, in the course of human evolution, it has had a mission. Strange as it may seem, it has had the task, as it were, of preparing the human body so that it might be cut off from connection with the Divine, in order to allow the personal “I AM” to emerge. Alcohol has the effect of severing the connection of the human being with the spirit world in which he previously existed. It still has this effect today. It was not without reason that alcohol has had a place in human evolution. In the future of humanity, it will be possible to see in the fullest sense of the word that it was the mission of alcohol to draw men so deeply into materiality that they become egoistic, thus bringing them to the point of claiming the ego for themselves, no longer placing it at the service of the whole folk. Alcohol performed a service, the contrary of the one performed by the human group-soul. It deprived men of the capacity to feel themselves at one with the whole in the spirit world. Hence the Dionysian worship which cultivated a living together in a kind of external intoxication, a merging into the whole without observing this whole. Evolution in the post-Atlantean period has been connected with the worship of Dionysos, because this worship was a symbol of the function and mission of alcohol. Now, when mankind is again endeavouring to find its way back, when the ego has been so far developed that the human being is again able to find union with the divine spiritual powers, the time has come for a certain reaction, an unconscious one at first, to take place against alcohol. This reaction is now taking place and many persons today already feel that something which once had a very special significance is not forever justified.

No one should interpret what has been said concerning the mission of alcohol at a special period of time as, perhaps, favoring alcohol, but it should be understood that this has been stated in order to make clear that this alcoholic mission has been fulfilled and that different things are adapted to different periods. In the same period in which men were drawn most deeply into egotism through alcohol, there appeared a force stronger than all others which could give to them the greatest impulse for re-finding a union with the spiritual whole. On the one hand men had to descend to the lowest level in order that they might become independent and on the other hand a strong force must come which can give again the impulse for finding the path back to the Universal. The Christ indicated this to be His mission in the first of His signs. In the first place He had to point out that the ego must become independent; in the second place, that He was addressing Himself to those who had freed themselves from the blood relationship. He had to turn to a marriage where the physical bodies came under the influence of alcohol, because at this marriage wine would be drunk. And Christ Jesus showed how His mission had to proceed in the different earthly epochs. How often we hear extraordinary explanations of the meaning of the changing of water into wine. Even from the pulpit one hears that nothing else is meant than that the insipid water of the Old Testament should be superceded by the strong wine of the New. In all probability it was the wine-lovers who always liked this kind of an explanation, but these symbols are not so simple as that. It must be kept constantly in mind that the Christ said: My mission is one that points toward the far distant future when men will be brought to a union with the Godhead—that is to a love of the Godhead as a free gift of the independent ego. This love should bind men in freedom to the Godhead while formerly an inner compelling impulse of the group-soul had made them a part of It.

Let us now grasp in accordance with the prevailing thought of that time what men then experienced. Let us especially understand the thoughts that they held. It was declared that people were at one time united with the group-soul and felt their union with the Godhead. Then they developed a downward tendency and this was considered as an entanglement in matter, as a degeneration, a kind of falling away from the Divine, and the question was asked: whence came originally what the human being now possesses? From what has he fallen away? The further we go back in earthly evolution, the more we find the solid, earthly matter passing over into a fluidic state under the influence of warmer conditions. But we know that when the earth was much more fluidic than it became later on, human beings also existed, but they were much less detached from the Godhead than at a subsequent period. To the degree that the earth hardened, human things became materialized. At the time the earth was in a fluidic condition, the human being was contained within the watery element, but he could only walk about upon the earth after it had already deposited solid portions. Therefore, people felt the hardening of the physical body and could say: the human being was born out of the earth when it was still in its fluidic state, but at that time he was still wholly united with the Godhead. All that brought him into matter defiled him. Those who are to remember this ancient connection with the Divine were baptized with water. This was its symbol: Let yourself become conscious of your ancient union with the Godhead, conscious that you have become defiled, that you have descended to your present condition.

The Baptist also baptized in this way in order to bring mankind into a closer union with the Godhead. And this is what all baptism signified in ancient times. It is a radical expression, but one which brings to our consciousness what is meant. Christ Jesus had to baptize with something different. He had to direct men, not to the past, but to the future through the development of a spirituality in their inner being. Through the “holy,” the undimmed and undefiled Spirit, the human spirit could be united with the Godhead. Baptism by water was a baptism of remembrance, that of the Holy Spirit is one of prophecy pointing to the future. That relationship which has been wholly lost, and which baptism by water recalls to mind has also been lost in all that was expressed in the symbol of the wine, of the sacrificial wine. Dionysos was the dismembered God who was drawn into the individual souls, separate parts no longer knowing anything of one another. Humanity was split into many pieces and thrown into matter through what alcohol has brought to the world, alcohol the symbol of Dionysos. In the Marriage at Cana, a great principle was preserved, the instructive principle of evolution. There are, to be sure, absolute truths, but they cannot at all times be revealed to men without preparation. Each age must have its special function, its special truths. Why is it that we can speak today of reincarnation, etc.? Why are we able to sit together in such an assembly as this and foster Spiritual Science? We can do so, because all of the souls which are present within you today have been incarnated upon the earth in so and so many bodies and so and so many times. Very many of the souls which are within you now lived at one time in the Germanic countries where the Druid priests walked among you and brought to your souls Spiritual Wisdom in the form of myth and saga. And because your soul received it in that form at that time, it is now in the position to receive it in another form, the Anthroposophical. At that time it was in the form of pictures—today it is in the form of Anthroposophy. But then it would not have been possible to impart truth in its present form. Do not imagine that the ancient Druid priest would have been able to impart the truth in the form in which it is presented today. Anthroposophy is the form befitting the humanity of the present or of the immediate future. In later incarnations truth will be proclaimed, and men will work for it in quite different forms, and what is now called Anthroposophy will be related as something remembered, just as we now relate the Sagas and Fairy-tales. Anthroposophists should not be foolish enough to say that in ancient times there existed only stupidities and childish ideas, and that we alone have advanced the world so gloriously. Those, for example, who pretend to be monists do this. But we are working in Spiritual Science in preparation for the next epoch. For if our present age were not here, the next would likewise not come. No one should, however, make the future an excuse for present conduct. Much nonsense is indulged in also in respect of the teaching of Reincarnation. I have met people who said that in their present incarnation they did not need to be respectable human beings, because for this they had time enough later on. If, however, one does not begin with it today, the consequences will appear straightway in the next incarnation.

So we must understand clearly that there is nothing absolutely fixed in the forms of truth, but that what corresponds to a particular epoch of human evolution, always becomes known. That greatest impulse of evolution had, as it were, to descend even into the life customs of that time. For it had to clothe the highest truth in language and functions befitting the understanding of the particular period in question. Therefore by means of a kind of Dionysian rite or wine sacrifice, the Christ had to tell how mankind could raise itself to the Godhead. One should not fanatically ask why Christ changed the water into wine. The age should be taken into consideration. Through a sort of Dionysian rite, Christ had to prepare for what was to come.

Christ goes to the Galileans who are jumbled together out of all kinds of nationalities that were not bound by the blood-tie and there He performed the first Sign of His mission and He adapted Himself so fully to their habits of life that he turned water into wine for them. Let us hold clearly in mind what the Christ really wished to say by this: Those who have descended to the stage of materialism, symbolized by the drinking of wine, will I also lead to a union with the Spirit.—So He will be there, not alone for those who can be raised by means of the symbol of baptism, by water. It is very significant that we are shown at once that here are six vessels of purification. We shall return to this number. Purification is what is accomplished by means of baptism. If in those epochs in which the Gospel had its origin one wished to express the fact of baptism, it was spoken of as a purification. The word “baptism” was never actually used, but they said “to baptize,” and what resulted through baptism was called “purification.” Never will you find in the Gospel of St. John the corresponding ΒαπτιζΩ, except in verb form. But when it is used as a noun, it is the cleansing that is always meant, the process through which the human being is reminded of his state of purification, his relationship with the Godhead.

Even to the symbolical vessels of the rite of purification, Christ-Jesus undertook the Sign through which He indicated His mission as far as it was possible at that time. Thus in the marriage at Cana in Galilee, something of the profound mission of the Christ is expressed. He said: “My time will come in the future, it is not yet come. What I have to accomplish here has to do in part with what must be overcome through My mission.” He stands in the present and at the same time points to the future, thereby showing how He works for the age, not in an absolute but in a cultural, educational sense. It is the mother, therefore, who besought Him and said, “They have no wine.” But He replied: “What I have now to accomplish has still to do with ancient times, with me and thee, for My proper time has not yet come when wine will be transformed back again into water.” How could it have had any meaning at all to say, “Woman, what have I to do with thee?” when He then complied with what the mother had asked! It only has a meaning if we are shown that the present condition of humanity has been brought about because of the blood relationship and that a Sign has been performed in accordance with ancient usages which still needs the employment of alcohol in ordcr to point to the time when the independent ego shall have risen above the tie of the blood; it has a significance only when we are shown that for the present we must still reckon with ancient times which are symbolized by wine, but that a later time is coming which will be “His time.”

And chapter after chapter of the Gospel reveals to us two things. First it shows that what was communicated was for those who, in a certain way, were able to comprehend occult truths. In our times, exoteric Spiritual Science is presented in lectures, but at that period spiritual-scientific truths could only be understood by those who had been in a certain way actually initiated into this or that degree. Who were those who were able to understand something of what Christ-Jesus was saying about profound truths? Only those who were able to perceive outside of the physical body—those who could withdraw from the body and become conscious in the spirit world. If Christ-Jesus wished to speak to those who could understand Him, it had to be to those who were in a certain way initiated, those who could see spiritually. When, for example, He speaks of the re-birth of the soul in the chapter concerning His conversation with Nicodemus, we see that He is revealing these truths to someone who perceives with spiritual senses. You only need to read the following words:—

But there was a man of the Pharisees, named Nicodemus, a ruler of the Jews; the same came to Jesus by night.

Let us accustom ourselves to accuracy in dealing with words. We are told that Nicodemus came to Jesus “by night;” this means that he received outside of the physical body what Christ-Jesus had to communicate to him. “By night” means that when he makes use of his spiritual senses, he comes to Christ-Jesus. Just as in their conversation about the fig-tree, Nathaniel and Christ-Jesus understood one another as initiates, so too a faculty of understanding is indicated here also.

The second thing shown us in the Gospel is that Christ has always a mission to perform that has nothing to do with the mere blood tie. That is very clearly shown by His approaching the Samaritan woman at the well. He gave her the instructions which He gave those whose ego had been lifted above the common blood tie:

Then cometh He to a city of Samaria which is called Sychar, near to the parcel of ground that Jacob gave to his son Joseph.

Now Jacob's well was there. Jesus, therefore, being wearied with His journey, sat thus on the well: and it was about the sixth hour.

There cometh a woman of Samaria to draw water: Jesus saith unto her, “Give me to drink,” for His disciples were gone away into the city to buy meat.

Then saith the woman of Samaria unto Him, “How is it that thou, being a Jew, asketh drink of me, which am a woman of Samaria, for the Jews have no dealings with the Samaritans.”

Here is indicated that it was something very strange that Christ should go to a people whose egos had been withdrawn, uprooted from the group-soul. That is the important thing.

In the narrative about the nobleman, we read further that the Christ not only breaks the bond of blood that binds men together in a marriage within the folk, but he breaks also that bond that separates them into classes. He came to those whose ego had been uprooted. He healed the son of the nobleman who, according to the interpretation of the Jews, was a stranger to Him. Throughout the Gospel it is pointed out that Christ is the missionary of the independent ego which is present in every human individual. Therefore, He could say:—“When I speak of Myself in a higher sense, of the I AM, I do not at all refer to my own ego residing within me, but to a being, to something which everyone possesses within himself. My ego is one with the Father, but in general the ego present in every personality is also one with the Father.” That is also the deeper meaning of the instructions which the Christ gave to the Samaritan woman at the well.

I should like to call your attention especially to a passage, which if rightly understood will enable you to come to a deep understanding. It is the passage from the 31st to the 34th verse of the 3rd chapter which naturally must be read so that the reader is conscious of its being John the Baptist who speaks these words:—

He that cometh from above is above all: he that is of the earth is earthly and speaketh of the earth; he that cometh from heaven is above all. And what he hath seen and heard, to that he testifieth: and no man receiveth his testimony.

But he that hath received his testimony hath set his seal that God is true.

For he whom God hath sent speaketh the words of God: for God giveth not the Spirit by measure unto him.

I should like to meet anyone who understands these words according to this translation. What a contradiction! “He whom God hath sent, speaketh the word of God, for God giveth not the Spirit by measure unto him.” What is the sense of these words?

In countless utterances, Christ says: “When I speak of My Ego, I speak of the Eternal Ego in men which is one with the spiritual foundations of the world. When I speak of this Ego, I speak of something which dwells in the innermost depths of the human soul. If any man hears Me (and now He is speaking only of the lower ego which feels nothing of the Eternal) he receiveth not My testimony. He understands nothing of what I say, for I can speak of nothing that flows from Me to him. Otherwise he would not then be independent. Every one must find within himself as his own eternal base, the God which I proclaim.” A few verses back we find the passage:—

And John also was baptizing in Enon near to Salim, because there was much water there: and they came and were baptized.

Then there arose a question between some of John's disciples and the Jews about purification (this means about the form of baptism).

When such a question was raised in these circles, they were always speaking of the union with the Divine and of the submersion of humanity into matter and of how, according to the old idea of God, union with the Divine took place through the group-soul. Thus others came and said to John: “Jesus also baptizes!” And John had to make it clear to them that what had come into the world through Jesus was something very special and this he did by saying that Jesus does not teach that union symbolized by the ancient form of baptism, but teaches how men will be their own guides through the free gift of the now independent ego. And each individual must discover the “I AM,” the God, within himself. Only in this way is he in the position to find the Divine in his inner being. If these words are read thus, then the reader will be aware that He, the “I AM,” was sent from God. He who was sent from God, who was sent to enkindle the Divine in this way, also preached God in the true sense, no longer according to the blood tie.

Let us translate these passages according to their true meaning, for we have now the basis for such a translation, if we understand how the teachings of the ancients were presented. They were poetically portrayed in many books. We need only recall the Psalms of the Old Testament where in beautifully constructed language, the Divine was proclaimed. At that time the ancient blood-relationship was spoken of only as a relationship with a God. This could all be learned, but all that was learned through it was nothing more than that one was related to this ancient divinity. But, if there was a desire to comprehend the Christ, then all the ancient laws, all the ancient artificialities were unnecessary. What the Christ taught could be understood to the degree that men understood the spiritual ego within themselves. At that time, it is true, it was not possible to have full knowledge of Divinity, but one could understand what was heard from the lips of Christ-Jesus. The preliminary conditions for understanding were there. The Psalms were not then necessary, nor all the poetically constructed teachings, for all that was needed was the simplest means of expression. One needed only to speak in halting words to become a witness of God. Even in the simplest, stammering words it was possible to become a witness of the Divine; it need be only single words without metre. Anyone who felt in his ego that he was sent from God, even though he were halting in his speech, could understand the words of the Christ. Anyone knowing only the earthly relationship with God speaks in the poetic measure of the Psalms, but all his metre leads him to nothing but the ancient gods. However, anyone who felt himself deeply rooted in the spirit worlds is above all, and can bear witness of what has been seen and heard in those worlds. But those who accepted a testimony only in the accustomed way did not accept His. If there were those who accepted it, they showed by their acceptance that they felt themselves sent from God. They not only believed, they understood what the other one said to them, and through their understanding they bore witness of their words. “He who feels the ego, reveals even in his stammering words the Word of God.” This is what is meant, for the spirit here referred to does not need to express itself in metre, in any form of syllabic measure, but it can declare itself in the simplest, halting manner. Such words can easily be taken as a license for folly. But whoever refuses wisdom just because, in his opinion, the most sublime mysteries should be expressed in the simplest form possible, does so, although often quite unconsciously, merely from an inclination toward psychic ease. When it is said, “God giveth not the spirit by measure” (metre), it only means that the “measure” or metre does not help towards the spirit. But where the spirit really exists, there also is “measure.” Not everyone who has “measure” has the “spirit;” but one who has the “spirit” will come most certainly to “measure” or metre. Naturally, certain things cannot be reversed. It is not an evidence of possessing the “spirit” if one has no “measure;” nor is the possession of “measure” a proof of the “spirit.” Science is certainly no sign of wisdom, nor is a lack of science a proof of it.

So we are shown that Christ appeals to the independent ego in every human soul. “Measure” you must consider here as metre, poetically constructed speech. Then the foregoing sentence will read: “He who finds God in the ‘I AM, bears witness of Divine Speech or God's language, even in his stammering words”—and he finds the way to God.

It may seem strange to some, if an anthroposophist, of all people, feels himself called upon to speak of practical training in thought. For people very often imagine Anthroposophy to be something highly unpractical, having nothing whatever to do with real life. That is because they look at the thing externally and superficially. In reality, what we are concerned with in the anthroposophical movement is intended as a guide for everyday life, for the most matter-of-fact affairs of life. We should be able to transform it at every moment into a sure sense and feeling, enabling us to meet life confidently and find our footing in the world.

People who call themselves practical imagine that their actions are guided by the most practical principles. When you look into the matter closely, you will, however, frequently discover that what they call their practical way of thinking is not thinking at all, but the mere “jogging along” with old opinions and acquired habits of thought. You will often find there is very little that is really practical behind it. What they call practical consists in this: they have learned how their teachers, or their predecessors in business, thought about the matter in hand, and then they simply take the same line. Anyone who thinks along different lines they regard as a very unpractical person. In effect, his thinking does not accord with the habits to which they have been brought up. In cases where something really practical has been invented, you will not generally find that it was done by any of the “practical” people.

Take for instance our present postage stamp. Surely the most obvious thing would be to suppose that it was invented by a practical post-office official. But it was not. At the beginning of last century it was a very long and troublesome business to post a letter. You had to go to the office where letters were posted, and various books had to be referred to; in short, there were all manner of complicated proceedings. It is hardly more than sixty years since the uniform postal rate to which we are now accustomed was introduced. And our postage stamp, which makes this simple arrangement possible, was invented, not by a practical man in the postal service, but by a complete outsider. It was the Englishman, Rowland Hill. When the postage stamp had been invented, the Minister who had to do with the Postal Department said in the English Parliament: In the first place, we can by no means assume that as a result of this simplification postal communication will really increase so enormously as this unpractical man imagines; and secondly, even assuming that it did, the main Post Office in London would not be big enough to hold it.

It never dawned on this very practical man that the Post Office building ought to be adapted to the amount of correspondence, and not the amount of correspondence to the building. Yet in what was, comparatively speaking, the shortest imaginable time, the thing was carried out. One of the unpractical people had to fight for it against a practical man. To-day we take it as a matter of course that letters are sent with a postage stamp.

It was similar in the case of the railways. In the year 1887, when the first German railway was to be constructed between Nuremberg and Fürth, the Bavarian College of Medicine, being consulted, pronounced the following expert opinion. In the first place, they said, it was inadvisable to build railways at all; if, however, it were intended to do so, it would at any rate be necessary to erect a high wall of wooden planks to the left and right of the line, in order that passers-by might not suffer from nerve and brain shock.

When the line from Potsdam to Berlin had to be built, the Postmaster-General Stengler said: I send two mail coaches a day to Potsdam and they are not full up; if these people are bent on wasting their money, they might as well throw it out of the window without more ado.

In effect, the real facts of life leave the “practical” people behind, or rather they leave behind those who so fondly call themselves practical.

We have to distinguish true thinking from the so-called practical thinking, which merely consists in opinions based on the habits of thought in which people have been brought up.

I will tell you a little experience of my own, and make it a starting-point for our considerations to-day.

In my undergraduate days, a young colleague once came to me. He was bubbling over with that intense pleasure which you may observe in people who have just had 'a really brilliant idea. “I am on my way,” he said, “to see Professor X. (who at that time occupied the chair in Machine Construction), for I have made a wonderful discovery. I have discovered a machine whereby it will be possible by the use of a very little steam-power to exert an enormous amount of work.” That was all he could tell me, for he was in a tremendous hurry to go to see the Professor. However, he did not find him at home, so he came back and set to work to explain the matter to me. Of course, from the very start the whole thing had sounded to me suspiciously like perpetual motion; but, after all, why shouldn't such a thing be possible one fine day? So I listened; and after he had gone through the whole explanation, I had to answer: “Yes, it is certainly very cleverly thought out; but you see, in practice it surely comes to this. It's as though you were to get into a railway truck and push tremendously hard, and imagine that the truck would thereby begin to move. That is the principle of thought in your invention?” And then he saw that it was so, and he did not go to see the Professor again.

That is how it is possible to shut oneself up, as it were, in one's thought. People put themselves in a neat little box with their thought. In rare cases this is perfectly evident; but people are continually doing it in life, and it is not always so clear and striking as in the instance we have taken. One who is able to look into the matter a little more intimately knows that this is the way with a great many human processes of thought. He constantly sees people standing, as it were, in their truck, pushing from the inside, and imagining that it is they who are propelling it.

Much of what happens in life would happen altogether differently if people were not such pushers, standing in their trucks!

True practice of thought requires us in the first place to have the right attitude of mind, the right feeling about thought. How can we gain this? No one can come to a right feeling about thought who imagines that thought is something which merely takes place within man, inside his head, or in his mind or soul. Anyone who starts with this idea will have a wrong feeling, and will continually be diverted from the search for a truly practical way of thought. He will fail to make the necessary demands on his thinking activity. To acquire the right feeling towards thought, he must rather say to himself: “If I am able to make myself thoughts about the things, if I am able to get at the things through thoughts, then the things must already contain the thoughts within them. The thoughts must be there in the very plan and structure of the things. Only so can I draw the thoughts out of them.”

Man must say to himself that it is the same with the things in the world outside as with a watch. The comparison of the human organism to a watch is frequently used, but people often forget the most important thing. They forget the watchmaker. The cogs and wheels did not run together and join up of their own accord and set the watch in motion, but there was a watchmaker there first, to construct the watch. We must not forget the watchmaker. It is through thoughts that the watch has come into being. The thoughts have, as it were, flowed out into the watch, into the external object. And this is the way in which we must think of all the works of nature of all the natural creation, and of all natural processes. It can easily be illustrated in a thing that is human creation: in the things of nature it is not quite so easy to perceive. And yet they too are works of the spirit; behind them are spiritual beings.

When man thinks about things, he is only thinking after, he is only re-thinking, that which has first been laid into them. We must believe that the world has been created by thought and is still in continual process of creation by thought. This belief, and this alone, can give birth to a really fruitful inner practice of thought.

It is always unbelief in the spiritual content of the world that underlies the greatest impracticality of thought. This is true in the sphere of science itself. For example, some one will say, our planetary system came about as follows: “First there was a primeval nebula. It began to rotate, drew together into one central body from which rings and spheres split off, and by this mechanical process the whole planetary system came into being.” People who speak like that are making a grave error in thought. They have a pretty way of teaching it to the children nowadays. There is a neat little experiment which they show in many schools. They float a drop of oil in a glass of water, stick a pin through the middle of the drop and then set it in rotation. Thereupon little drops split off from the big drop in the middle, and you have a minute planetary system. A nice little object lesson, so they think, to show the pupil how such a thing can come about in a purely mechanical way.

Only an unpractical way of thinking can draw this conclusion from the experiment. For the man who transplants the idea to the great cosmic planetary system generally forgets just one thing—which at other times it is perhaps quite good to forget—he forgets himself. He forgets that he himself, after all, set the thing in rotation. If he had not been there and done the whole thing, the drop of oil would never have split off the little drops. If the man would observe that too, and transfer the idea to the planetary system, then, and then only, would his thought be complete.

Such errors in thought play a very great part to-day—and they do so especially in what is now called science. These things are far more important than people generally imagine.

If we would make our thinking practical, we must first know that thoughts can only be drawn from a world in which thoughts already are. Just as you can only draw water from a glass that does really contain water, so you can only draw thoughts from things that already contain thoughts. The world is built up by thoughts, and it is only for that reason that we can gain thoughts from the world. If it were not so, then there could be no such thing as a practice of thought at all. When a man really feels what has here been said, and feels it to the full, then he will easily transcend the stage of abstract thinking. When a man has full confidence and faith that behind things there are thoughts, that the real facts of life take place according to thoughts—when he has this confidence and feeling, then he will readily be converted to a practice of thought that is founded on reality.

We will now set forth some elements of practice in thought. If you are penetrated by the belief that the world of facts takes its course in thoughts, you will admit how important it is to develop true thinking.

Let us assume that someone says to himself: “I want to strengthen my thought, so that it may find its true bearings at every point in life.” He must then take guidance from what will now be said. The indications that will now be given are to be taken as real practical principles—principles such, that if you try again and again and again to guide your thought accordingly, definite results will follow. Your thinking will become practical, even though it may not appear so at first sight. Indeed, if you carry out these principles, you will have altogether fresh experiences in your life of thought.

Let us assume that someone makes the following experiment. On a certain day he carefully observes some process in the world which is accessible to him, which he can observe quite accurately—say, for example, the appearance of the sky. He observes the cloud formations in the evening, the way in which the sun went down. And now he makes a distinct and accurate mental image of what he has observed.

He tries to hold it fast for a time in all its details. He holds fast as much of it as he can, and tries to keep it till the following day. On the morrow, about the same time, or even at another time of day, he again observes the appearance of the sky and the weather, and he tries once more to form an exact mental image of it.

If in this way he forms clear mental images of successive conditions, he will soon perceive with extraordinary distinctness that he is enriching his thought and making it inwardly intense. For what makes a man's thought unpractical is the fact that in observing successive processes in the world he is generally too much inclined to leave out the actual details and to retain only a vague and confused picture in his mind. The essential, the valuable thing for strengthening our thought is to form exact pictures above all in the case of successive processes and then to say to ourselves: “Yesterday the thing was so; to-day it is so.” And in doing this we must bring before our minds the two pictures which are separated in the real world, as graphically, as vividly as possible.

To begin with, this exercise is simply a particular expression of our belief that the thoughts are there in reality. We are not immediately to draw some conclusion—to conclude from what we observe to-day what the weather and the sky will be like tomorrow. That would only corrupt our thinking. No, we must have faith that outside in the reality of things they have their connection, and that tomorrow's process is somehow connected with to-day's. We are not to speculate about it, but first of all to think, in mental images as clear as possible, the scenes which in the external world are separated in time. We place the two pictures side by side before our minds, and then let the one gradually change into the other.

This is a definite principle which must be followed if we would develop a truly objective way of thinking. It is especially valuable to take this line with things which we do not yet understand, where we have not yet penetrated the inner connection. Particularly with those processes—the sky and the weather, for example—which we do not understand at all, we must have the belief that, as they are connected in the outside world, so will they work their connections within us. And we must do it simply in mental pictures, refraining from thought. We must say to ourselves: “I do not yet know the connection, but I will let these things grow and evolve within me, and if I refrain from all speculation, I am sure they will be working something within me.”

You will not find it difficult to imagine that something may take place in the invisible vehicles of a human being who, refraining from thought in this way, strives to call forth clear mental images of processes and events that succeed one another in time in the outer world. Man has an astral body as the vehicle of his life of thought and ideation. So long as he speculates, this astral body of man is the slave of his Ego. But it is not completely involved in this conscious activity, for it also stands in relation to the whole Universe. Now as we refrain from giving play to our own arbitrary trains of thought, and simply form in ourselves mental images, clear pictures of successive events, in like measure will the inner thoughts of the universe work in us and impress themselves upon our astral body, without our knowing it. As, by observation of the processes in the world, we fit ourselves to enter into the world's course, and as we take its scenes and pictures into our thoughts clearly and faithfully in their reality and let them work in us, so do we become ever wiser and wiser in those vehicles and members of our being that are outside our consciousness.

So it is with processes in nature that are inwardly connected. When we are able to let the one picture change into the other just as the change took place in nature, we shall soon perceive, that our thought is gaining a certain flexibility and strength.

That is how we should proceed with things that we do not yet understand. For things that we do understand—events, for example, that take place around us in our daily life—our attitude should be slightly different.

For instance, someone—your neighbour, perhaps—has done something or other. You consider: Why did he do it? You come to the conclusion: Perhaps he did it in preparation for such and such a thing that he intends to do tomorrow. Very well; do not go on speculating, but try to sketch out a picture of what you think he will do tomorrow. You imagine to yourself: That is what he will do tomorrow; and now you wait and see what he really does. It may be on the following day you will observe that he really does what you imagined. Or it may be that he does something different. You observe what really happens and try to correct your thoughts accordingly.

Thus we select events in the present which we follow out in thought into the future, and we wait and see what actually happens. We can do this with the actions of men, and with many other things. Where we feel that we understand a thing, we try to form a picture of what, in our opinion, will take place. If it does take place as we expected, our thinking was correct; that is good. If what happens is different from what we expected, then we try to think where we made the mistake. Thus we try to correct our wrong thoughts by quiet observation, by examining where the mistake lay, and why it was that it happened as it did.

If, however, we were right, then we must be careful to avoid the danger of mere self-congratulation and boasting of our prophecy: “Oh yes, I knew that was going to happen, yesterday.”

Here again you have a method based on the belief that there is an inner necessity lying in the things and events themselves—that there is something in the facts themselves which drives them forward. The forces working in things, working on from one day to the next, are forces of thought. If we dive down into the things, then we become conscious of these thought-forces. By such exercises we make them present to our consciousness. When what we foresaw is fulfilled, we are in attunement with them. Then we are in an inner relationship to the real thought-activity of the thing itself.

Thus we accustom ourselves not to think arbitrarily, but to take our thought from the inner necessity, the inner nature of things.

There is yet another direction in which we can train our practice of thought.

An event that happens to-day is also related to things that happened yesterday. For example, a child has been naughty. What can have caused it? You follow the events back to the previous day, you construct the causes which you do not know. You say to yourself: “I fancy that this thing which has happened to-day was led up to by such and such things yesterday or the day before.”

You then make inquiries and find out what really happened, and so discover whether your thought was correct. If you have found the real cause, then it is well; but if you have formed a wrong idea of it, then you must try to see the mistake clearly. You consider how your thought-process developed, and how it took place in reality, and compare the one with the other.

It is very important to carry out such principles and methods. We must find time to observe things in this way—as though with our thinking we were in the things themselves. We must dive down into the things, into their inner thought-activity.

If we do so, we shall gradually perceive how we are entering into the very life of things. We no longer have the feeling that the things are outside, and we are here in our shell, thinking about them; but we begin to feel how our thought is living and moving in the things themselves. To a man who has attained this in a high degree, a new world opens up. Such a man was Goethe. He was a thinker who was always in the things with his thoughts. In 1826 the psychologist Heinroth said in his book, Anthropology, that Goethe's was an objective thinking. Goethe was delighted with this description. Heinroth meant that Goethe's thought did not separate itself off from the things or objects; it remained in the objects, it lived and moved in the necessity of things. Goethe's thought was at the same time contemplation; his contemplation, his looking at things, was at the same time thought.

Goethe developed this way of thinking to a high degree. More than once it happened, when he was intending to go out for some purpose or other, that he went to the window and said to whoever happened to be by: “In three hours it will rain”—and so it did. From the little segment of the sky which was visible from his window he could tell what would happen in the weather in the next few hours. His true thought, remaining in the things, enabled him to sense the later events that were already preparing in the preceding ones.

Far more can be achieved by practical thinking than is generally imagined. We have described certain principles of thought. A man who makes them his own will discover that his thought is really becoming practical. His vision widens, and he grasps the things of the world quite differently than before. Little by little his attitude to things, and also to other human beings, will become different. A real process takes place in him, one that alters his whole conduct of life. It can be of immense importance for a man to try to grow into the things with his thought in this way. In the fullest sense of the word it is a practical undertaking to train our thinking by such exercises.

There is another exercise which is particularly valuable for people who fail to get the right idea at the right moment.

Such people should try, above all, to think not merely in the way suggested by every passing moment. They should not merely give themselves up to what the ordinary course of things brings with it. When a man has half an hour to lie down and rest, it nearly always happens that he simply gives his thoughts free play. They spin out in a thousand different directions. Or perhaps his life is just occupied by some special worry. Suddenly it flies into his consciousness, and he is completely absorbed in it. If a man lets things happen in this way, he will never arrive at the point where the right thing occurs to him at the right moment. If he wants to succeed in this, he must do as follows. When he has half an hour to lie down and rest, he must say to himself: “Now that I have time, I will think about something which I myself will choose—something which I bring into my consciousness by my own will and choice. For example, I will think about something that I experienced at some earlier date—say on a walk two years ago. I will bring it into my thought and think about it for a certain time—say even only for five minutes. All other things—away with them for these five minutes! I myself will choose what I am going to think about.”

The choice need not even be as difficult as the one I have just suggested. The point is, not that you try to work upon your processes of thought by difficult exercises to begin with, but that you tear yourself away from all you are involved in by your ordinary life. You must choose something right outside the web of interests into which you are woven by your everyday existence. And if you suffer from lack of inspiration, if nothing else occurs to you at the moment, then you can have recourse, say, to a book. Open it, and think about whatever you happen to read on the first page which catches your eye. Or, you say to yourself: “Now I will think about what I saw at a certain time this morning just as I was going into the office.” Only it must be something to which in the ordinary course you would have paid no further attention. It must be something beside the ordinary run of things, something you would otherwise not have thought about at all.

If you carry on such exercises systematically and repeat them again and again, the result will soon be to cure you of your lack of inspiration. You will get the right idea at the right moment. Your thought will become mobile, which is immensely important for a man in practical life.

Another exercise is especially adapted to work on the memory.

First you try to remember some event—say, an event of yesterday—in the crude way in which one generally remembers things. For, as a rule, people have the greyest of grey recollections of things. As a rule you are satisfied if you only remember the name of someone you met yesterday. But if you want to develop your power of memory you must no longer be satisfied with that. You must set to work systematically and say to yourself: “I will now recall the person I saw yesterday, clearly and distinctly. I will recall the surroundings, the particular corner at which I saw him. I will sketch out the picture in detail; I will have an accurate mental image of what he was wearing—his coat, his waistcoat, and so on.” Most people, when they try this exercise, will discover that they are quite unable to do it. They will notice how very much is missing from the picture. They are unable to call up a graphic idea of what they actually experienced on the previous day.

In the vast majority of cases it is so; and this is the condition from which we must start. As a matter of fact, people's observation is generally most inaccurate. An experiment which a University Professor made with his class showed that, of thirty people who were present, only two had observed a thing correctly; the other twenty-eight had it wrong. But good memory is the child of faithful observation. To develop our memory, the important thing is that we should observe accurately. By dint of faithful observation we can acquire a good memory. Through certain inner paths of the soul a true memory is born of a good habit of observation.

Now suppose that, to begin with, you find you are unable to call to mind, exactly, something that you experienced on the previous day. What is the next thing to do? Begin by remembering the thing as accurately as possible; and where your memory fails you, try to fill in the gaps by imagining something which is, probably, incorrect. For instance, if you have absolutely forgotten whether a person you met had on a grey coat or a black one, then imagine him in a grey coat, and say to yourself that he had such and such buttons to his waistcoat, and a yellow tie; and then you fill in the surroundings—a yellow wall, a tall man passing on the left, a short man on the right, and so forth.

Whatever you remember, put it in the picture, and then fill it in arbitrarily with the things you do not remember. Only try to have a complete picture before your mind. The picture will, of course, be incorrect, but by the effort to gain a complete picture you will be stimulated to observe more accurately in the future. Continue doing such exercises—and when you have done them fifty times, then the fifty-first time you will know exactly what the person you met looked like and what he had on. You will remember exactly, to the very waistcoat-buttons. You will no longer overlook anything, but every detail will impress itself upon your mind. By this exercise you will first have sharpened your powers of observation, and in addition you will have gained a truer memory, which is the child of accurate observation.

It is especially valuable to pay attention to this. Do not merely content yourself with remembering the names and the main outlines of things, but try to get mental images as graphic as possible, including the real details; and where your memory fails you, fill in the picture and make it whole. You will soon see—though it seems to come in a roundabout way—that your memory is becoming more faithful.

Clear directions can thus be given, whereby a man can make his thought ever more and more practical.

There is another thing of great importance. Man has a certain craving to reach a definite result when he is considering some line of action. He turns it over in his mind, how should he do the thing, and comes to a definite conclusion. We can well understand this impulse; but it does not lead to a practical way of thinking. Every time we hurry our thought on, we are going backward and not forward. Patience is necessary in these things.

For example: there is something you have to do. It is possible to do it in one way or in another; there may be various possibilities. Now have patience; try to imagine exactly what would happen if you did it in this way, and then try to imagine what would happen if you did it in that way.

Of course, there will always be reasons for preferring the one course of action to the other. But now refrain from making up your mind at once. Try, instead, to sketch out the two possibilities, and then say to yourself: “Now that's done—now I will stop thinking about it.”

At this point many people will become fidgety, and that is a difficult thing to overcome. But it is no less valuable to overcome it. Say to yourself: “The thing is possible in this way and in that way, and now for a time I will think no more about it.” If the circumstances permit, defer your action to the next day, and then once more bring the two possibilities before your mind. You will find that in the meantime the things have changed, and that on the following day you are able to decide quite differently—far more thoroughly, at any rate, than you would have done the day before.

There is an inner necessity in the things themselves, and if we do not act impatiently and arbitrarily, but let this inner necessity work in us—and it will work in us—then it will enrich our thought. And our thought, being thus enriched, will appear again the next day and enable us to form a more correct decision. That is immensely valuable.

Or to take another example: someone asks your advice about some point that has to be decided. Do not burst in with your decision straight away, but have the patience to lay the various possibilities before your own mind quietly and to form no conclusion on your own account. Let the different possibilities hold sway. An old proverb says: “Sleep on it before deciding”—but sleeping on it is not enough. It is necessary to think over two or even more possibilities (if there are more than two, so much the better). These possibilities work on in us, when we ourselves, so to speak, are not there with our conscious Ego. Later on, we return to the thing. We shall see that by this means we are calling to life inner forces of thought, and that our thinking grows ever more practical and to the point.

Whatever it is that a man is seeking to find, it is there in the world. Whether he stands at the lathe or behind the plough, or whether he belongs to the so-called privileged classes and professions, if he does these exercises, he will become a practical thinker in the most everyday affairs of life. Practising his thought in this way, he begins to look at the things in the world with a new vision. And though these exercises may at first sight appear ever so inward and remote from external life, it is precisely for external life that they are so useful. They entail the greatest imaginable significance for the external world; they have important consequences.

I will give you an example to show how necessary it is to think about things practically. A man climbed a tree and was doing something or other up above; suddenly he fell down and was dead. The thought that lies nearest at hand is that he was killed by the fall. Most probably, people will say: “The fall was the cause, and his death the result.” Such is the apparent connection between cause and effect. But this conclusion may involve an utter inversion of the facts. For it may be that he had a fatal heart attack, and fell down as a consequence. Exactly the same thing happened as though he had fallen down alive. He went through the same external processes that might really have been the cause of his death. So it is possible to make a complete inversion of cause and effect.

In this example the fault is very evident, but often it is not so striking. Such mistakes in thought occur very frequently. Indeed, it must be said that in modern Science conclusions of this kind are drawn day by day, with a complete reversal of cause and effect. It is only not perceived because people fail to put before them the possibilities of thought.

One more example may be given, to show you as vividly as possible how such mistakes in thought come about, and how they will no longer happen to a man who has done the kind of exercises which have here been indicated.

A learned scientist says to himself that man, as he is to-day, is descended from an ape. That is to say, what I learn to know in the ape—the forces at work in the ape—evolve to greater perfection and so result in the human being. Now in order to indicate the significance of this as thought, let us make the following supposition. Suppose that by some circumstance the man who will propound this theory be placed on the earth alone. There are no other human beings around him; there are only those apes of which the said theory declares that human beings can originate from them. Let him now make an accurate study of them. Entering into the minutest detail, he forms a conception of what there is in the ape. Albeit he has never seen a man, let him now try to develop the concept of a man out of his concept of an ape. He will see that he cannot. His concept “ape” will never transform into the concept “man.”

If he had right habits of thought, he would say to himself: “I see that the concept of an ape will not transform itself within me into the concept of a man. Therefore what I perceive in the ape is also not capable of becoming man, for if it were, the same power of evolution would be latent in the concept. Something more must come in, something that I am unable to perceive.” Thus, behind the visible ape, he would have to imagine something invisible and super-sensible—something which he could not perceive, but which alone would make the transformation into man a possible conception.

The impossibility of the whole thing need not here concern us; we only wanted to reveal the faulty thinking which lies behind that theory. If the man's thinking were right, he would be led to the conclusion that he could not think the theory at all without postulating something super-sensible.

If you consider it, you will readily see that in this matter a whole succession of thinkers have committed a grave error. Such errors will no longer be committed by one who trains his thinking in the way here indicated.

A large proportion of modern literature (and particularly of the scientific literature) is positively painful to read, for a man who is able to think rightly. Its crooked, perverted ways of thought are distressing to have to follow. In saying this, we are by no means depreciating the wealth of observation and discovery that has been accumulated by modern Natural Science with its objective methods.

All this has to do with short-sightedness of thought. It is a fact that men seldom know how very little to the point their thinking is, and to what a large extent it is the result of mere habits of thought. And so, one who penetrates the world and life will judge differently from one who lacks this penetration, or who has it only to a very small degree—a materialistic thinker, for example. It is not easy to convince people by grounds and arguments, however good, however genuine. It is often a thankless task to try to convince by grounds and reasoned arguments a man who knows little of life. For he simply does not see the reasons which make this or that statement possible. If, for instance, he has grown used to see nothing but matter in things, he simply adheres to this habit of thought.

As a rule it is not the alleged reasons which lead people to their statements. Beneath and behind the reasons, it is the habits of thought which they have acquired, and which determine their whole way of feeling. While they put forward reasons, they are only masking feelings that are instinctive with thoughts that are habitual. Thus often, not only is the wish father to the thought, but all the feelings and habits and ways of thinking are parents of the thoughts. A man who knows life, knows how little possibility there is of convincing people by logical grounds and arguments. That which decides in the soul is far deeper than the logical reasons.

And so there is good reason for this anthroposophical movement, working on in its different groups and branches. Everyone who works in this movement will presently perceive that he has acquired a new way of thinking and feeling about things. For by our work in the groups we are not only finding the logical reasons for this and that; we are acquiring a wider mental outlook, a deeper and more far-reaching way of feeling.

How, for example, did a man scoff a few years ago, when he heard a lecture on Spiritual Science for the first time! And to-day, perhaps, how many things are clear and transparent to him, which a short time ago he would have considered highly absurd! By working in this anthroposophical movement we not only transform our thoughts; we learn to bring all our life of soul into a wider perspective.

We must understand that the colouring of our thoughts has its origin far deeper than is generally imagined. It is the feelings which frequently impel a man to hold certain opinions. The logical reasons he puts forward are often a mere screen, a mask for his deeper feelings and habits of thought.

To bring ourselves to the point where logical reasons really mean something to us, we must first learn to love the logic in things. Only when we have learned to love what is real and objective, only then will the logical reasons be the decisive thing for us. We gradually learn to think objectively—independently, as it were, of our affections for this thought or that. Then our vision widens and we become practical—not in the sense of those who can only think on along the accustomed lines, but practical in the sense that we learn to draw our thoughts from out of the things themselves.

Practical life is born of objective thinking—that thinking which flows out of the things themselves. It is only by carrying out such exercises that we learn to take our thoughts from the things. And these exercises must be done with sound and healthy things—things that are least perverted by human civilisation—things of Nature.

Practising our thought as here described in connection with the things of Nature, will make us practical thinkers. This is a really practical thing to do. And we shall take hold of the most everyday occupations in a practical way, if once we train this fundamental element in life: our thinking. A practical frame of mind, a practical way of thinking, forms itself, when we exercise the human soul in the way here indicated.

The spiritual-scientific movement must bear fruit: it must place really practical men and women out into the world. It is less important for a man to feel able to accept the truth of this or that teaching. It is more important that he should develop the faculty for seeing things and penetrating things correctly. It is not a matter of theorising away beyond the things visible to the senses,—spinning theories into the spiritual realm. Far more important is the way in which Anthroposophy penetrates our soul, stimulates our activity of soul, widens our vision. It is in this that Anthroposophy is truly practical.

Spiritual Science should above all things be conceived of, by those who have already noted for a long time, in the sense that the question should come before the soul as to how Spiritual Science can be most intensely effective for human life. This has certainly often been emphasized, but we cannot often enough to bring forward the side of the reality of Spiritual Science and its significance for our age. Spiritual Science is certainly in a sense a Science, and as such it is, we may say, still in a “fragmentary” stage at the present day, only partly established; what it may eventually become can really only be present in the first beginnings at the present time.

What I mean by this is the content of Spiritual Science, through which we can learn something of man in so far as this has its life on the other side of the gates of physical life: which are birth, or conception, and death. Through spiritual Science we can also learn something about the evolution of the Earth and the Cosmos, and as to how this evolution of Earth and the Cosmos is connected with man, and so on. Thus, through Spiritual Science the human desire for knowledge can be satisfied in a more comprehensive and complete manner than is possible through external sensible science. We can answer the questions which weigh on man's soul and so on.

Besides this significance of Spiritual Science from the view of ‘content’ there is another very essential one. This can be observed if we keep in view what we can become, what can be made of our soul-life, our soul-disposition, our soul-constitution, when we busy ourselves with the thoughts and ideas which come to us from Spiritual Science. It might even be—in what science has this not been the case in the course of the development of mankind!—that much of what can and must be proclaimed today quite conscientiously from the sources of Spiritual Science might have to be corrected; that much may appear in another form in the future through the further progress of Spiritual Science. Then perhaps there may be a different content in one or another department of this Spiritual Science. But what it may become for the disposition and constitution of our soul through its ideas and its thoughts, would not be affected thereby, and this is fundamentally connected with certain basic qualities of our present day. We will today review certain basic characteristics of our time, particularly as regards the constitution of the soul of man. We will dwell on the four most important soul-activities which we know well from our observation: the perception of man with respects to outer sense-processes; imagination (the forming of ideas) through which we then work upon these outer sense-impressions; our feeling; and our willing. Our soul-life runs its course from waking till going to sleep in perception, imagination, feeling and willing.

First we will consider perception. When the soul's eye is sharpened by Spiritual Science we can observe what has of necessity developed as the basic cultural characteristic of the human soul in the course of the last three or four centuries, in those countries which come into our consideration. (What I say is not setting criticism: it is only a characterization.) It may be asked what this is. It only needs a superficial observer of life to discover that men, in regard to their faculty of perception (in respects to the immediate relation of the soul to the outer world through the senses), have come to a point when they constantly need livelier, more violent, more fascinating impressions, to satisfy the faculty of perception of their senses. Those of you who are somewhat older may think back to your youth; just compare many of the phenomena of life in your youth, which you could perceive around you, with similar phenomena of life now—the further you go back the more striking this is—and ask yourselves to what a high degree that which is known as the impulse, the tendency to the ‘sensational,’ has not gained the upper hand! What is really this sensational element? It rests on the fact that man needs today forceful, exaggeratedly quick-changing and purely sensuous impressions, so that he may be thrilled and carried away from the outer world; he wants to be taken hold of and fascinated. The sensational has gained the upper hand to an uncommon extent. But something significant is connected with this. Through the domination of the sensational, the strength and energy of the human Ego is modified. Spiritual Science alone can lead to an understanding of what comes under consideration here; for he shows what perception of the outer world really is.

If we search through philosophical literature we find nothing more spoken of in the nature of external perception, or ‘sensing’ as it is called. All sorts of theories have been set up as to what sensing, perceiving really is, within the human physical soul life. I need not enlighten you as to that. But the point of view of Spiritual Science in this respect shall be indicated.

I have already mentioned here in Berlin, in a public lecture, that the development of natural science in the 19th century and into our own times has accomplished great things, great things in regard to the understanding of certain sensible connections of the external world of realities. But it sees the evolution of man in particular as far too direct and simple. It simply imagines that at one time there were only the lower animals, then higher animals, then still higher ones, and out of these men finally developed as, in a sense, the highest animal all. The evolution of man, however, is not so simple as this. We have often pointed out that man, who must appear to us in his external bodily form has an image of the divine reality of the Cosmos, can be thought of as represented in the most varied manner. He can even be thought of, in regard to certain natural-scientific points of view, as being divided into three parts: first the head- or senses-man (this is not exact but as the most important senses lie in the head, we may say ‘head-man’). Secondly, the trunk-man; and thirdly, the extremities-man. Of these three members of the human organization, the trunk-man, the heart- and lung-man, alone is really formed as natural science imagines him today. The head-man is really not in the process of progressive development but of a retrogressive one. The head of man arrests the progressive development at a certain stage and turns it back again. It has been repeatedly said that such an idea is difficult, and it has been asked how one can simplify it for oneself. I have pointed out in several places even the external rightly understood facts of natural science confirms my statements—only one must be a real natural scientist and not merely follow the pattern of certain scholars of the present day. Observe the human eye, and compare it with the eye of animals which have reached a certain stage of evolution. We cannot say that the human eye is more complicated in its outer form than the eyes of these animals, for that would not be true. There are animals which have, for example, in the inside of their eye—where we, from an outer physical point of view, have nothing at all—the ‘cell-apophysis’ and the ‘sword-apophysis.’ These are certain organs in the inside of the eye which are continuations of the blood vessels into the inside of the eye. Through these an intimate connection between the whole life of feeling of the animal and his perceptive life is established in the eye. The animal feels much more intensely in the eye than man does. In man there is no ‘cell-apophysis’ or ‘sword-apophysis.’ The human eye is simplified. In its form is not merely progressive, it is retrogressive. One could prove in the smallest details of the human head-organism that man is really retrograding in respect to his head, especially compared with the rest of the human make-up, which is progressive.

Someone who thought that this backward development of the head was difficult to imagine asked me whether I could point to a significant fact or clue by which one could understand this better. I told him to think of the following: In the process of development of the different animals ending with man, it comes about a certain period of the embryonic stage that the human being turns back to the hairy state. Man himself is not hairy, but the head belongs to the hairy portions, in general; the fact that man, as regards the formation of his head, reverts to the rank of the animal, likewise shows the retrograde development of the head. This is a superficial, external indication. The inner signs speak much more distinctly. I beg you to keep in mind the vast importance of these facts.

For the very reason that the head is retrogressive, that evolution does not progress in a straight line but is retrogressive in the head, is dammed up and turned back, room is thereby created for the psycho-spiritual development of man. Those natural scientists who are of the opinion that the psycho-spiritual life of man is only a result of his physical organism, do not understand their own natural science aright. They do not understand that in order to bring his soul and spirit nature into being it is necessary that the physical organization of man should not shoot and sprout, but that it should withdraw. It flags and is turned back and makes room for the psycho-spiritual development. Where man most develops his soul and spirit nature, there the physical development draws back.

One becomes inwardly aware, when one has gone through a psycho-spiritual development, that, simply through inner observation, one can get an answer to the question: What really is ordinary imagination and perception? What is the ordinary waking life, in which imagination and perception are mingled?

As regards the head of man, perception and imagination and the waking life in general is a state of ‘hungering.’ Man is so peculiarly organized that, in his inner equipoise, from waking till sleeping, the head, that is his inner organization, is continually ‘hungry’ as compared with the rest of the body. Certain ascetics who seek an increase of psycho-spiritual life have made use of this; they allow the whole body to be hungry, because the hunger-process, extended to the whole body, is said to bring about certain inner illumination. This is false. The normal state is that our head in the waking state is nourished less through the inner processes than the rest of the organism, and we can only be awake and perceive because the head is less nourished than the rest of the body.

Now the question arises: if our head hungers whilst we are undergoing this backward development of the head—in sleep there is an attempt to arrest this process—what then do we perceive? Through Spiritual Science we learn to distinguish between two things which in practice are always linked together, but which are two quite different things. There is first the mere waking life, and then the outer perceptions and the ordinary concept of memory. What then goes on when in waking consciousness we are hungering in our head?

First of all we are aware on the one hand of our Ego from the last incarnation. When we are merely awake we are aware of what we brought with us from the spiritual world, and with which we entered into existence through birth or conception. That enters and fills the space made for it in our organism; but when we perceive outer sensible objects, these external objects step into the space of the Ego, which otherwise we perceive when we have no external impression but are merely awake. In ordinary life these two things are intermingled: we are continually perceiving external objects, and are very seldom in such a state of soul that we are merely awake. The state of soul directed to external things is however always interwoven with an inclination to perceive our former Ego and to replace it by something, by external colors and sounds; then again, to perceive the former Ego and then again the external things. As soon as we perceive externally, as soon as an outer object works upon us, it suppresses our tendency, our power, to perceive the Ego of our last incarnation. It remains unconscious, we know nothing of it; but in this sense-perceiving there is really a conflict between the object which now stands before us and the Ego from our last incarnation.

Now you can imagine what it means when we are developing a striving after the sensational, when we wish to give ourselves up to the outer world. That never makes us stronger in life, but always weaker; for in so doing we weaken our Ego from the past incarnation, which in a certain sense constitutes our strength. Thus you can clearly see that with the inclination of man towards the sensational, a certain weakening of the human nature appears, and the Ego becomes weaker.

Now when we do not perceive, but think, imagine, what process takes place? Either our thoughts are silent or—which is not so frequent in present-day man—they link onto some external perception. When they are silent in waking-life, all we have gone through between the last incarnation and the present one works in us, in that which is able to work where room has been made for it by the body. Thus the last incarnation works in the place where perception arises; and in the place where conceptions arises, works the life which we have spent between death and the present birth. If we develop powerful thoughts within ourselves, it means that we are trying to develop these out of what we brought with us from the last birth, upon which we must take our stand. If only we have all thoughts which are called up within us from an external stimulus, which only revolve in our soul because we receive them from outside, we continually weaken what we have brought over from the time he dreamed death and birth, that is to say, our Ego. The search for sensation weakens our present life. The desire to animate our Club evenings with the dusky pints of beer so that we need to make as little demand as possible on ourselves, or the excitement of playing games, in short all this seeking for excitement from without, is not a strengthening but a weakening of the Ego, and it rests fundamentally on the fact that we do not feel strong enough to occupy ourselves with something pertaining to our soul-life. Through Spiritual Science we can clearly see the underlying reason why people are so desirous of sensation and in need of stimulus at the present time. What enters from this side into our present-day culture can be designated by a common name. Do not be offended by this name; it betokens a fundamental feature of many of the currents in the life of the present day: a limitation and narrowness of outlook. No one can deny, even taking present-day science and other activities into consideration, that one of the chief characteristics of the present-day man is his limited outlook, that limitation which prevents him from seeking the rich material in his own soul which comes from his past life and from his prenatal life. He does not believe, and he would have first to believe it, that one could be incited to do this through Spiritual Science.

Let us observe from this point of view what thoughts and ideas of Spiritual Science can be for the mood and disposition of the soul. They are certainly not external stimuli, nor anything sensational, and they decidedly did not aim at this. They do not take possession of the senses through external sensations. Many people miss this. In matters of Spiritual Science people must themselves reflect, and if they do not bring forth anything from the fund of their own soul, they are likely to fall asleep over Spiritual Science.

Spiritual Science gives us just this animation and shaking up of the soul-life, so that we gain the possibility of developing thoughts from our own inner self. It works against the sensational. It does this specially by giving us the possibility of thinking much about a few impressions of the senses. We need not hasten from sensation to sensation. We can give much thought to all possible sorts of sense-impressions. All the simple things which approach us personally become a riddle. Every detail makes us think a great deal; and thoughts about Saturn, Sun, Moon, the different Earth and so on, which many find so complicated, make the mind active and mobile and do not allow narrow-mindedness to any extent. Thus does our Spiritual Science work against a certain attribute of culture; it fights against a narrow outlook in the realm of perception and imagination. That is different again from the content which one can get from Spiritual Science; it is something that it can make up our soul, and we should take note of that.

Now in regard to the life of feeling. What is the most noticeable thing about a person who approaches Spiritual Science in any way? And what is the most noticeable thing about most people who do not wish to know anything about it, and who turn aside from it altogether? In the latter it is lack of interest in the great circumstances of the world. We must first of all enlarge our interests beyond what lies nearest, if we are to become interested in Spiritual Science. For what do most people in our time care about what the Earth was before it became “Earth”? What do most people of the present day care what civilization was before our own time? To do so one must develop more comprehensive interests. It is a question of extending one's interests beyond the thing lying nearest. Our age has the tendency to narrow the sphere of our interests as much as possible. What is really the tendency of our age? Allow me to use the following expression: it is not at all flattering, but I do not wish to criticize, only to characterize. Our time is striving in all ways towards narrow-mindedness, towards Philistinism, and if this takes hold of the majority of people, the consequence will be that the Philistinism will gradually be introduced into the most public departments. In this respect we have a remarkable example, which in respect to the things of the present day, must have a most depressing effect on those who can see through things.

In the East we have a nation which today is certainly in its infancy as regards the basic forces of its soul, but which possesses basic forces which in the future—in the sixth Post-Atlantean epoch of culture—are to develop to a remarkable height; basic soul forces which will work spiritually and have a spiritual character, and which we ought to recognize and cultivate as such. But what has established itself as public life in a remarkable manner today over a great part of this national force? Leninism! One cannot imagine anything more grotesque than the coupling together—I do not now refer to the man but to the thing—of this “aping of the civilization of the West” with the prophetic civilization of the East. There are no two things more opposite, and yet they are coupled together here. It is the most grotesque expression of materialistic striving; for out of the Folk-Spirit of the East something absolutely anti-philistine will be formed; but Leninism is the most absolute basic force of philistinism, the negation of all cultural interests of a far-reaching nature and the limitation of the interests of civilization to the narrowest realm of philistinism. We must clearly understand that. Nothing can better help us to penetrate these things, then the knowledge of Spiritual Science. Spiritual Science also works against philistinism, by appealing to the wide comprehensive interests of man. For one cannot possibly become a Spiritual Scientist without taking an interest in what binds man to the Cosmos, in what passes beyond all that is narrow and pulses into all that is great. So, in the realm of the life of feeling, spiritual knowledge is also the opponent of philistinism and of narrow-mindedness, which must inevitably result from materialism; as in the realm of the perceptive and conceptual life is also the opponent of narrow-mindedness and limitation.

In the domain of the will-life also, he who observes life even but to a small extent, can make a noteworthy observations. In respect to the expressions of the will, not materialism itself but what it brings in its train leads to the development of something remarkable in collective human life. The will must indeed always express itself with the help of the bodily nature, if it is to have an effect on the outer world. In regard to the will, present-day materialism makes man awkward. By reason of man's directing his bodily forces only in to quite distinct channels in his earliest youth and wielding them only in some particular directions, he becomes awkward in wider spheres. There are men today who, when they first find themselves in need of it, cannot even sew on a trouser-button for themselves, let alone anything else, strange as this may sound. If a man does not regard Spiritual Science as theory or doctrine but as something that works warmly within him and is taken into his whole personality, he will find that this passes over into the muscles and the pulsation of the blood and makes him dexterous. If we imparted a spiritually-scientific way of picturing things to our children, we should see the result; we should see that they would become adroit, that they would be able to do things more easily, their fingers would become more flexible. The possibility of making the ideas more mobile, occasions the will also do become more active in its methods of expression. Thus in the sphere of the will-life, Spiritual Science fights against that which threatens mankind: awkwardness. This is a characteristic of our time to a far greater extent than we realize. Just observe how little fitted men are today to do anything at all outside the narrow concerns of their professions; they are no longer able to do anything else besides; and they only do more or less work in their professions for the reason that their soul's course has been laid out for them. Confront a man who is thoroughly routine in his profession with something different, and you will see how very one-sided our present-day culture is. That cannot be obviated by external means; for the whole political economy tends towards specializing everything. To try to fight against this would be absurd. It is possible, however, so to fortify men's inner nature that they would receive the impulse of dexterity from the center of there being. For that it is necessary however to be quite permeated, thoroughly permeated, with the knowledge of the super-sensible world, and chiefly of the super-sensible nature of man. We cannot understand perception and conception, even from a spiritually-scientific point of view, if we do not know what I have said before, that the human organism makes room, through the backward activity of the head-organism, for the past life and also the life between death and rebirth to flow in. The life after death also close into our organism.

The opinions of natural science about the human organization are, as I have already said, far too one-sided. The trunk-man alone might be thus one-sidedly observed, but not so the extremities-man. If we observe the extremities: arms, hands, feet, legs (which organism is continued inwardly), this extremity-organism is seen to be the reverse of the head-organism: and over-development exists there which forces the development beyond the normal. If we accurately study man's development in regard to these relations we shall see that it shoots beyond the needs between birth and death. Let us consider only what is external: the armed organism in connection with the breasts; the secondary organs which serve propagation; the legs in connection with the primary sexual organs—the extremities in connection physically with that whereby man even physically looks out beyond himself. The extremities organism at its center serves not nearly what is poured out over the individual human life, but that by means of which his vision extends beyond himself: the psycho-spiritual. What lies—as soul and spirit—beyond the extremities extends beyond what serves human life between birth and death. Thus, just as man physically out of his own organism functions into that of the child through the center of his extremities, so that is present in him spiritually as imagination which he carries through the portal of death by virtue of his being an arm- and leg-man. Through imaginative cognition it can be very clearly seen that man bears quite distinctly—and even anatomically—his future state after death, spiritually in his extremities-organism. If we study natural science properly, we shall gradually cease to say that Spiritual Science is something that we cannot understand. If we really observe the human organism not as rectilinear, for that it is not, but as it really is, then natural science itself will make it necessary to turn to Spiritual Science. Mankind will of course have to overcome something—the belief in the similarity of all other sense-impressions. The similarity of all external sense-impressions is believed today, not only by the unlearned, but also by the scientific investigator who has a man before him in the clinic and examines him anatomically. To him the heart is a similar organism to the head, but this is not correct; the head as compared with the heart stands at the retrogressive stage in its whole organization. Only we do not know how to observe; that is the trouble. If we want to learn to observe correctly, we can gain from natural science itself fundamental conviction of the spiritual in man, which passes through births and deaths. When however we arrive at this, we shall also take into account this soul and spirit nature in the whole movement and growth of culture and we shall then understand the importance of the struggle against having a narrow outlook, against philistinism, and gaucherie, and we shall copperhead much else as well. Above all we shall learn to reckon with the spirit in practical life. The physicist is allowed to speak freely today of positive and negative electricity, of positive and negative magnetism; and yet it is taken amiss when the spiritual scientist in his domain speaks of two currents of force in the human soul, the Luciferic and Ahrimanic. But these two currents of force are just as much a polarity for the human soul as positive and negative magnetism or electricity in the physical. If we wish to understand humanity in its development we must take the trouble to observe what is at work in regard to the Luciferic and Ahrimanic element in life. An example:

Our social structure was for a long period of time influenced in a one-sided manner by Luciferic beings. Yet we could not simply eradicate the Luciferic element from life! A person who is always saying, “I will protect myself from the Luciferic element” is the very one to fall into it. There can only be a question of conceding it the right place in life and of knowing what is Luciferic and what is Ahrimanic: then we shall not exaggerate their effects and not put them in a false light. For centuries our social structure in Europe and also in other parts of the world has been ruled by strong one-sided Luciferic impulses. These strong Luciferic impulses lay hold of the instincts and habits of man, of that which works from within. All this is not criticism, only a characterization of these times. How did the Luciferic element work? Now great consideration has been given to determining social culture, the position of a man in life by laying great value on his vanity, on his ambition. These are Luciferic impulses. The vanity and ambition of a man had been stimulated. I would remind you how much weight is attached to pride and ambition in schools, even up to our times; and pride and ambition has led a man in many respects to acquire this or that, in order to gain an important place in life.

We have now reached an important point in life. It can scarcely escape the notice of a close observer that these Luciferic impulses are on the decline. To use a superficial expression, they no longer draw. But now something else is to be brought in, something essentially Ahrimanic; and one Ahrimanic feature is creeping into the customs of our present day. Our beloved populist so free from authority, which never wants to believe in authority, and which therefore, as a matter of course, falls a victim to all authorities, will again unsuspectingly allow to pass unobserved what is now about to take root as a one-sided Ahrimanic power in regard to the form the social structure. Something quite remarkable is now making itself felt, so-called “Intelligence tests.” Experimental psychology, which at the universities is doubtless to a certain extent justifiable, can discover many things as regards the working of the human body and as to how it expresses various things. But this psychology desires to have a certain occupation, and testing is easier than any other examination of the soul. The experimenter has a certain instrument which makes records on an electrical course; it places students at certain points and notes how long it takes for an impression to be received and to be brought to their consciousness. He thus works, from he an external clinical point of view, in a business-like way. That is easier than to investigate inwardly. For certain things the value of this experimental psychology is undeniable, but it wants to have a wider field. It now wants to take in hand “Intelligence tests.” For that, a number of children are taken from various grades of school classes and are tested as regards their “talents,” their memory, their power of observation, and so on; but the way in which the test is carried out by the methods of experimental psychology is very remarkable. Memory, for instance, is tested in the following way: On the blackboard two rows of words are written which have no connection with one another; for example, “head” and “crystal,” then two other disconnected words, and so on. After they have all been rubbed out again, the first word only is written down and the child has quickly to add the second one from memory. Those children who have best observed which word came next are considered to have the best memories, and the others who can recollect nothing at all or need a longer time are supposed to have a worse one. That is how the memory or the intelligence is tested. I will read a prize example of this (from the newspaper “German Politics,” 1918: “The discovery of the psycho-technique in Germany during the War” by Dr. Curt Piorkowski):

“For instance, in getting the concepts of ‘mirror,’ ‘murderer,’ ‘escape,’ a whole row of different connections between the mirror and the escape assert themselves, for the discovery of which no sort of special knowledge is necessary, only a distinct combination. The obvious connection (which will be made by the less intelligent persons) is of course that the person threatened sees in the mirror the murderer creeping along. Yet quite other suggestions are also possible! A stealthy murderer can for instance knock up against a mirror and waken the threatened sleeper by the clatter, so that he can escape; or the designing murderer may be blinded by a reflecting mirror.”

Imagine how intelligent a boy or girl must be if they are to hit upon such an idea!

“But motives of feeling may also be related. So for instance the murderer may be so terrified at his own image, indistinctly seen in the mirror in the semi-darkness, that he desists from the carrying-out of the deed, be it that horror or prickings of conscious seize him at the sight of himself in the mirror, or that in the dim light he takes his own reflected image for that of another.”

It is considered quite especially intelligent if the person under examination thinks that the murderer might see himself in the mirror, and take his own face for that of another.

“Another idea is the discovery of the stealthy murderer reflected in the water of the calm peaceful forest lake near threatened man, and so on.”

Just according to whether the examinee interpolates the obvious thing or not is he considered more or less intelligent, and as a child who is shown to be the more intelligent in this respect will be supported by scholarships or in some other way; while the one who could think of nothing further then that one might see a murderer in the mirror receives no scholarships. In such a way is the intelligence to be tested today and with regard to these tests there is enthusiasm. By this means social order is to be influenced even if not arranged. The dear public however will welcome such things with all their hearts as the issue of the true and sincere science of the present day, for these things create a great stir today. In this way sought to find ways and means of methodically “putting the right man in the right place,” and essays are written beginning as follows: “More than almost any other science has applied psychology blossomed during the war. It is not a chance appearance, for war with its waste of men and its various requirements has proved the importance of not using human forces extravagantly and aimlessly; but using them to the best advantage. Up till now pedagogy alone dealt practically with exact psychology; now three new questions are added: for what vocation as the man best suited? (Problem of the suitability of a profession) How is a substitute be found for the many intelligences that have been destroyed? (Selection of talent); What possibilities of healing are there for those wounded in the head or those with otherwise damaged nerves? (Practice of psychical therapy).”—And so it goes on in the style. An error of the times is coupled with a significant phrase and the matter will be less noticed, because there are, of course, vocations which must be conducted according to this method. It is quite obvious that airmen for instance have to be examined in a similar way, with a certain justification. But this should not be applied to all. For in such a one-sided development something Ahrimanic will thereby be brought into our social structure. All that comes from the soul-nature, from the elemental, impulsive soul-nature, would thus be eliminated from human aspirations and endeavor. To put the matter roughly: Do we believe that if such intelligence tests could really be determinative, a phrase like “Joy and Love are the wings of great deeds” could still have significance? If people would only think of their own great men! We can be quite sure that if such an examiner had to examine Helmholtz he would have represented him quite certainly as a fellow without talent. Read the biography of Helmholtz!

That is an Ahrimanic feature. Things appear disguised as well. If people are not able to observe things through Spiritual Science, they cannot see where the harm is. It does not suffice that in our time people like to wallow in all kinds of sensual feelings, it is necessary they should wake up in regard to their judgment of life. A great deal would be gained in regard to this nonsense of intelligence tests if there were at least a few people who formed an objective opinion about it. For it will blossom and flourish, you may be quite sure of that! It will become what the “prejudice-free soul-test” has at last made it, and it will be glorified as one of the finest outcomes of that philosophical tendency which has at last stripped off the old idealistic prejudices and methods and now goes in for “the real.” Spiritual Science must work practically in this sense.

Now much is connected with these things, and above all this, that breadth of interest and reality must at last become fundamental attributes of the human soul. I should like to give you two pretty examples of the way in which reality works in our day, and how a certain interest is not present. If I choose personal examples I take it for granted that you will not take it amiss, for you indeed know that I do not do so from any personal foolishness. Recently I held a lecture in Munich on the experiences which the seer makes in art. I have never supposed that any newspaper reporter would be able to understand the subject of Spiritual Science or to write anything in praise of it. If a newspaper reporter should begin to write about Spiritual Science in a flattering manner I should think that something was not in order; but we may study some examples of their work. In the lecture mentioned I also spoke of the art of music and of how musical experience affects the whole man in a remarkable way, that really whenever there is a musical experience a rhythm is set up in the inner man. I then spoke on the one hand in reference to the physiological side, explaining the flowing to and fro of the brain-fluid through the arachnoidal space and further demonstrated how the spinal-marrow canal is elastic to a greater or less degree and how a wonderful inner rhythm is in fact brought about thereby. Musical experiences create a glorious rhythm in life; I mentioned these rhythmical movements of the brain-fluid as being connected with inspiration and expiration; and as I also spoke in this lecture of symbolic ideas, a newspaper reporter wrote that I myself used symbolic ideas which were untenable: the idea of ‘brain-fluid’! We need only recollect that without the ‘brain-fluid’ the brain, which according to the principle of Archimedes becomes lighter than the brain-fluid, would compress and crush to pieces the blood vessels lying beneath it. Thus the ‘brain-fluid’ is a very real thing. But thus do matters stand with respect to the interests which men have, and such is the nonsense written in consequence.

Then an example, only a small illustration, of truth and untruth. I have often mentioned that the remarkable scholar Max Dessoir has also written a chapter about Anthroposophy in his book “The Other Side of the Soul.” I tried to point out to him the many different misrepresentations. Even from an external point of view his method of relating is really very comical by reason of its absolute superficiality. Thus for instance he mentioned my “Philosophy of Spiritual Activity” and said of it that it was my first literary production. I could not do otherwise than reply, although it was out of place to do so, that for 10 years before it appeared I had already written and had my books published. But “The Other Side of the Soul” by Max Dessoir aroused attention; it was discussed everywhere by the journalists (who consider the brain-fluid as a symbolical idea). It caught on, and now a second edition has appeared. In the preface to this, Max Dessoir tries to justify himself, and again in the same fashion. He cannot get out of it and says the context proved quite clearly that I did not grasp what he meant; he meant that the “Philosophy of Spiritual Activity” was my first “theosophical” book. Thus apart from the fact that everyone must smile at his statement that he did not mean my first literary work, everyone must again laugh when the “Philosophy of Spiritual Activity” is called my first “theosophical” book. For a far-reaching discussion exists as to whether I abandoned philosophical authorship in my theosophical works. That is how far veracity is regarded, and it is necessary to attract people's notice to it. But without veracity we cannot progress, and we dare not let such things simply pass in this manner. To anyone who has knowledge of the things concerned, the whole book of Max Dessoir is compiled like the chapter on Anthroposophy . And yet, what happened? A newspaper, the “Kant Studien,” which regards itself as extremely serious (I mention this because in this paper no attack is made on Anthroposophy)—the “Kant Studien”—which prides itself tremendously on its purely scholarly scientific bent, speaks of this product of Dessoir as a serious scientific book in many ways. One of the saddest experiences one can have is to find a book which evinces the greatest superficiality considered by a philosophical magazine as a “serious scientific book,” as it is called there. Now I ask: What then is the public, the public which has no belief in authority, to do today? It takes such works as the “Kant Studien” (Studies of Kant) and so on, as a matter of course out of the libraries. And yet such things are to be found in it.

We must go back to what lies at the base of human nature through the spirit if the will be present. And this foundation is only touched by the strivings of Spiritual Science today. In this one cannot do otherwise than work towards reality, breadth of interest, towards anti-philistinism and activity as regards life. I wished to speak to you again of these things so that our consciousness may not grow faint; in Spiritual Science it is not merely the content that matters, but also the special nature of the concept, ideas and thought in our soul, so that it may be raised out of limitations, philistinism and awkwardness. That is something which the observer of the special impulses which lie in Spiritual Science must consider more and more. We must grasp the practical value of Spiritual Science. In the next lecture we shall speak further of these things.

As human beings, we can only know the deeper mysteries of the soul if we consider the totality of a person's experience. This totality of a person's experience is divided into the time during which the person is on the earth, the time between waking up and falling asleep, that is, the ordinary waking state during the day, and the time between falling asleep and waking up, the life that a person spends in a dark state of consciousness, from which the waves of dream life initially arise for the ordinary consciousness.

It is now a matter of really considering this state of transition between sleeping and waking from the most diverse points of view from which it can be observed. If we start from the usual way of looking at life, we can say: In the dream state there is a transition from waking to sleeping. And if we examine the course of dream life, we must make a significant distinction between the content of the images, so to speak, the content of the ideas in the dream, and the course of the dreaming. I have often pointed this out as well.

We can dream this or that according to the content. But we must also see what the inner course of the dream is. Let us say that it unfolds with a certain drama, that we initially have a kind of state of tension in the dream, which becomes ever greater or ever stronger and stronger, and that then a certain resolution comes, or even that such a resolution does not arise in the end, but that the tension gives rise to waking. We must distinguish this dramatic process from the actual content of the dream.

Let us say, for example, we dreamt that we are going on a journey. We come to a mountain cave. We enter the mountain cave. It becomes more and more eerie and eerie for us because it gets darker and darker. Finally, we are overcome by a real state of fear, and then, although we know we have to go on, we come up against some obstacle. The state of fear grows and grows. We see how tension builds up. But the content, the content of the dream, is something quite different. For example, we can also dream the following: We see something approaching in the distance that threatens us. It comes closer and closer, and the individual details become clearer and clearer, and with that our anxiety grows, finally discharging in a mighty state of fear. In terms of the drama of the dream, the same is present in both cases: that which builds up internally as tension. The images in which the dream is clothed according to our imagination are somewhat different.

Now, if we go further, we will often find that, at least for most of our dream life, the imaginative nature of dreaming is in some way taken from our experiences during our earthly existence. Of course, some things may have been transformed, some things may appear in a very disguised form, but in some way or other we will still be able to understand how the conditions on earth that we have experienced come into the dream as images.

What actually takes place during such dreams, let us say, when we dream while waking? Well, during the time from falling asleep to waking up, we are, with our soul-spiritual part – we also call it the astral body and the I - outside of our physical body and the etheric body. We dwell with our ego and our astral body in this world, in which, at first, we cannot perceive as our consciousness is in our earthly existence, because the astral body and the ego in which we are are somewhat indefinite and its organs of perception are not developed. But that is not to say that something is not constantly happening in what is outside the physical body during sleep. In fact, between falling asleep and waking up, a richer life takes place in the astral body and in the I than during waking hours. We just cannot become aware of it. And what we experience in dreams as states of tension, as states of discharge, as fear, perhaps also as anger, rage and so on – all this can play into the dream, clothe it in the most diverse images, and this goes on with us from the moment we fall asleep until we wake up.

In these extra-bodily states, we live in a world whose movements we participate in, just as we participate in the processes of the physical external world through our senses during the waking hours. When we now return to our physical body with our soul-spiritual, that is, with the astral body and the I, when we wake up, we take hold of the organs of our physical body. We sink into these organs. In this moment we are again able to perceive an external world, the external world of the nature kingdoms, minerals, plants, animals, the physical human being. We permeate these organs, which organize the physical body, with our soul. Thus we are in relationship to this external world.

If we do not immediately submerge ourselves completely in our physical body, but if we penetrate the etheric body for a moment before we take hold of the whole physical body, then the forces that form the images of the 'dream' come to us from this etheric body. These images are carried by the forces of the etheric body. They are reminiscences of life, memories of life.

When we dream as we fall asleep, it may be that we leave our physical body and, due to some abnormality, do not immediately leave the etheric body as well. Then, before we enter into a state of complete unconsciousness, we live in the images of the etheric body. But the surging of the astral body and the ego, which takes place during the state between falling asleep and waking up, is already beginning. So we have to strictly separate the images contained in the dream and the dynamic, the flow of energy of the dream, the drama of the dream. We must keep the two strictly separate. And when we are able, through soul exercises, to carry out this separation in practice, as I have just described to you in theory, when one is able to make one's astral body and one's ego so strong through exercises that one does not passively into the etheric body and then into the physical body, but if you learn to make use of the general cosmic ether outside of the body, then you can perceive things that you would otherwise not be able to perceive.

The ether that is secreted and forms our etheric body is, after all, only a part of the general cosmic ether. Ether is everywhere. Some time before our birth, we separate some of the general ether to form our etheric body, which we then carry within us between birth and death. The general cosmic ether remains imperceptible. It only becomes perceptible when we are able to strengthen our astral body and our ego to such an extent that we can hold them outside our physical body, even when we are not sleeping, but we do not merely receive the kinds of dream impressions that we have when falling asleep and otherwise for the ordinary consciousness, but we can perceive in the external etheric. Then the following is present:

The physical world is spread out around us. At first, it is of no concern to us. It remains available to us when we do the right exercises, just as memories remain available. We can survey it; we do not step out of it like a hallucinator, but at first it is of no concern to us. We have strengthened our astral body and our ego. We perceive what takes place in the etheric world, not in the physical world. And what now takes place in the etheric world, that is, what is now perceptible to us, is actually nothing other than what you find, of course only partially, at least in terms of nature, in my book “Occult Science”.

Seen in this light, one sees with the strengthened astral body and I, which now, instead of using the eyes and ears to perceive physically outside the body, perceive ethereally. This ethereal quality presents itself in such images, which can then be described in the same way as I have described in my “Occult Science”.

I would therefore like to say: If one is able to bring the astral body and the I into the body-free state, as they are otherwise every night in sleep, but if one has strengthened them through exercises so that one perceives in the cosmic ether, then one initially has the world in imaginations, in pictures, before oneself. What one otherwise sees only as a small part of the physical world is so expanded that one can depict the existence of Saturn, the Sun, the Moon, and so on, in addition to the earthly existence. This is the first thing that can be perceived from the supersensible world.

But now everything that can become the content of the imaginative world lies in this. We are already emerging from the world of ether when, through what I have described as empty consciousness, we no longer merely live in imaginations that arise, but when we learn to dispel the imaginations in turn, when we are able to both, let us say, receive an imagination in the soul and also to let it fall.

This results in a state of mind that can be controlled completely at will, a state of mind in which one lives in the image, then suppresses the image, and lives in the image again, suppressing the image. This is the state of inspired experience of the world. But here one experiences a world that is not completely foreign to man either. He experiences it every night in dreamless sleep. He is just not able to grasp with his consciousness what is going on in it. In this world, one does not just perceive images, but as the images flood in, flood out, arise, pass away, as it becomes still even in the flooding image, and in the flooding-out image a kind of inner so that the world also becomes manifold in relation to our perceptions, we perceive in this inspired world, if I may say so, the actions and deeds of real spiritual beings. In the description I have given in Occult Science, these deeds of spiritual beings are already implied, although essentially the pictures of the evolution of the world are given there. But attention is drawn to the beings of the higher hierarchies, angels, archangels and so on, which appear in this surge of the world, of arising and passing imaginations. I would like to say that on the waves that one experiences in inspired life, those beings who are the beings of the higher hierarchies weave at the same time.

Now one realizes how one's own existence, but that part of existence that only actually becomes free in the time between falling asleep and waking up during physical life on earth, how this essential part of the human being is integrated into a world of supersensible entities. Indeed, between falling asleep and waking up, we are indeed members of this world. As souls, we move among beings.

In imaginative consciousness, it is the case that one really only has an idea of what these beings do. I would like to say that the first stage of supersensible consciousness presents itself in such a way that these beings, so to speak, sketch out their images for us. These are the imaginations. Then one comes to the point where one is not only confronted with images, but images arise and flood in, and in this arising and flooding the deeds of the beings take place. But we ourselves are now in this world of spiritual events. When consciousness breaks through, we are in a state in which we are as free from the body as we otherwise are for ordinary consciousness in dreamless sleep; we actually belong to such a world in which spiritual deeds occur. This world, in which spiritual deeds take place, and in which we ourselves are interwoven, makes clear to us that from which we come out when we hurry towards birth on earth to begin another earthly existence after having lived for some time in the spiritual-soul world.

In fact, the onset of earthly existence at birth is the extinction of this world. Man returns to this world every time he falls asleep, but the inner activity of the astral and the ego within him has become so weak in the course of life between death and a new birth that he is compelled to have the deepest desire, the deepest longing, that something will come to his aid, for he would have to die in the spiritual idleness when birth approaches again and something would not come to his aid.

Let us assume, then, that man has developed from death through spiritual events. At first, his consciousness is very much alive, even reminiscent of earthly consciousness in the early days. Then he rises more and more, as his consciousness takes part in spiritual deeds. But this consciousness later weakens. When the time for an earthly birth approaches again, the person comes into a state as a spiritual being that can only be compared, if we want to characterize it by something that exists on earth, to someone who begins to suffer from amnesia, who thus, so to speak, grabs for his memories and cannot find them. So when earthly life approaches again, the person reaches for reality, for being filled with reality. For at this moment his emotional and volitional life is strong, but the perceptions are dull and he has no inner content. He reaches, as it were, for the perceptions, which become duller and duller, while the will becomes more and more powerful. And this desire now drives him to earthly embodiment, to an earthly organism that is given to him through the current of inheritance. He can now use this as a tool, it gives him the opportunity to think again, although now only about a physical external world, but it does allow the development of the life of imagination, which has become dull. It is through this desire to be able to think again that man enters into physical embodiment on earth. And there he passes through the state of sleep, in which he slowly develops to be able to live again as a spiritual being when he passes through the gate of death, and to begin the cycle anew.

What one experiences now, by rising in the body-free state to this perception of the world, which presents itself in inspiration, that is the whole secret of how man lives in a supersensible world between death and a new birth: how this supersensible world really is.

Some of it, how man in turn comes to an earthly embodiment, I have indeed described in the Vienna cycle of 1914, “Inner Being of Man and Life between Death and Rebirth”. If one rises even further, then what is actually not known in the ordinary consciousness of man arises. In the waking state, we have three distinctly different states of soul: thinking, feeling, and willing. We also have three such states in sleep. But usually only two are distinguished, the one where sleep is so thin, I would say, that we can dream, the lightest sleep, and the dreamless sleep. But very few people know that if you can compare the light sleep of dreaming with the thinking of waking, and the dreamless sleep with the feeling of waking, then there is still a deep sleep. This difference between the middle state of sleep and that deep sleep, which can then be compared with the will of the waking state, is simply overlooked. But this state of deep sleep also exists.

Some people will certainly notice a certain difference, at least when waking up. It does happen that a person goes through nights in which they only experience the two sleep states, dream sleep and dreamless sleep, but not the deeper sleep, which is clearly different from the mere dreamless sleep. When waking up, I said, some people will already notice when they sometimes emerge from sleep, by feeling quite as if they are new, that they are already rising from deeper regions of being than is usually the case. It is necessary to indicate this difference, which, as I said, is not taken into account in ordinary consciousness. It is like this: When we are in a state of dream sleep, then we actually live in a world - we are, after all, outside our physical and our etheric bodies - which can certainly be compared to that world which otherwise takes place invisibly in the earth's environment, where the flowers of the plants unfold, interacting with the sunlight. This weaving and living of the flowering plants escapes ordinary consciousness. But it is into this world that man first plunges. It is, after all, the world that is nearest to the ordinary world of the day. It is everywhere, and by plunging into this world, he lives in the dream sleep.

The deeper, dreamless sleep is the one in which man submerges himself in a world that would be around us in the interior of plants. We are completely in such a world when we sleep dreamlessly, as we would be if we could creep as ghosts into the interior of plants.

But when we are in that deeper sleep, which is a third state of sleep, then we are completely immersed in the mineral kingdom. Then the mineral processes - the earlier alchemy called them the salination processes - also take place most strongly in the human organism. Then, in a sense, the human being is not only given over to the plant kingdom, but also to the mineral kingdom.

For those who can consciously enter this world, in which the human being is otherwise in this deepest state of sleep, it really becomes clear what lives inside the minerals. And when the human being lives in a world like that inside the minerals, it is as if he is now looking at a mineral from the inside, whereas he otherwise always looks at it from the outside. You will understand that this is what I wanted to say in a certain description of the spirit world in my Theosophy. You will find this reversal in this description of the spirit world. And by living into this reversal, man lives into that world in which he can take part not only in the deeds of the higher hierarchies, but in the beings of the higher hierarchies, where he can get to know the beings of the higher hierarchies in the same way as he perceives the soul qualities of people in the physical world. There we are no longer in the inspired world, there we are in the world of intuition. There we not only devote ourselves to the actions, the spiritual actions of the spiritual entities, but to the essence of these entities themselves.

But then we are also in the world in which karma becomes a reality for us. Every time a person enters this third state of sleep, if he were suddenly able to become conscious, he would perceive his karma. He would perceive how past earthly lives play a part in the present earthly life. Man experiences his karma in deep sleep, and he also carries the results of this experience into the physical body. But the physical body is not suited to perceive something like that. It has no organs for that at first. Just as he develops eyes to see outwardly and ears to hear outwardly, so he would have to develop organs of perception inwardly.

These inward organs of perception, however, would kill him if he developed them, if he had to look inward physically, because the human organism cannot live if it sends the forces that lead to the formation of sensory organs inward. If he were to send them inward, he would be able to see his karma with physical organs, so to speak. One can only see it with spiritual organs, precisely in intuitive recognition.

But we see from this that during his life on earth, man lives both in the forces that form his environment in the time between death and a new birth, which work in him in order to then incorporate him into a physical earthly body, and in the world in which his destiny unfolds from life to life. This fate is veiled from our ordinary consciousness because, if a person were to perceive his fate unprepared, he would enter into a very special state.

If a person could perceive his destiny without practising for it – it may not happen, but I will hypothetically assume it – then the desire would immediately arise in him from this perceptibility to develop organs that perceive inwardly, so to speak. He would want to develop eyes and ears that see and hear inwardly. But this would mean forces for his organism. He would not only wake up as he does now, but he would bring with him from his sleep the strength to rebuild his organism inwards. That is, he would kill his organism.

The human organism is designed in such a way that the soul and spirit, the astral body and the I, can only submerge in the etheric body for a moment; then they must immediately submerge in the physical body, after dream images have arisen from submerging in the etheric body. But even there, the etheric body must give what the images are about. A person cannot take in what he otherwise experiences outside. Then he must delve into his physical body, which he must leave as it is, to which he must devote himself, having decided to use it when he descended from the spiritual-soul world, precisely in order to make use of a physical body and its organs. That which lies beyond the threshold, which is imperceptible but is still experienced, is in a sense a reflection of what we go through between death and a new birth.

Only through such a contemplation does the image of the complete human being emerge. And at the same time it emerges that man, as he is in physical life on earth, is so weak spiritually that he would drift through the world in a dull sleep, if I may say so, without perceiving anything at all, if he did not use his physical body to perceive. Between birth and death, man can actually only be seen to live in a dull state and to only inwardly enlighten himself when he makes use of the body. This is the relative justification of materialism, which is quite relatively justified for life on earth, because that which is actually spiritual-soul remains dull for life on earth.

Now we can ask: Is there perhaps a way to look even more sharply at what lives as spiritual-soul and participates in the world as I have described it to you, participates in a world of flowing images, dying away and dying up again, dying up and dying away again, but into which — as you know from my description in Occult Science — there also mingles what can be compared to taste perceptions and so on in the physical world. In this world, man lives from falling asleep to waking up. From this world, he can also become aware of how his karma lies, what his destiny is, how it unfolds from one earth life to the next, when his consciousness is strengthened.

But how one can see more precisely into this world can be seen when one first looks at those beings who, in earthly life, essentially have the astral body, not a distinct ego in earthly life. These are the animals. These animals also have sleeping and waking. If we now look at sleeping in animals, the following emerges. So let us take a sleeping animal. The astral body moves out. This astral body, by moving out of the animal, is immediately absorbed into a world that then presents itself to the senses as this floating world of approaching and disappearing imaginations, of colorations. Then again, when waking up, it withdraws into the animal. But if we observe more closely, this flooding life of imagination with the tints does move in the earthly air while the animal sleeps. From the moment the animal wakes up, the soul moves on the waves of the breathing process, through the respiratory organs in the broadest sense, back into the animal body again. Then it stimulates the senses so that they take part in this life. But when it awakens, it is essentially a flooding in of the soul, whereby skin breathing must of course be taken into account, but one has the exit through the breathing processes, and then the entrance again through the respiratory organs. Once this has been seen, one begins to understand how the astral body unites with the animal in its embryonic life when the animal first comes into being. It unites in such a way that one might say: it is the reverse of the process by which the astral body goes outwards on the waves of breathing. It goes inwards and first builds itself plastically within the body.

If you bear in mind that the animal actually takes its form from its respiratory organs, you will learn a great deal about the formations of the animal. Look at animals and how they are the result of their respiratory organs in the broader sense. But it is only the way in which the soul of the animals lives in them. Compare, say, a proboscis animal with any animal whose head organs are more mouth-shaped than proboscis-shaped. The rest of the animal's form is shaped accordingly, and the way the animal can breathe is decisive for its form. The soul lives on the waves of the air-like substance taken in by the animal.

When we look at a human being, something else comes into play. Even if a child cannot yet speak, it has the ability to speak. Its respiratory organs are already prepared for this. They are different from the respiratory organs of an animal. These respiratory organs enable the air to enter in such a way that not only an astral body but also an ego can envelop the human being and take possession of him.

Anyone who sees through this, however, comes to know the truth: the animal is formed by its respiratory organs in the broadest sense to its shape, but the human being is formed by breathing, modified into speech, into words, to his shape. In man the word becomes flesh in the most literal sense, his form is a result of the word. I have already described how human souls move between the beings of the supersensible worlds. Between death and a new birth, between falling asleep and waking up, human souls belong to the same worlds as the higher spiritual beings. When we observe human souls, we find that they move in a way that can then be transferred to the waves of the air. The same thing that a person unfolds when he speaks, this kind of air movement that he unfolds when he speaks, is also unfolded in his inhalation, which shapes him when it enters him. In a sense, one can see human souls in this way, floating on the waves of air. This is because the I does not merely grasp the air. In the case of an animal, the astral body is there, it grasps the air and grasps the air with its states of warmth. The human astral body takes hold of the air and is able to move on the waves of the air, but it also takes hold of the warmth, the warmth ether. As the I streams through the world on the waves of the warmth ether, it colors breathing, becomes speech from the inside out, human form from the outside in. If we grasp the concrete reality of speech life, we learn to recognize in the speech life, in the cosmic formation of words, what enters the human being as formative, what works plastically, especially in the embryo and then in the child, in that the human being gives himself his form through inner forces, working plastically. And this connection between the word and the human form is something that can be spoken of as something absolutely real, because it can be seen in the way I have described it to you now.

One can also note the following. When you fall asleep, your astral body moves on the waves of the air and remains within the airspace; your ego goes into the indefinite, so to speak, disappears into the warmth of the outside world. The soul is already able to live in the warmth of the ether and the air during the time when a person is between falling asleep and waking up. And so we have the physical body of the human being, which actually belongs entirely to the earth, the etheric body of man, which belongs to the watery, liquid element of the earth, which has a special relationship to it, the astral body, which belongs to the airy element, and the I, which belongs to the warm element, the fire element. And this is what can be perceived when the word of the world enters the human being and brings together the forces of air and warmth, connecting them with the forces of water and earth. All of this interplay of forces is then unfolded by the inner soul when the human being descends from the spiritual and soul world to an earthly existence.

These things can, of course, only be seen inwardly, but they can really be seen inwardly. And one would like to say: It is indeed difficult because today's language is actually formed entirely for materialism and for a materialistic world view, to express oneself in the words of the present languages, but by succeeding more and more in what is seen there, to clothe it in words in such a way that clear thoughts can settle into the human soul, it will become comprehensible to everyone what can be said about the higher worlds through the science of initiation. It is indeed the case that these things can only be found through supersensible research, but supersensible research is not necessary to understand these things.

I have often compared it to saying that you can judge a picture aesthetically without being a painter yourself. In the same way, one can also judge spiritual science, anthroposophy, without being a researcher oneself, although today, to a certain extent, anyone can become one through the instructions in “How to Know Higher Worlds” and so on, so that one can already come to the point of checking the results of spiritual scientific research. But the real value for life is not gained from the content of spiritual truths by researching the facts, but by understanding them, by absorbing them.

Those who truly absorb the ideas clothed in true spiritual research can be said to have the ability to absorb these things within themselves, even if they only have ordinary common sense, just as those who have not learned the chemical composition of sugar also have a taste for it. What one should get from sugar is independent of whether one knows its chemical composition or not. It is the same with supersensible truths. What one should get from them is through their being clothed in the world of ideas, that is how one takes them in. The other is something that has to be done to attain them, but it is of as little help as if I were to say to a child: I will not give you sugar, but I will give you instructions so that you can understand the chemical composition of sugar. The child would not be satisfied. Nor can people be satisfied with mere research into the spiritual worlds; rather, the spiritual results must be translated into formulable ideas. For it is only through these that our soul nature can be so enlivened that a real meaning of life arises from the results of anthroposophy.

When a person takes in what is given through anthroposophy – to begin with, they can take in, let us say, what is described in imagination – they are already doing their common sense a great service, because their personality becomes freer, more independent within. In this way they acquire something that will be very useful for the present and the near future. People today are really quite, quite dependent on uncontrollable ideas and so on that they absorb.

I just want to remind you how the people who attend political or other meetings today are actually just a flock of sheep that fall for the slogans thrown at them by the speakers and then follow them. In this respect, humanity today is terribly dependent. It is also dependent in that it simply absorbs what has been set. As a result, people gradually come to the point where they can no longer think in reality at all, but only seemingly think, because their thinking can no longer, I might say, be seen in the spiritual light. One experiences strange things.

For example, after a eurythmy performance in Berlin, a witty critic recently said: First they presented serious pieces and then humorous pieces. You can see that eurythmy is impossible just from the fact that the humorous pieces are performed with the same movements as the serious pieces.

Now it had first been explained that eurythmy is a visible language, so it really does matter to grasp the content that the eurythmy gives as language. What would be the consequence of what such a witty critic says? The consequence would be that he would have to say: If, for example, a declaimer uses ordinary spoken language, then he must not present serious poems with the same sounds that he uses for comic poems, for example in the German language. In this he would find just as much contradiction as if the same movements occurred in visible speech for comic and serious, for reputable poems. So it is absolute nonsense. People read this, but do not even realize that these are no longer thoughts at all, but that it is just a rolling out of brain processes that are reflected as thoughts but are no longer thoughts; it is the most absolute folly. This shows how people have lost their inner activity. Real life in thoughts must come precisely from people living in the imaginative life and pursuing what comes from the imaginative life with common sense. This makes a person more active, he becomes a personality again in the fullest sense of the word.

But it is of particular importance to engage with what is revealed from the inspired consciousness. If one follows with one's common sense what is described as inspiration, then gradually — as I have already indicated in various ways in other contexts — what is true and false is transformed into healthy and unhealthy judgment. One has the feeling that something that is untrue is morbid. With what is true, one has the feeling: it is something healthy. The logic of truth and falsehood actually only has a meaning for the physical world. As soon as we enter into the spiritual world, we perceive what is true as something healthy and what is false, an error, as something morbid.

But by acquiring a sense of healthy and unhealthy judgment through the study of the truths of inspiration, we prepare the way to understand the Christ event. For the Christ event entered the world because the evolution of humanity was in danger of becoming diseased. From the Christ-event, from the Mystery of Golgotha, there proceeds the power that man may turn again to the Truth, to healing. Through the inspired truths, we really do acquire the possibility of gaining a sense of religious truths again, especially the truths of Christianity. We learn to understand again why the being of Christ was celebrated as a savior, as one who truly heals, has healed and continues to heal humanity. The word really originated in this context. Because at the time of the Mystery of Golgotha the old clairvoyant abilities were still there, which then faded away in the fourth century after the Mystery of Golgotha, and only existed in concept, that is why people at that time still understood what the Mystery of Golgotha meant.

Today we must first struggle to come to this realization. Christ lived in the world until the Mystery of Golgotha, which we contemplate in dream sleep, so that the Christ was perceptible to every person in dream sleep before the Mystery of Golgotha. But no human being was allowed to think – this was something that was made absolutely clear to people in the mystery schools – that the being that lives in Christ could be reached with earthly thoughts, that it could also be found in the waking state. This only became possible through the Mystery of Golgotha, through Christ's death. Since that time He may be remembered as an entity belonging to earthly life itself. A real conception of the God who has come out of the land of dreams into the physical land was created.

This is a real process: the God who has come to know that which the gods otherwise do not know, who has learned to die, who has incorporated the fact of dying into himself, that is the Christ, the God who enters into the world where there is birth and death, the descent of the God into human nature. God becomes man. This is precisely the formula in which what the Christ has become can be expressed: for the earth, the archetype of humanity; for the earth, that through which humanity acquires meaning. And if the other had taken place, if at the same time that God became man, a human being had also felt the urge to become God, that is, to no longer die, to no longer be subject to the laws of earthly life, then, while God became the most perfect human being by descending, he would naturally have become the most miserable God. This polar opposite you have! It is not without reason that, alongside the Christ who ascends to Golgotha, stands Ahasver, the man who becomes God, but a bungling God who loses the possibility of dying, who now walks the world but cannot die, the God who remains on the physical plane but develops on the physical plane the same peculiarities that were actually only allowed to be developed in the realm of dreams.

It is a tremendous, spiritual thing that is presented to our souls: that the God has been given the man who has become God, but, as is to be expected, in a way that makes him miserable. The man who has become God also maintains within the evolution of the earth the principle that the Godhead should not descend to the physical plane: Judaism, the Old Testament world view.

Here we already have a mystery. Those who know these things know that Ahasver is a real entity and the Ahasver legends are based on real impressions of perceptions of Ahasver, which have occurred here and there, for Ahasver exists and is the custodian of Judaism after the Mystery of Golgotha has occurred. He is the man who has become God. We must be quite clear that we can only arrive at a complete knowledge of history by including the spiritual.

On the one hand, we look at the incarnation of God in the event of Golgotha; we look at the incarnation of man in Ahasverus. And the initiate can know that Ahasuerus is really wandering. Of course, he cannot be seen as a human being. After all, he has become a god. But he wanders around. He is present in earthly existence. And real historical representations, which grasp the full reality, make it necessary to look at what also passes as a spiritual reality through the historical becoming of human development.

Of course, many things only exist in images. It is only important to know that these images correspond to realities. It is foolish to say that one should not express oneself in such images. After all, we always express ourselves in images when we speak. Take the Sanskrit word 'Manas'. Whoever understands 'Manas' has before him in sound the picturesque image of the bowl that carries the moon and the sun, because when one pronounced 'Manas' in primeval Sanskrit, one felt the human being in his will-nature as the bowl that was then carried by the thinking being. All words can also be traced back to images, only they are more elementary, simple images. What is expressed through words is not contained in them. When there are more complicated entities that cannot be expressed in words, then images have to be formed. When we speak of Ahasver and the legends of Ahasver, as we otherwise speak of images, these are only more complicated forms of expression that point to the spiritual side.

Anyone who rails against mythology in this sense should also rail against the fact that humans have developed a language through which they want to express a content. He should order them to become mute, because the next step after forbidding them to develop a mythology would be to forbid people to speak. For it is the very same process of visualization in ordinary language as in the higher visualization, when one posits something like the Ahasver, who goes through the evolution of the world as a being, but precisely as a spirit being, and continually prevents man from returning to the spiritual world in the way that is in his evolution, through the Christ, back to the spiritual world from which he went out when he lost atavistic clairvoyance.

That is what I wanted to say today, on the one hand to point out man's true place in the spiritual world, through a correct characterization of the state of sleep and dreams, and on the other hand to point out that spiritual beings live in history that only make the full course of history understandable.

As you can probably imagine, it is not easy for one who is free from a fanatical or sectarian attitude to accomplish the kind of education, based on knowledge of the human being that we have spoken of in the past few days. Many of you will have noticed already that what is considered here to be both right and good in education differs in many ways from what is found in conventional forms of education, with their regulations, curricula, and other fundamental policies. In this respect, one finds oneself caught in a dilemma.

On the one hand, we stand on the firm ground of a pedagogy that derives from objective knowledge, and that prescribes specific curricular and educational tasks for each year (as you will have discovered already from what you have heard so far). To ascertain what must be done in this education, we take our cue from the children themselves; and not only for each year, but also for each month, each week, and, in the end, each day. Here I feel justified in expressing appreciation for how much the teachers of the Waldorf schools have responded to the objective demands of a truly grounded pedagogy, and also for their insight into how this pedagogy is related to the needs of the growing child.¹ They have come to realize that not a single detail of this pedagogy is arbitrary, that everything in it is a direct response to what can be read in the child's own nature. This represents one side of what has led to the dilemma. The other side consists of demands made by life itself. Those who are free of any fanaticism despite their own ideals (or whatever else you choose to call these things), and who feel the need for firm roots in life's realities, experience this other aspect with particular acuity.

Sectarianism to any degree or fanatical zeal must never be allowed to creep into our educational endeavors, only to find at the end of the road that our students do not fit into life as it is; for life in the world does not notice one's educational ideals. Life is governed by what arises from the prevailing conditions themselves, which are expressed as regulations concerning education, as school curricula, and as other related matters, which correspond to current ways of thinking. And so there is always a danger that we will educate children in a way that, though correct in itself, could alienate them from life in the world—whether one considers this right or wrong. It must always be remembered that one must not steer fanatically toward one's chosen educational aims without considering whether or not one might be alienating one's students from surrounding life.

Opponents of anthroposophy have often attributed fanaticism and sectarianism to this movement, but this is not the case, as you will see. On the contrary, it is precisely these two attributes that are alien to its nature. They may appear within some individual members, but anthroposophy itself always strives to enter fully into the realities of life. And just because of this, one is only too aware of the difficulties encountered in dealing with the practical sides of life. From the very beginning of the Waldorf school something had to be done. It is difficult to give it a proper name, but something bad or negative had to be agreed upon—that is, a kind of compromise—simply because this school is not grounded in fanaticism but in objective reality. At the very beginning, a memorandum addressed to the local school authorities had to be worked out. In it I made the following points: During the first three years the students in our school are to be educated, stage by stage and wherever possible, according to what is considered relevant to their inner needs. At the same time, the standards generally achieved in other schools are to be respected to the extent that, after completion of the first three years, the students of the Waldorf school should be able to fulfill the necessary requirements for entering corresponding classes in other schools, if desired. Such an offer, for our teachers, amounted to an “ingratiating compromise”—forgive this term, I cannot express it otherwise. A realistic mind has to take such a course, for discretion is essential in everything one does. A fanatic would have responded differently. Naturally, many difficulties have to be ironed out when such a policy is chosen, and many of our teachers would find it preferable to steer a straight course toward our aims and ideals. Lengthy and minutely detailed discussions occurred before a passage was found through these two conflicting approaches.

Another point in my memorandum was that, after completion of their twelfth year—that is, when our pupils are in the sixth grade, counting upward from the first grade—they should again be able to fulfill the requirements for entry into the corresponding class in another school. My choice for this particular age is based on the fact that it marks the end of a period of development, as already described during a previous meeting. And finally, it was presented in the memorandum that, in their fourteenth year, our students should have reached again the necessary standards of learning that would enable them, if desired, to change schools.

In retrospect, one could say that during the first three grades this plan has worked fairly well. At that level it has been tolerably successful. With a great deal of effort and trouble, it is still workable until the students' twelfth year. However, the real difficulties begin during the following years, for out of a dark subconsciousness, some knowledge of what is happening in a young child lingered from the distant past into our present time, however dim this insight may have become today. And because of this it is now customary to send children to school when they are losing their first teeth. Today people hardly realize that these two things are connected. Nevertheless, entering school at about six is still the result of ancient wisdom, passed on through the ages, which today has become only vague and instinctive. Since these things are no longer recognized, however, there is a tendency toward arbitrarily establishing the age for entering school at the completion of the sixth year, which is always a little premature, and therefore not in keeping with the child's nature. There is nothing one can do about it, because if parents do not send their children to school when they have completed their sixth year, the police or bailiff, or whatever else such people are called, will come and take the children to school.

However, as previously mentioned, it is relatively easy to work with this compromise during the first three years. Admittedly, if one or another student has to leave the Waldorf school for another school during this time because of circumstance, one is usually told that such students are behind in reading and writing. They may be considered far ahead in artistic subjects, such as in drawing or eurythmy, but these, so we are told, are not generally considered to be very important.

Such official judgments, however, can even be seen as an affirmation of Waldorf methods! They prompt me to tell you something interesting about the young Goethe.² If you look at his spelling, even when he was much older than seven or eight, you will find it full of atrocious mistakes. It is easy to deduce from this that far more is expected of an eight-year-old child today (if “more” is the right word) than what Goethe managed to achieve at seventeen (only with regard to spelling, of course). This certainly demonstrates that there is also another way of judging the situation, for Goethe owed much to the fact that, even at the age of seventeen, he was still likely to make spelling errors because, not having been too fettered to rigid rules, his inner being could remain flexible with regard to the unfolding of certain soul forces. If one knows how these things interact with each other (and a more sensitive kind of psychology is needed for this than is frequently encountered today) one will be no more influenced by adverse criticism than by the superficial criteria of such a historical fact, which is interesting, at least.

Another interesting example can be found in so-called Mendelisms, which emerged around the beginning of the twentieth century (perhaps even around the end of the nineteenth century), and which was considered by natural scientists to be the best theory for explaining the phenomena of heredity. It received its name from a certain Gregor Mendel,³ a botanist who lived during the middle of the nineteenth century and was also a teacher at a Realschule in Moravia.⁴ Gregor Mendel made careful experiments with plants in order to investigate their inherited properties. His writings remained obscure for a long time, only to surface again toward the turn of the century, to be hailed as the most convincing theory regarding heredity.

Now it is interesting to consider the biography of Gregor Mendel. As our Austrian friends here know, monastic clerics had to pass an examination before they could become eligible for a teaching post at a high school. Mendel failed his exam brilliantly, which meant that he was considered incapable of becoming a high school teacher. But an Austrian regulation existed permitting failed candidates to retake their exams after a certain period of time. Gregor Mendel did so and again failed spectacularly. I believe that even today in Austria such a person could never find a high school teaching position. In those days, however, regulations were a little less stringent. Because of a shortage of teachers at the time, even failed candidates were sometimes hired as teachers, and so Gregor Mendel did finally become a high school teacher, even though he had twice failed his exam. Since this had been made possible only through the grace of the headmaster, however, he was considered to be a second-rate staff member by his colleagues and, according to the rules governing high school teachers, he was not entitled to add “Ph.D.” to his name. Successful exam candidates usually write these abbreviated degrees after their names, for example, “Joseph Miller, Ph.D.” In the case of Gregor Mendel these letters were missing, the omission of which indicated his inferior position. Well, several decades passed, but after his death this same individual was hailed as one of the greatest naturalists!

Real life presents some strange examples. And, although it is impossible to plan the education of young people to suit the practical demands of later life (since, if this were the only aim, some very strange requests would certainly be made), even though one cannot adapt the curricula to what life itself will bring to maturity later on, one must nevertheless be ready to listen with inner clarity and a sense of psychology to what the many occurrences in life are trying to tell us, with regard to both primary and secondary education. So it could certainly be said that it is not really a tragedy when a Waldorf student has to leave during the third grade, a student who has not yet reached the same level of achievement in certain elementary skills as students in another school, who were drilled using bad methods, the harmful effects of which will surface only later in life. Many life stories could be told to substantiate this claim. Strange things sometimes show up when one looks at obituaries. R¶ntgen, for example, was also excluded from teaching at a high school, and only through the special kindness of an influential person was he allowed to gain a teaching post at all. [Wilhelm Konrad von Röntgen (1845–1923) German physicist, discoverer of the “Röntgen” rays or X-rays.] As already said, one cannot base one's educational ideas on such things, but they should be noticed, and one must try to comprehend their significance through a more discriminating psychology.

Returning to our point, after the twelfth year it becomes increasingly difficult to find a workable compromise in our way of teaching. Until the twelfth year it is just possible to do so, as long as one really knows what is going on inside the students. But afterward, the situation begins to get more and more difficult, because from that time on, the curricula and the required standards for achievement no longer have any relationship to the nature of the growing human being; they are chosen entirely arbitrarily. The subject matter to be covered in any one year is chosen entirely autocratically, and one simply can no longer bridge the conflicting demands, on the one hand, from the powers that be, and, on the other hand, those that arise directly from the evolving human being. Remember what I said yesterday: by the time puberty is passed, the adolescent should have been helped toward developing sufficient maturity and inner strength to enter the realm of human freedom. I referred to the two fundamental virtues: gratitude, for which the ground has to be prepared before the change of teeth, and the ability to love, for which the ground needs to be prepared between the change of teeth and puberty; this was the theme developed yesterday.

Furthermore, we have seen that, with regard to the ethical life, the soul life of the child must also experience feelings of sympathy and antipathy toward what is good and evil. If one approaches a student at this age with a “thou shalt” attitude, proper development will be hindered in the years to come. On the other hand, when one instead moves the pre-adolescent child, through natural authority, to love the good and hate the evil, then during the time of sexual maturity, from the inner being of the adolescent, the third fundamental virtue develops, which is the sense of duty. It is impossible to drill it into young people. It can only unfold as a part of natural development, based only on gratitude—in the sense described yesterday—and on the ability to love. If these two virtues have been developed properly, with sexual maturity the sense of duty will emerge, the experience of which is an essential part of life

What belongs to the human soul and spirit realm has to develop according to its own laws and conditions, just as what belongs to the physical realm must obey physical laws. Just as an arm or a hand must be allowed to grow freely, according to the inner forces of growth, just as these must not be artificially controlled by, for example, being fixed into a rigid iron frame—although in certain places on Earth there is a custom of restricting the free growth of feet similar to the way we impede the free unfolding here of the child's soul life—so must adolescents feel this new sense of duty arising freely from within. The young person will then integrate properly into society, and Goethe's dictum will find its noblest fulfillment: “Duty is a love for what one demands of oneself.” Here again you see how love plays into everything, and how the sense of duty must be developed so that one eventually comes to love it. In this way one integrates properly as a human being into society. And then, from the previous experience of right authority, the ability to support oneself by one's own strength will evolve.

What is finally revealed as genuine piety, when seen with spiritual eyes, is the transformed body-related, natural religiousness during the time before the change of teeth, which I described to you in fair detail. These are all things that must be rooted deeply in a true pedagogy, and applied practically. Soon enough, one will realize how necessary it is to allow the curriculum—from the twelfth year until puberty, and, most of all, after puberty—to be more and more inclined toward practical activities. In the Waldorf school, the ground for this task is prepared early. In our school, boys and girls sit side by side. Although interesting psychological facts have emerged from this practice alone—and each class has its own psychology, of which we will speak more tomorrow—one can definitely say: if one lets boys and girls practice their handcrafts side by side as a matter of course, it is an excellent preparation for their adult lives. Today there are only a few men who recognize how much the ability to knit can help toward healthy thinking and healthy logic. Only a few men can judge what it means for one's life to be able to knit. In our Waldorf school, boys do their knitting alongside the girls, and they also mend socks.

Through this practice, the differentiation between the types of work performed by the two sexes will find its natural course later on, should this become necessary. At the same time, a form of education is being implemented that considers fully the practical aspects of the students' future lives.

People are always extremely surprised when they hear me say (and the following assertion not only expresses my personal conviction, but is based on a psychological fact) that I cannot consider anyone to be a good professor in the full meaning of the word unless that person can also mend a shoe in an emergency; for how could it be possible for anyone to know something of real substance about being and becoming in the world, unless that person can also repair a shoe or a boot if the situation demands it? This is, of course, a rather sweeping statement, but there are men who cannot even sew on a button properly, and this is a lamentable failing. Knowledge of philosophy carries little weight, unless one can also lend a hand to whatever needs doing. This is simply part of life. In my opinion, one can only be a good philosopher if one could have just as well become a shoemaker, should this have been one's destiny. And, as the history of philosophy shows, it sometimes happens that cobblers become philosophers.⁵

Knowledge of the human being calls on us to make adequate provision in our curricula and schedules for preparing pupils for the practical side of life. Reading in the book of human nature, we are simply led to introduce the children—or rather, the young men and women, as we should call them now—to the art of setting up a loom and weaving. From there it follows quite naturally that they should also learn to spin, and that they gain a working idea of how paper is made, for example.

They should be taught not only mechanics and chemistry, but also how to understand at least simple examples of mechanical and chemical processes used in technology. They should reproduce these on a small scale with their own hands so they will know how various articles are manufactured. This change of direction toward the more practical side of life must certainly be made possible. It has to be worked toward with honest and serious intent if one wants to build the proper curriculum, especially in the upper classes.

But this can place one in terrible difficulties. It is just possible to equip children under nine with sufficient learning skills for a transfer into the fourth grade of another school, without neglecting what needs to be done with them for sound pedagogical reasons. This is also still possible in the case of twelveyear-olds who are to enter the seventh grade. It is already becoming very difficult indeed to bring pupils to the required standards of learning for their transfer to a high school. Tremendous difficulties have to be overcome if pupils from our higher grades have to change to a high school.

In such cases one would do well to recall ancient Greece, where a wise Greek had to put up with being told by an Egyptian, “You Greeks are like children—you know nothing about all the changes the Earth has gone through.” A wise Greek had to listen to the judgment of a wise Egyptian. But nevertheless, the Greeks had not become so infantile as to demand of a growing youth, who was to be educated in one or another particular subject, that knowledge of the Egyptian language should first be acquired. They were very satisfied that the young person use the native Greek language. Unfortunately, we do not act today as the Greeks did, for we make our young people learn Greek. I do not want to speak against it; to learn Greek is something beautiful. But it is inconsistent with fulfilling the needs of a particular school age. It becomes a real problem when one is told to allocate so many lessons to this subject on the schedule at a time when such a claim clashes with the need for lessons in which weaving, spinning, and a rough knowledge of how paper is made should be practiced. Such is the situation when one is called on to finalize the schedule! And since we very well know that we shall never receive permission to build our own university anywhere, it is absolutely essential for us to enable those of our pupils who wish to continue their education at a university, technical college, or other similar institution, to pass the necessary graduation exam.

All this places us in an almost impossible situation, with almost insurmountable difficulties. When one tries to cultivate the practical side in education, prompted by insight into the inner needs of adolescent pupils, one has to face the bitter complaints of a Greek teacher who declares that the exam syllabus could never be covered with the amount of time allocated to the subject, and that, consequently, the candidates are doomed to fail their exams.

Such are the problems we have to tackle. They certainly show it is impossible for us to insist on pushing our ideals with any fanatical fervor. What will eventually have to happen no longer depends solely on the consensus of a circle of teachers about the rights and wrongs of education. Today it has become necessary for much wider circles within society to recognize the ideals of a truly human education, so that external conditions will render it possible for education to function without alienating pupils from life. This is obviously the case if, after having gone through a grammar school kind of education in one's own school, pupils were to fail their graduation exams, which they have to take somewhere else.⁶

Speaking of failing an exam—and here I am speaking to specialists in education—I believe that it would be possible to make even a professor of botany, however clever, fail in botany—if that were the only intention! I really believe such a thing is possible, because anyone can fail an exam. In this chapter of life also, some very strange facts have shown up. There was, for example, Robert Hamerling, an Austrian poet, whose use of the German language was later acclaimed as the highest level any Austrian writer could possibly attain.⁷ The results of his exam certificate, which qualified him for a teaching position at an Austrian Gymnasium, make interesting reading: Greek—excellent; Latin—excellent; German language and essay writing—hardly capable of teaching this subject in the lower classes of a middle school. You actually find this written in Hamerling's teaching certificate! So you see, this matter of failing or passing an exam is a very tricky business.

The difficulties that beset us, therefore, make us realize that society at large must provide better conditions before more can be accomplished than what is possible by making the kind of compromise I have spoken of. If I were to be asked, abstractly, whether a Waldorf school could be opened anywhere in the world, I could only answer, again entirely in the abstract, “Yes, wherever one would be allowed to open.” On the other hand, even this would not be the determining factor because, as already said, in the eyes of many people these are only two aspects of one and the same thing. There are some who struggle through to become famous poets despite bad exam results in their main subject. But not everyone can do that. For many, a failed graduation exam means being cast out of the stream of life. And so it must be acknowledged that the higher the grade level in our school, the less one can work toward all of one's educational ideals. It is something not to be forgotten. It shows how one has to come to terms with actual life situations.

The following question must always be present for an education based on an understanding of the human being: Will young people, as they enter life, find the proper human connection in society, which is a fundamental human need? After all, those responsible for the demands of graduation exams are also members of society, even if the style and content of their exams are based on error. Therefore, if one wants to integrate Waldorf pedagogy into present social conditions, one has to put up with having to do certain things that, in themselves, would not be considered right or beneficial. Anyone who inspects our top classes may well be under the impression that what is found there does not fully correspond to the avowed ideals of Waldorf pedagogy. But I can guarantee you that, if we were to carry out those ideals regardless of the general situation—and especially, if we attempted to make the transition to the practical side of life—all of our candidates for the graduation exam would fail! This is how diametrically opposed matters are today. But they have to be dealt with, and this can be done in great variety of ways. At the same time, awareness has to emerge regarding the degree of change necessary, not just in the field of education, but in all of life, before a truly human form of education can be established.

Despite all obstacles, the practical activities are being accomplished in the Waldorf school, at least to a certain extent—even though it does happen, now and then, that they have to be curtailed in some cases because the Greek or Latin teacher claims some of these lessons. That is something that cannot be avoided.

From what I've said, you can see that puberty is the proper time to make the transition, leading the adolescent into the realities of ordinary life. And the elements that will have to play more and more into school life, in a higher sense, are those that will make the human individual, as a being of body, soul, and spirit, a helpful and useful member of society. In this regard, our current time lacks the necessary psychological insight; for the finer interrelationships in the human spiritual, soul, and physical spheres are, in general, not even dreamed of. These things can be felt intuitively only by people who make it their particular task to come to understand the human psyche.

From personal self-knowledge I can tell you in all modesty that I could not have accomplished in spiritual science certain things that proved possible, if I had not learned bookbinding at a particular time in my life—which may seem somewhat useless to many people. And this was not in any way connected with Waldorf pedagogy, but simply a part of my destiny. This particularly human activity has particular consequences to most intimate spiritual and soul matters, especially if it is practiced at the right time of life. The same holds true for other practical activities as well. I would consider it a sin against human nature if we did not include bookbinding and box-making in our Waldorf school craft lessons, if it were not introduced into the curriculum at a particular age determined by insight into the students' development. These things are all part of becoming a full human being. The important thing in this case is not that a pupil makes a particular cardboard box or binds a book, but that the students have gone through the necessary discipline to make such items, and that they have experienced the inherent feelings and thought processes that go with them.

The natural differentiation between the boys and girls will become self-evident. Yet here one also needs to have an eye for what is happening, an eye of the soul. For example, the following situation has come up, the psychology of which has not yet been fully investigated, because I have not been able to spend enough time at the Waldorf school. We will investigate it thoroughly another time. But what happened was that, during lessons in spinning, the girls took to the actual spinning. The boys also wanted to be involved, and somehow they found their task in fetching and carrying for the girls. The boys wanted to be chivalrous. They brought the various materials that the girls then used for spinning. The boys seemed to prefer doing the preparatory work. This is what happened and we still need to digest it from the psychological perspective.

But this possibility of “switching our craft lessons around”—if I may put it that way—allows us to change to bookbinding now, and then to box-making. All are part of the practical activities that play a dominant role in Waldorf pedagogy, and they show how an eye for the practical side of life is a natural byproduct for anyone who has made spiritual striving and spiritual research the main objective in life. There are educational methods in the world, the clever ideas of downright impractical theoreticians, who believe they have eaten practical life experience by the spoonful, methods that are nevertheless completely removed from reality. If one begins with theories of education, one will end up with the least practical results. Theories in themselves yield nothing useful, and too often breed only biases. A realistic pedagogy, on the other hand, is the offspring of true knowledge of the human being. And the part played by arts and crafts at a certain time of life is nothing but such knowledge applied to a particular situation. In itself this knowledge already presents a form of pedagogy that will turn into the right kind of practical teaching through the living way in which the actual lessons are given. It becomes transformed into the teacher's right attitude, and this is what really matters. The nature and character of the entire school has to be in tune with it.

And so, in the educational system cultivated in the Waldorf school, the center of gravity iis within the staff of teachers and their regular meetings, because the whole school is intended as one living and spirit-permeated organism. The first grade teacher is therefore expected to follow with real interest not only what the physics teacher is teaching to the seventh grade, but also the physics teacher's experiences of the various students in that class. This all flows together in the staff meetings, where practical advice and counseling, based on actual teaching experience, are freely given and received. Through the teaching staff a real attempt is made to create a kind of soul for the entire school organism. And so the first grade teacher will know that the sixth grade teacher has a child who is retarded in one way or another, or another who may be especially gifted. Such common interest and shared knowledge have a fructifying influence. The entire teaching body, being thus united, will experience the whole school as a unity. Then a common enthusiasm will pervade the school, but also a willingness to share in all its sorrows and worries. Then the entire teaching staff will carry whatever has to be carried, especially with regard to moral and religious issues, but also in matters of a more cognitive nature.

In this way, the different colleagues also learn how one particular subject, taught by one of the teachers, affects a completely different subject taught by another teacher. Just as, in the case of the human organism, it is not a matter of indifference whether the stomach is properly attuned to the head, so in a school it is not insignificant whether a lesson from nine to ten in the morning, given to the third grade, is properly related to the lesson from eleven to twelve in the eighth grade. This is in rather radical and extreme terms, of course. Things do not happen quite like that, but they are presented this way because they correspond essentially to reality. And if thinking is in touch with reality, judgments about matters pertaining to the sense-perceptible world will differ greatly from those based on abstract theories.

To illustrate this point I would like to mention certain lay healers who give medical treatment in places where this is not illegal. They are people who have acquired a certain measure of lay knowledge in medicine. Now one of these healers may find, for example, that a patient's heart is not functioning normally. This may be a correct diagnosis, but in this case it does not imply that the cure would be to bring the heart back to normality. And according to such a lay healer, the patient may have adapted the entire organism to the slightly abnormal function of the heart. This means that if now one were to get the heart to work normally again, such a “cured” heart, just because of its return to normality, might upset the entire organism, thus causing a deterioration of the patient's general condition. Consequently the therapy could actually consist of leaving the heart as it is, with the recommendation that, should the symptoms of the slight heart defect return, a different course of treatment should be given from what would normally be done through the use of medications under similar circumstances.

I said yesterday that educating and healing are related activities. And so something similar is also called for in the field of education. That is, a kind of conceptual and sensitive feeling approach, both comprehensive and in touch with reality, since it would have to apply to other realms of cognition directly related to practical life.

If we look at what contemporary anatomy and physiology tell us about the human being—not to mention psychology, which is a hodgepodge of abstractions anyway—we find a certain type of knowledge from which a picture of the human being is manufactured. If this picture is used as a means of selfknowledge, it creates the impression that we are merely a skeleton. (Within certain limits, knowledge of the human being is also self-knowledge—not the introspective kind, but rather a recognition of essentially human qualities found in each individual.) If, when looking at ourselves, we had to disregard everything within and around our skeleton, we would naturally conclude that we were only skeletons. This is how the whole human being—body, soul, and spirit—would appear to us if we used only what contemporary anatomy and physiology offers as a picture of the human being. Psychology needs to truly permeate the human psyche with spirit. If this is done, we can follow the spiritual element right into the physical realities of the body, because spirit works in every part of the human body.

I have already said that the tragedy of materialism is its inability to understand the true nature of matter. Knowledge of spirit leads to true understanding of matter. Materialism may speak of matter, but it does not penetrate to the inner structures of the forces that work through matter. Similarly, pedagogy that observes only external phenomena does not penetrate to the regions of the human being that reveal what should be done about practical life. This causes a situation that, to the spiritual investigator, is very natural, but would appear paradoxical for many people. They wonder why a pedagogy grown from anthroposophy always emphasizes the

necessity of training children at specific ages in certain practical activities—that is, the necessity of training them in the correct handling of material processes. Far from leading students into a foggy mysticism, the principles and methods of the education based on anthroposophical research will not estrange them from life. On the contrary, it will induce spirit and soul substance to penetrate their physical bodies, thus making them useful for this earthly life, and at the same time, provide them with the proper conditions to develop inner certainty. This is why we feel it necessary to expand the practical type of work, and, of course, difficulties therefore increase with the beginning of every new school year when we have to add a new class to the existing ones (we began with eight grades, adding the ninth, tenth, and eleventh, and we are about to open our first twelfth grade).

This has led to the situation where, while other problems facing the anthroposophical cause were being dealt with very recently, a memorandum was handed in by the pupils of the current highest grade level in the Waldorf school. Those among them who were expecting to have to take their graduation exam had worked out a remarkable document, the deeper aspects of which will be appreciated only when the whole matter is seen in the proper light. They had sent more or less the following memorandum to the Anthroposophical Society:

Since we are being educated and taught in the sense of the true human being⁸ and, consequently, since we cannot enter existing types of colleges, we wish to make the following proposal to the Anthroposophical Society: That a new anthroposophical college is to be founded where we can continue our education.

No negative judgment regarding colleges in general is implied in this wording, although such judgments are frequently encountered in contemporary society.

All of this presents us with the greatest difficulties. But since you have made the effort to come here to find out what Waldorf pedagogy is all about—something we very well know how to appreciate—these problems should also be aired. Any sincere interest in what is willed in this education deserves a clear indication of all the difficulties involved.

Thus far, Waldorf pedagogy is being practiced only by the teachers of the one existing Waldorf school, and there we find our difficulties increase the higher we go with the school. I can only assume that the problems would be even greater in a college operated anthroposophically. But since such a college is only a very abstract ideal, I can only speak about it hypothetically. It has always been my way to deal directly with the tasks set by life, and this is why I can talk about this education only up to the twelfth grade, which is opening soon. Things that belong to a misty future must not take up too much time for people standing amid life, since it would only detract from the actual tasks at hand.

One can say only that problems would increase substantially, and that obviously there would be two kinds of difficulties. First, if we were to open a college, our exam results would not be recognized as proper qualifications, which means that successful candidates could not take up professional positions in life. They could not become medical doctors, lawyers, and so on; professions that in their present customary forms are still essential today. This presents one side of the problem. The other side would conjure up really frightening prospects, if certain hard facts did not offer relief from such anxieties; for, on the strength of the praiseworthy efforts made by our young friends, an association has actually been founded with the express aim of working toward the creation of such a college, based on the principles of Waldorf pedagogy. The only reason there is no need to feel thoroughly alarmed about the potential consequences of such an endeavor is that the funds needed by this association will certainly not reach such giddy heights that anyone would be tempted to seriously consider going ahead with the project. The underlying striving toward this aim is thoroughly laudable, but for the time being it remains beyond the realm of practicality. The real worry would come only if, for example, an American millionaire were to suddenly offer the many millions needed to build, equip, and staff such a college. The best one could do in such a situation would be to promote, en masse, the entire teaching staff of the Waldorf school to become the teachers of the new college. But then there would no longer be a Waldorf school!

I am saying all this because I believe actual facts are far more important than any kind of abstract argument. While acknowledging that the idea of basing education, including college education, on true knowledge of the human being represents a far-reaching ideal, we must not overlook the fact that the circle of those who stand firmly behind our ideals is extremely small. This is the very reason one feels so happy about every move toward an expansion of this work, which may gain further momentum through your welcome visit to this course. At the same time, one must never lose sight of all that must happen so that the Waldorf ideal can rest upon truly firm and sound foundations. This needs to be mentioned within the context of this course, for it follows from the constitution of the Waldorf school.

Tomorrow, in the concluding lecture, I would like to tell you more about this constitution of the Waldorf school—about how it is run, about what the relationship should be between teachers and students, as well as the interrelationships of pupils among themselves, and teachers among themselves. Furthermore, I would like to speak about what, in our way of thinking, are the proper methods of dealing with exams and school reports, so that they reflect knowledge of the human being.

• 1. In August and September 1919, Rudolf Steiner gave three courses to the teachers of the first Waldorf school, which was founded by the industrialist Emil Molt for the children of the workers in his cigarette factory, and which was opened on September 7, 1919.
• 2. Johann Wolfgang von Goethe (1749–1832) German poet, scientist, and philosopher.
• 3. Gregor Johann Mendel (1822–1884) Austrian botanist. He became a monk in the order of Saint Augustine in 1843, and taught in a technical school from 1854 until 1868, when he became abbot. He is known for his experiments in breeding peas in the monastery garden, and from the statistics gathered, he established certain laws concerning heredity, which became the foundation of the science of genetics.
• 4. Realschule (or Realgymnasium) is the high school equivalent in Germany for preparation in the sciences, trades, or technical studies, whereas Gymnasium usually refers to a high school for classical preparation toward university study.
• 5. For example, Jakob Böhme (1575–1624), the shoemaker from Görlitz, whose influence has been far-reaching in Western philosophical and spiritual streams.
• 6. Waldorf school pupils had to take the required graduation exams (Abitur) at a state school.
• 7. Robert Hamerling (1830–1889) Austrian poet and philosopher.
• 8. they had somehow gleaned this

Dr. Steiner: I would like to say a few words before we go into the individual points of discussion. Now that we are at the beginning of a new school year we need to clarify some things. There has been some discussion of things, including my own position, in relationship to the faculty. Today, I do not want to discuss the external relationship, only the inner. That seems appropriate this evening because you brought up my inner relationship, at least between the lines. In those things connected with our spiritual movement, I feel I am an esoteric among friends and cannot feel I am anything else. Running the Waldorf School is one of these spiritual things, at least to the extent it is a spiritual matter and to the extent the faculty takes up pedagogical questions and belongs to our anthroposophical movement. I need to say some things today about the position of an esoteric and how an esoteric perceives him- or herself, which you will need to apply to the particular case of the Waldorf School.

Someone who brings things from the spiritual world to his or her fellow human beings assumes, of course, that people do not necessarily accept them because of authority, but at least because they feel the things result from scientific research revealing a content that can perhaps be made known only by the person undertaking it. People can understand these things, of course, once they are said, but someone must first say them as a result of his or her own investigation. As you hear such truths, you are not exactly in a relationship to authority, but you somehow recognize that the things said can only arise from such a source.

Much of what I have recently had to say to you may appear simple, but I did not discover it in a simple way. Much of what we can learn about such a special area as pedagogy can become available only by going through a great deal, by experiencing a great deal, which is possible only after many years’ experience with this type of investigating. Understanding it is easy and can occur in a short period, but the investigation itself is not at all so simple and requires a path of initiation. However, when someone tells fellow human beings of such investigation, he or she never does so out of a desire to speak as an authority in the normal sense, that is, as the exoteric world understands authority.

I would ask that you take what I have to say about this very seriously and precisely. You should not accept what I have to say simply upon authority in the normal sense of the word. You see, if you did that, it would have no effect. You would not receive it through the necessary intangible forces. The relationship must be entirely different. The relationship must be one in which you accept everything said through a completely free will. Your acceptance may not in the least depend upon the will of the speaker. Everything must depend upon the will of the listeners. That is as exact a description of the relationship that must exist as is possible in human speech. I tell you things not to place them in the proper light, but because, in our times, we can base the effectiveness of esoteric work upon them.

If in our times we wanted to achieve something through authority, whether it be the authority of suggestion or any of the other numerous ways of affecting the soul, then that would eventually reveal itself as a great mistake. We now exist in the stage of human development when people mature enough to do so put more and more impulses of freedom into the world. Specifically, when we work as teachers we may not under any circumstances accept those things that arise out of the spirit and will move the world forward through an authority forced upon the soul. We must accept everything through goodwill, through the insight of the listener when the listener feels that the person speaking has something to say. No other relationship may exist. If the intent is that the listeners undertake some work based upon those statements, work that people can undertake communally, any other relationship would have a negative effect. If the spiritual researcher is to participate, then the capacity to speak free of authority and to listen through free will must be the basis of the entire relationship.

Nothing else may be the basis of the external relationships. Therefore, my relationship to the faculty must be one, right to the dotting of the i’s and crossing of the t’s, that neither I nor anyone else wants something against the will of any member of the faculty. The entire faculty as a whole must accept and desire it in their hearts. Whether something would pass in an election or not is unimportant. It requires that kind of inner relationship. The moment that is no longer so, the proper relationship would no longer exist. We need to somewhat keep an eye on that relationship.

Groups form in this area, not the way associations form, but more like a gathering around one person who has something to say in the sense that I mentioned. That is, those who want to hear something freely gather around someone. Regardless of what the external world may or may not expect of such a group, what I have said is all that is inwardly acceptable.

You will certainly feel that I want to describe my inner relationship to the faculty in that way, and I would ask that you understand it in that way. All healing forces of the future will be based in this. Specific things also lie in that direction. You need to feel that I have harmonized and do always intend to harmonize my decisions with each of you, that is, what you bring to me for a decision, because those who ask a question do so out of their own insight. If you think this through, you can clearly discern the nature of our esoteric relationship and the positive results of that esoteric relationship.

I wanted to make this our starting point today. You may have already found from your many experiences that things arising out of the spirit proceed properly only when such an understanding of spiritual relationships is their basis. Thus, in an exoteric organization you should separate the things that are simply necessary for the external world from what must lie between us. We can then move forward not only in the most rational manner, but also in the most spiritual work. We will move forward.

I wanted to say this to you now as a kind of inauguration of our work for this year, an inauguration of our work through which I would particularly like spiritual forces to flow. You can be certain that I will continue to pray for a blessing upon your work as a whole and the work of individuals in this coming year from the spiritual powers that carry our entire movement. If you are aware that is the case, if you not only act together, but think together and feel together, and thus receive the good spiritual forces in this thinking together, feeling together into the harmony of the entire soul life, then our work in this year will succeed.

Now we can go on to specific points. Does anyone want to say something about our agenda for today?

A question is asked about the official recognition of the Waldorf School as an elementary school.

Dr. Steiner: This is something that can go in one direction or another and depends upon the goodwill of the educational bureaucracy. We will achieve a certain degree of security about the future existence of the school only if we can negotiate through personal contacts. I wish to state expressly that we should not do this by telephone. If we can work through personal discussions and personal contact with all the possibilities of emphasis that arise in a personal conversation, if we can create an attitude through that, then we will achieve a certain degree of security. We will be unable to avoid being confronted with the same problem in the future if we handle this question in a strictly bureaucratic manner.

For that reason I think it would be best if Mr. Molt could do something personally, if you were personally involved. The situation is such that we will feel secure about the Waldorf School only if you personally speak with those people who have some influence. I am convinced that if an exchange of this sort occurs, and it forces the officials to say something in recognition of the school, that will offer us the best protection. Sending memos back and forth will achieve nothing. Particularly here in Württemberg, we can achieve more than in Prussia. In Prussia, after the final decision, we would have to dismantle this school within a short period of time.

We need to work on the problem in that way. We should not forget that some school principal or a teacher from a normal school will often come along and want to have the Waldorf School pedagogy. They will ask what they can do to help their schools. That is pure nonsense. The first thing they need to do is to free themselves from the state, and that gives rise to such a difficult problem that only a few people can think about it consequentially.

What is important is that what we could call our school movement, namely, a movement for independent schools, gets into more people’s heads so that a genuinely large movement toward educational freedom arises as a part of the Threefold Movement. We can use the opportunity that the excuse about a unified school provides. I must admit that I have always found a concrete definition of a unified school unpleasant, even though we had to use that term. It was unpleasant for me because it emphasized we wanted what the state defines as a unified school, but a unified school was less important than an independent school. That will come about by itself. What the present German government wants as a unified school is actually the opposite. We would be signing on to something terrible if we give in on this question. Somehow we need to feel our way through this. We need to be aware that such things happen in life, but we should realize that they do not arise inwardly—that would be deceptive—but from without, and that we should do them with a certain mental reservation. We should be aware that we need to do things, but not inwardly, to achieve at least the minimum of what we want, and that we will need to speak with people while inwardly tweaking their noses.

Emil Molt: I will do what I can to bring things into order.

A teacher asks about the lessons for the ninth grade.

Dr. Steiner: I will write it down for tomorrow, but we will get farthest if we see it as a continuation of what we have already done. I would, therefore, ask you to provide me with all the information about what you have done and achieved in German and literature.

A teacher: I went through Goethe, Schiller, and Herder, but that was all. I was able to bring into history some discussion of things like Dante’s Divine Comedy, but mostly it was Goethe, Schiller, and Herder. In grammar, we wrote essays and I attempted to work on spelling from the perspective of speech. We did nothing with grammar as such.

Dr. Steiner: Well, what you will need to do in literature is to take care of Jean Paul. In particular, you will need to look at some sections of Aesthetics, or the Schooling of Beauty with the ninth grade—particularly the ones concerning humor. You should not pay too much attention to history. That would be about a semester’s work. Afterward, you would then go on with the students to something very different. They are, after all, fourteen and fifteen years old, and you could read and discuss some of the chapters in Herman Grimm’s lectures on Goethe. That is what you need to do in literature.

In German, I would recommend that you not go too deeply into grammar in the first semester. Discuss the phonetic law, particularly Grimm’s law. In the essays, I would recommend that you handle historical themes. The students should work primarily with the material you gave them last year in history. You will certainly have adequate opportunities to discuss grammar and syntax in connection with corrections. Before you have the children write an essay, though, you should have the children from last year orally discuss the theme for the new children in the class.

Now, what did you do in history?

A teacher: We went up to the Reformation and took Luther’s biography in detail. I then worked with Buckle’s History of Civilization in England, and attempted to use it to shed some light on the present.

Dr. Steiner: I would recommend that you for the time do not go further, but go through it again with a spiritual scientific perspective. Follow that with Lecky’s History of Modern Civilization.

A teacher: I now have a combined eighth–ninth grade class in German.

Dr. Steiner: It would perhaps be best if you precede Herman Grimm with Goethe, so that you could then catch part of the class up with what you already said about Goethe, Schiller, and Herder. That would be good for both classes, and then you could leave Jean Paul for later. You could teach both classes the same history, so that we have only geography left.

A teacher: We mainly did the Ice Age, the movement of land and water and so forth. In general, we focused on the geology of that period.

Dr. Steiner: In connection with all that, I would recommend that you thoroughly examine the Alps, the northern limestone Alps, the southern limestone Alps along with the river valleys that form the boundaries, the mountain ranges—in other words, the different sections. Then something about the landscape and about the geological qualities beginning with the Lake Alps all the way through Switzerland to the Austrian Alps. In this discussion of the Alps, you could also point out that the structure of the Earth forms a kind of cross, and that these mountainous formations represent that. Then continue the Alps toward the Pyrenees and all the way through to the Carpathians, and then go on with the forested mountains right through to the Altaic range, so that you then have an east-west range that continues under the Earth and encloses the Earth like a ring. The Rocky Mountain-Andes Cordillera crosses that at a right angle, forming another ring. You can explain these two rings crossing one another so nicely as the structure of the Earth. Through that the students can get an idea that the Earth has an inner organization. You can do all this, but allow yourself enough time. You do not need to handle everything in geography at once.

Then we have mathematics. You have already taken up equations, haven’t you? How far have you come in exponents? Squaring, cubing, and more general exponents? Have you already cubed binomials and trinomials?

A teacher: There were no difficulties, but there was no reason to do the binomial law, that is, \((a + b)^2\), \((a + b)^3\), \((a + b)^4\).

Dr. Steiner: How do the students do that?

A teacher: I had them multiply them out.

Dr. Steiner: What I mean is, do your students know that \((a + b)^3 = a3\) and so forth? Can they do that? If you have not required that they learn it as a formula, then you have not begun with raising numbers to a power, and you have not had them figure the formula \(3553\) or \(3552\). I would continue in this way by having the children do the cubes for numbers using a formula. Then have them do the square roots and cube roots.

A teacher: I did not think it was important.

Dr. Steiner: In such things, it is not so important that children do things the way they will need them later, but that they practice a particular form of thinking. The form of thinking that they practice in finding the cube or square, or by taking the root of a number, has the peculiarity that it abstracts from the concrete numbers and then puts the numbers together in another way. Such work in the depths of the numerical construct is so formative for thought, that they have to do it.

Then they need more practical computations. I would certainly find it proper if you had children figure things that have a practical content, which is certainly in accord with your intentions. I would say, for instance, that if a watering can is cylindrical or conical, it contains a certain amount of water. How much water is that if the diameter of the base of one can is half that of another one?

I would then go on to approximations so that the children get an idea of that. Begin with a transit and how to find the average value in such practical things as weighing things with a balance scale. You could then continue on with examples in the exchange of money. Then, of course, we need to consider geometry. You should, of course, begin with computing volumes of bodies, and then I would advise you to begin with descriptive geometry.

A teacher describes what he did in physics.

Dr. Steiner: In physics you should try to do two things. In the first case, present acoustics and electricity, to which magnetism also belongs, so that the children can understand the telephone. In the second case, cover heat and mechanics and everything else the children need to understand a locomotive. That is enough for the ninth grade.

A teacher: Last year, we divided geography and I presented something about astronomy.

Dr. Steiner: Of course, in that connection, we should look at the Doppler Effect, that is, the movement of the stars in the line of vision. You did not discuss the movement of stars in the line of vision? You need to include everything the children need in order to understand the movement of the stars in the line of vision. You should work toward that goal.

A teacher: Then you don’t want any optics in physics? Only heat, mechanics, and electricity?

Dr. Steiner: You can add as much of optics as you need to explain the Doppler Effect. Be sure to also include acoustics.

A teacher: Are the conclusions about the movement of stars from shifts in spectral lines justified?

Dr. Steiner: Why not? It is certainly correct to conclude that if you have two spectra and find one line in one position and the same line in a different position in the other one, that has something to do with different distances. That is a proper conclusion.

A teacher: We could conclude that about the Sun.

Dr. Steiner: I would use the Doppler Effect only with double stars; I would not generalize it. You should use it only to show that the stars rotate around each other, since the general assumption is that the stars move cyclically in the direction of vision. Only go that far. Then, we have chemistry. What we already did in the eighth grade, the fundamentals of organic chemistry, what an alcohol is, what an ether is, we should continue in the ninth grade.

Anthropology: Continue with that so that the children gain a proper understanding of anthropology. That should move in concentric circles from grade to grade in such a way that you connect the remaining natural sciences with it.

Mr. Baumann, what do you think about music and singing in the ninth grade?

A teacher: I was unable to accomplish what I wanted because the students had so little previous training in music.

Dr. Steiner: Could you give the music lessons in the eurythmy hall if they do not conflict with eurythmy?

A teacher: There is hardly space for eurythmy.

Dr. Steiner: Then, we will never be able to bring the music instruction into order until we have the large hall. The musical instruction will never be what it should be until we have the large hall.

Two things are important. We should teach music as completely as possible. If we want to prepare the children, we cannot do too much with instruments since hearing poor instruments will ruin their sense of tone. That is an important point. We could certainly do well with the old style of church singing.

A teacher: I want to say something about the majors and minors and about the color of sound in pure tones.

Dr. Steiner: That is the exact material for the ninth grade, and it is certainly something we should strive for under all circumstances. We should look at some things a little theoretically and also give something for the feeling. Major and minor should become a feeling.

A teacher: In deportment class, I went into the differences between men and women. The children seemed interested in that.

Dr. Steiner: I think it would be nice if you connected that with singing and made the connection with male and female voices. Not much has been tried in this direction. It is quite certain that teaching this age child about observed differences between male and female singing voices would counteract the false sexual feelings that are so strong today. That would certainly have a good effect.

It is painful for me that you cannot move forward with the instruments. Playing instruments is something we cannot replace. Regarding private lessons, well, private lessons are private lessons. Here we must remember that, as we understand it, children should take up musical instruments in the general context of education. Private lessons do not help in that regard. It is certainly too bad we cannot do that. I fear it will be a long time before we get to it. A teacher: We have some instruments, but we need rooms, and we really need a teacher.

Dr. Steiner: We already discussed that. Is it only a question of rooms?

A teacher: We have about fifteen instruments. If we had even the chorus room, we could do things like Hayden’s “Children’s Symphony.”

Dr. Steiner: That would be good.

A question is asked about language class.

Dr. Steiner: At that age, I would emphasize recitation. You can learn much about the mastery of language through recitation. The children can gain a sense for idioms through recitation and then learn to apply that to other things. We can continue that in eurythmy and grammar.

In the shop class, I had thought we could cultivate things about art and a feeling for art indirectly. In shop, it is important to have the children do different things and always complete them. I wouldn’t have them make only useful things, but toys also, reasonable toys. I think it would be very nice if the children made little blacksmiths that make each other move alternately. The children will become dexterous. They can also make presents. I would work in that direction.

If we could also do something festive for the children, that is, have them gather moss and make Christmas crèches, so that they make the little sheep and so forth and paint it, they will learn a great deal. Of course, we shouldn’t neglect useful objects. They are particularly happy when they can make something like a ratchet noisemaker, things that are like a little practical joke.

We rattle, we rattle the twelve together.
The bells are coming from Rome.

A teacher: There is still the question of the handwork teacher. I have spoken with Miss S. She is a drawing teacher, but can also teach handwork.

Dr. Steiner: That would be just the thing if someone who was artistic took over the handwork class. We would have to be certain, though, that she is capable of it. She would fit in well.

Under certain circumstances, there is something else we should consider. She does not have one characteristic that another lady has. Miss Hauck is from here and is the daughter of the former professor Guido Hauck, who wrote an article, “Arnold Böcklin’s Realms of the Soul and Goethe’s Faust.” He also wrote “A Technical Explanation of Faust.” Hauck was one of the last. If she could decide to become a handwork teacher, we would have the advantage that she is from Schwabia, something that would be quite good. She has been teaching at a workers’ school, and for that reason I would consider not calling her here, because it would be good if she taught the people there. The workers’ schools say that people don’t need to learn frivolous things like geometry. Only things such as class struggle and preparation for the revolution should be taught. That is one thing, and the other is a recent event, namely, that the technical school has fired her. Perhaps Mr. Strakosch could give an opinion about whether it is necessary for factory mechanics to learn something about geometry. I would ask you to give your own opinion, but I think architecture and mechanical engineering would cease if technical schools no longer teach geometry. Everything would sink into barbarism. In mechanical engineering, you can’t put a peg into a hole. People can’t construct anything like that. This is all pure nonsense.

I think she would be suitable, but I fear that under our present circumstances, she might be too much. She was an assistant at the technical university for many years. We should consider these two women. For personal reasons, Miss S. would prefer not to be asked. Perhaps we could telegraph Miss Hauck tomorrow and ask if she can come.

For the seventh, eighth, and ninth grade independent religious instruction we could move into a freer form and give a theoretical explanation about such things as life before birth and after death, and all the consequences of a life before birth. We could give them examples. We could show them how to look at the major cultural connections and about the mission of the human being on Earth. You need only to look at Goethe or Jean Paul to see it. You can show everywhere that their capacities come from a life before birth.

We could then go on with a good picture that really reaches into the religious if we explained the body of the Laocoön. With the Laocoön the etheric body actually separated; thus, the physical body made such contortions. You can illustrate much through the breaking of the Laocoön’s physical body. You would need a group, but you can lift the discomfort about the dissolution of the human body into the religious.

We have decided about the Sunday services. We need to name somebody to replace Mrs. Koegel in teaching the children. I would ask for suggestions. The person needs to feel called upon to do this. Does someone want to do that? Would you like to do it with Miss Röhrle?

A teacher: A deaf and dumb girl has enrolled.

Dr. Steiner: She cannot come to the Waldorf School.

A class teacher asks about another child who has enrolled.

Dr. Steiner: What is with him? I feel bad about the boy.

A teacher: He is impossible in class.

Dr. Steiner: That may be only a passing thing. When I spoke with him, he certainly seemed as if he could improve. I am also convinced that if you do what I suggested with him, he will improve in half a year. We can certainly not hope he will improve if we completely isolate him. We can’t do that.

A teacher: Then my other children will be shortchanged.

Dr. Steiner: I think it is only temporary. It is probably connected with the fact that he just came into the school. That could certainly have an effect.

A teacher: He was terribly nervous.

Dr. Steiner: The child’s constitution is quite irregular. This is a boy who has something like—well, you can break your arm or leg on your physical body, but you cannot break your head—but this boy has a broken etheric head, and for that reason he is, of course, always nervous. That is more evident with him than with other children, but I think it is only temporary. In any event, we will have to tell the parents that they will need to be patient until we have the remedial class. Have you known him long? Was he always that way? His whole life becomes chaotic with every event. Is he taking any medication? Has he had childhood illnesses? I thought so. You said he had a mental dysfunction. You can counteract that with hypophsis cerebri. Does he have any siblings? There is a disturbance in his growth caused by something the mother had before he was born.

A teacher: She once told me she was half crazy the whole time.

Dr. Steiner: The boy came into this situation through the pregnancy. Then we will work with him and take him into the school as soon as Dr. Schubert’s remedial class begins.

Surely, you have more questions.

The question of Dr. Steiner’s position in the school organization is brought up again.

Dr. Steiner: Defining my position has only opportunistic value. It would have been good if I had been included at the time the faculty was reported to the government. It is important now only because government officials require us to be exact.

A teacher: Perhaps we could send them a complete list and put you at the top.

Dr. Steiner: That always looks strange, because they will compare it with the old lists.

A teacher: We still need to fix it, though.

Dr. Steiner: There isn’t much we can do other than to write and say we forgot it and want to revise the list. “We unfortunately forgot this last time and want to make a revision.” I don’t know of any other way around this. It certainly would look funny if we did nothing, or if we made a new list.

A question is asked regarding the opponents of anthroposophy.

Dr. Steiner: These rumors are always coming up. You see it everywhere in Switzerland. We are now trying to trace all the different variations of these despicable things with the goal of wiping away all traces of their machinations, and of their being able to say that I had done something with Anthroposophy and turned things around. These people spread teachings they say are mine and then they wipe away their tracks.

Is there anything else?

A teacher asks about the World School Association, which is to be situated in Dornach, but work in Germany. If a German section were to be founded now, then everything could be brought into order during the courses in Dornach.

Dr. Steiner: Don’t we need a World School Association before we can form a German section? Now the path toward a World School Association must begin from an international center.

We could center the World School Association in Dornach, but we do not need to begin it there. Before, we had a particular presentation that sharply emphasized that we still have only a small school, but we cannot grow since we must turn away many children. We can no longer say that, so we must now begin the World School Association differently. Of course, if we have a large number of visitors in Dornach, we could begin by creating a good attitude. I don’t think it should begin here, because we can no longer say there are a hundred children waiting at the gates of the school.

We now need to begin it differently. We could work in Dornach, but I had also thought we could begin in a more international place, The Hague, for instance. We still have reason to believe we can do something for our movement, but we would ruin everything if we founded the World School Association here. We can do all kinds of things for the Waldorf School. There is such a positive attitude here, but we may not found the Association here. At the time I had thought we could begin an energetic campaign, but I would now favor a foundation arising in London. That, however, is not yet achievable. Apart from that, I still hope that other things will move more quickly.

[Editor’s note: The remaining notes of this meeting are very erratic and uncertain, as to both the content and the speaker. Possible missing parts are indicated by an ellipsis.]

Dr. Steiner: I had thought before that I would have to do that with the World School Association. We have a number of anthroposophists in The Hague.

A teacher: I think they are all mixed up.

A teacher: You cannot depend upon H. He will never say he is an anthroposophist.

Dr. Steiner: If I were to go to The Hague, H. would certainly help. A teacher: As long as you are there!

Dr. Steiner: It doesn’t need to be more … it is enough if he can do one thing, and if he prepares the way.

A teacher: He blocks the way. He has hidden the fact that there is a Goetheanum. The students were surprised when they heard that it exists, although they were brought to Switzerland under H.’s guidance.

Dr. Steiner: That’s how people are, but you cannot move forward if you do not take people as they are.…

In addition to The Hague, Zurich and Geneva also came under discussion.

A teacher: Don’t we have to do some preparation here? We should think about the names of the individual schools. We do not see your goals.

Dr. Steiner: I do not believe it is particularly urgent to find names for the individual schools. What kind of conditions do you want to create from here?

A teacher: I am not really certain we have thought of everything.

Dr. Steiner: In the end, what is important is that you master the situation at the proper moment, and that is today. I already mentioned that. If we could provide our movement with such basic principles, we would get somewhere. We need to comprehend the world situation.

We must use things as they come. You see, for example, we started the publishing company here, but it has done little until now. However, two books appeared, Dr. Stein and the one by Polzer. These were only beginning works, but in large editions. We sold both books in only a few weeks. Someone said today that the book against Traub also sold out. People are just sleepy there. The movement would move forward if people would just move with the stream. As such, the stream is already there, but no one is swimming in it. We can certainly say that the current is there, but no one is swimming in it. You can see that from the fact that my public lectures are always well attended. It is certainly true that movement is there, but no one thinks about the fact that there is such movement.

In reality—the things I have to say are confidential, but I need to make a remark—the leadership of The Coming Day does not realize there is a threefold movement. That is not something that we need to advertise. We need only to know that a sleepiness exists. Many things begin and then stop. If I am to give everyone an individual task, then I can say only that everything can happen. Then our meetings should definitely not last until three in the morning. You will find the least amount of support in Berlin. There is no interest there. But even in Berlin, we could accomplish something if I could be there for a week. I cannot do it in three days. In Berlin, people don’t see beyond the walls of their own city.

A teacher: When could we do something in The Hague?

Dr. Steiner: When I see there is some interest, we can begin to think about doing something in that connection in Dornach. A teacher: Then we will have to decide how we can generate some interest.

Dr. Steiner: Yes, you see we have to learn how to generate interest in a more noble sense. If you look at the Haaß-Berkow Group with all their noise, you can see they certainly have a knack for creating interest. It must be possible, for example, when people come from outside, to have other titles for our presentations. It is important that we create interest, but we do not need to do it in a negative way. It is important to generate interest rather than simply discuss how. When so many people gather in one place, there is much we can do from person to person.

For the purposes of founding the World School Association, it is important to generate the proper interest. Suppose you can get fifty people to believe we should found such a World School Association. If the people from Dornach then travel and work in the proper way, that would mean that three weeks later, five hundred, and six weeks later, five thousand, would believe we should found a World School Association. You need to have the guts to create such an opinion in a number of people.

A teacher: Could the Waldorf teachers work in that way following the lectures?

Dr. Steiner: Of course, you can do that, but creating the opinion would have to move in parallel. Why is it that an esprit de corps, in the best sense of the word, never arises in something like the Anthroposophical Society?

Several teachers attempt to answer that question.

Dr. Steiner: As long as we were simply the Anthroposophical Society, all that was not important. We did not need money. Now, we have the misfortune that we do need it. It is not that we are greedy, but somehow we must support the movement. We can accomplish that only by generating interest. Now, this is very painful for me, many people who should be doing something have a certain kind of inner opposition. They do not do what I think is right, but something else. They have considerable resistance. That is common in our time, as though we could work out of the spirit and need no money. If you need money, you have to do something. It does not have to be unidealistic, but you must do something. I believe there is much more opposition than you might suppose, an inner opposition. Thus, there is a resistance. There is a sleepiness, a formation of cliques. It would be good if we could develop an esprit de corps.

We cannot form a section of something that does not yet exist.

A teacher: Well, the impetus must arise somewhere.

Dr. Steiner: It must come from a more extended group.

A teacher: Perhaps we could approach the representatives of the local school movements and warm them to the idea of the World School Association. For example, Principal B. in Br.

Dr. Steiner: It is not our concern to publicize the name of the World School Association, but to put such an organization into the world. B. is interested enough. The moment we have the World School Association, he will join and be active. For B. in Br., that means nothing more than another opportunity for more freeloading. It is unimportant whether you go around and gather money as the Waldorf faculty or as the World School Association. That is only a new name for the same thing. We need to create a real organization, an organization in itself.

A teacher: We need to make use of the time of the Dornach course.

Dr. Steiner: We will have to get those people to carry the thoughts of political agitation. We cannot get much from them directly, they are just poor wretches who would rather receive something. We certainly have such people. What is important is that these people carry the thoughts and spread them. We will have to keep those agitators warm. If we inaugurate something in The Hague—it does not need to be an association, we only need to begin political agitation—if we can begin to do that in The Hague, we should not forget that there is also a strong interest in doing something to help Central Europe. People already want that. If we can find the right tone, something will happen. We will need to try to articulate the feelings that exist so they go in the right direction. The perspective already exists, and that is something we could achieve. We could soon achieve something if the souls would awaken. You are already awake enough. It would be good if you could send forth something clever from Dornach with the same strength.

It would be better if the beggars and hoboes did not form the association as something to combat poverty, but that people who have something in their pockets do it.

There is some discussion concerning the course to be held in Stuttgart in the coming winter, and there are reports about what the teachers intend to present.

Dr. Steiner: There has been much talk, but we must do something. My only desire is that you do not offer college level lectures that then fall flat. That would be terrible. I would say something about Anthroposophy and philosophy.

A teacher: We had considered giving lectures each semester.

Dr. Steiner: We could group the subjects differently. I wouldn’t do it in the old way. I would group them more objectively. Mr. von Baravalle, you can certainly take care of Einstein’s theories and quantum theory.

A teacher: I think we can present it more easily to the students. The people here will certainly understand it.

Dr. Steiner: I think the ideas of projective geometry are very promising. I agree with what you have presented as a program. The people will certainly have a very different kind of picture when, aside from being able to determine an ellipse from an equation, they can comprehend the creation of an ellipse from a bundle of rays. That is quite a lot.

Perhaps it would be interesting to first give, for example, the basic concepts of analytical geometry and then those of projective geometry. You could then handle conical sections analytically and projectively. Now, there is usually a course for analytical geometry and then one for projective. It would be very interesting to teach the whole theory of conical sections analytically and projectively.

I think we need to close for today. I would certainly advise you to consider the courses in Dornach. Bring your plans with you. In Dornach, our direction is more toward people, but students want to have it more toward subjects. We could certainly specialize things. Dr. Schubert, there is certainly not much research about the soul of language.

I hope that our working together will develop more in the way I mentioned at the beginning today.

Dear Friends,Yesterday I began to speak about the path that has been sought to arrive at a baptismal ritual, and I introduced it by pointing out that in these rituals there must be a real connection between an insight into the supersensible worlds and what takes place here in the ceremony. We have perhaps seen from this that if we are to speak of a real ceremony, we have to relate to the world somewhat differently than we do today. You will perhaps understand me even better if I say the following.

Today, people strive in the outer world for knowledge of natural laws. They consider this knowledge to be something that they set as a goal and believe that it must be achieved unconditionally as a kind of last resort. Now, when anthroposophical spiritual science is more widely recognized, it will be something very surprising when people find that the natural laws they talk about today only apply — (it is drawn on the board) if this is the earth — a certain distance beyond the earth, but not beyond that. For example, at a certain height, the chemist would try in vain to carry out his laboratory experiments in the usual way, not only because what he imagines analogous to the laws of the earth does not prevail there, but because completely different laws prevail there. While, for example, a theory such as Einstein's theory of relativity, which he invented and which impresses the world, can be called an ingenious theory within the context of earthly existence, beyond earthly existence it is – forgive the trivial expression – simply nonsense, real rolled-out nonsense. And one can certainly not expect someone who has insight into the supersensible world to accept the visualizations that Einstein undertakes, not even if he only executes them as thoughts. I am merely drawing your attention to Einstein's comparison of the clocks, where he says that if a clock were to fly away at the speed of light and then return, it would — as he imagines — be on the same hand position as before. That is complete nonsense. Anyone who thinks realistically knows that such an image cannot be realized. He should just imagine, in line with the higher world, how this clock returns, which he lets walk out at the speed of light. Einstein also imagines that if a person were to move at the speed of light, he would gradually become as thin as a sheet of paper because the movement would also cause deformation. Ingenious thought up, but it is absolute nonsense, because the human organization is not something with which one can mathematize, but something with which one must reckon as a being, and which, by its own nature, precludes one from simply letting it become as thin as a sheet of paper. These are all very unrealistic ideas, and so are the rest; but, as I admit, for the earthly being they are extraordinarily ingenious ideas.

Now, the one who acts sacramentally must come to ideas that are quite different from those that one can have merely within earthly existence. On the one hand, St. Paul's saying must be taken quite seriously: “Not I, but the Christ in me.” It must be taken so seriously that it is connected with the other saying: “All power is given unto me, not only in the kingdoms of the earth, but also in the kingdoms of heaven.” That is, the actions that are carried out must be able to be imagined in the sense of eternal becoming, not just of earthly becoming. Now, for example, all the manipulations we carry out today with our several seventy elements of chemistry have no significance at all; other ideas that we have to form are of great importance. Without these ideas, one cannot achieve real imaginative knowledge at all, and it can be said that when imaginative knowledge becomes real, one gets such ideas as are needed for sacramentalism.

Now I will describe to you – as I said, all these things are of course in the process of becoming – how the baptismal act can be performed after I have tried to draw your attention to the fact that one must have a different relationship to the substances of the world than the current zeitgeist.

Now, for the baptismal act, one has to prepare three small vessels, which should actually have the following shape when seen from the side (it is drawn on the blackboard), so that they can be arranged on a small table. In these three vessels one has some water, salt and ash. Imagination suggests that one should actually use pure wood ash. The little table on which these vessels stand — I will have to talk about these things later — is best covered with a blue carpet or something similar. The three vessels then stand on a red doily and are arranged as I have drawn here. And now one prepares the thing so that one has water in this vessel here (see plate), salt in this vessel here, ash in this vessel here. I have been able to bring it out so far.

Now, in order to understand this, we must be clear about what real ideas must be associated with salt, water and ash if we are to relate to them through imagination. In the imagination, the idea of restoration connects with the water, the restoration of something or other that has lost its essential being in some ongoing process, whereby the water can thus reveal its mediating presence in the world process. This water is to be taken pure; distilled water is best used. The water dissolves the salt. In every salt process, that is, whenever salt settles somewhere – and we can certainly use the general term salt here for everything that settles in this way – so whenever salt settles, it means that the salt also releases a spiritual-ethereal content into the environment. So the salt that is dissolved in the liquid, in the water, that is, as one knows through the imagination, holds wisdom. The dissolved salt holds wisdom. As the salt coagulates, as the salt settles, the real wisdom evaporates into the environment and the salt becomes empty of wisdom. You have to think of all this as being more connected with the process than with the substance, because it is a process that takes place in the most eminent sense in one's own human organism; and when you think, when you develop thoughts, you are only filled with thoughts by the fact that salt is deposited in you. The denser the development of thoughts, the more salt is deposited.

A tremendous light falls from this truth on the whole physiology of the human body. It may well be that you do not subjectively participate with consciousness in this development of wisdom that is taking place. If, for example, you develop salt in a dream, even in a dull dream that is already perceived by the human consciousness as sleep, then this salt deposit definitely means fulfillment with wisdom, and at this level of knowledge, wisdom can be said to be everything that is the spiritual correlate of the growth phenomena. So when you look at the plant cover of the earth and let the growth of the plants take effect on you, from the point of view of the being of the earth it means a continuous salting or salinization process in the plant and an outpouring of wisdom. While the physical eye perceives the process of growth, the spiritual eye should see in this growth a process whereby the spiritual, as it were, is released, whereas it was formerly bound in the salt.

“You are the salt of the earth.” Such things are already to be found in religious documents, and I would ask you to pay close attention to the fact that any merely abstract explanation of “You are the salt of the earth” does not capture the meaning; originally, it was meant to be quite specific.

So it is a matter of understanding this salting process and now knowing that in the moment when one has salt and dissolves it again, the water substance is permeated by regenerative forces.

On the other hand, consider that which has now become pure ash; it has not emerged from a coagulation process, not from a deposition process, but it has emerged from the fire process; it is the opposite process. What comes from the material side as the material field of activity for the spiritual is also the result of the fire process.

You will understand this best if you imagine that you have some water, add salt on one side and ash on the other. What happens is a process from the extraterrestrial world, whereas our chemical processes only relate to the earthly world. If I add some salt on one side and some ash on the other, I create growth force, that is, active spirit. Through the ash that I let flow in, I add that which must always combine with the dissolution of the salt; this must always combine to give the spirit the possibility of being material.

Now, of course, the whole thing must not be carried out without the human being really making the whole cosmos consciously present within himself. Therefore, the baptismal act begins with a kind of monologue, after the child has first been brought in with the godparents.

Now one must be clear about what takes place in baptism. I have already said that anthroposophical activity can only be one that works and shapes out of the reality of the present. Therefore, when it comes to the act of baptism, we cannot today enter into a dialectical discussion about whether the act of baptism should be performed at the beginning of earthly life or whether it should perhaps only be performed in the course of life when one is conscious. Today we are dealing with the fact that we simply have to place ourselves in what is, and that is that the act of baptism is performed at the beginning of earthly life. Now it is important to always know that when one places oneself in the cosmic process in this way, one is actually not that chaotic whole that one is usually aware of, but rather one stands as the threefold being. This threefold nature is such that the actual thinking tends towards an understanding of what the Spirit, the Holy Spirit, is, that the feeling tends towards an understanding of what the Son, the Christ, is, and that the all-willing tends towards an understanding of the Father. One must always feel connected, knowing oneself as a thinking, feeling and willing being through the triad of the soul with the Spirit, with the Son, with the Father. If one pronounces this in the sequence as I have now pronounced it, one is aware that one is pursuing one of the world currents, the current that goes from heaven to earth. If one pronounces it as it was originally pronounced: the Father, the Son, the Holy Spirit, then one places oneself in the world current that goes from the earth upwards.

So first a monologue is spoken:

To you world spirits
My will
My feeling and my thinking,
Through the power of the
All-pervading Water
Through the might of the
All-sustaining Salt
Through the weight of the
All-renewing Ashes
That I may lead
This soul into the community of Christ Jesus.

From this monologue, you can see the meaning that the act of baptism must have when it is performed at the beginning of life on earth, when it is thus aligned with present-day consciousness. The act of baptism must then signify that the person being baptized is accepted into the Christian community and considered a member of the Christian community. It is, so to speak, the vow that the Christian community, which baptizes the child, accepts him and, insofar as this can happen in the sense of Christian development, watches over his Christian development. So that, my dear friends, is what we have to bear in mind when we perform a baptism today. This is its meaning.

After this monologue has been spoken, the officiant of the baptismal ceremony turns to those present who have the child that was brought in before the aforementioned prayer. The officiant now speaks to those present:

Dear baptismal community:

This soul, which has been sent down
from the spiritual community into the earthly community
We are to receive it
and carry it into the
community of Christ Jesus.
It originates in the body
from divine cosmic power
It originates in the soul
from divine words of activity
It shall live in the spiritual sphere
From divine spiritual goal.

Now you also have all this in the baptismal act, in that one first points out what this soul is to the body, to the soul, and how life on earth is to take on a meaning that is given by the last lines:

It shall live the spiritual sphere
From divine spiritual goal.

To this one has just to contribute, about that one has, that one vows to watch.

Now the one who performs the baptismal act will extend his hand to the two godparents standing on his left and right and then speak:

As the guardians

— that is, the godparents —

order from the heart's sacrificial strength

— now the names of the godparents are mentioned. And then one speaks to the godparents:

That you lead this soul into the
community of Christ Jesus
This should tell you in this moment of celebration:
The power of sacrifice of your heart.

You see, the ceremony must be guided entirely by personal considerations. Now the leader of the baptismal ceremony steps in front of the child. He speaks:

Looking up to the spiritual world's powers of light
Feeling myself with the power of the Christian community I call you

— now the name of the person being baptized is pronounced first. Then the index and middle fingers are moistened with the water and spoken:

This is not common water
It is the Spirit's all-pervasive power
I baptize you (say the name of the person being baptized)
with the water of all-pervasive world-birthing

Now the A sign is made on the forehead of the person being baptized with the water. Now dip both fingers into the water again, then into the salt and say:

Let this not be common salt
Let it be the soul's all-preserving power
I baptize you (say the name of the person being baptized)
with the salt of all-preserving world powers.

This sign is made — these are still preparatory signs — on the chin of the person being baptized. Then wet the two fingers with water again, reach into the ashes and speak:

Let this not be common ashes
Let it be the goal that renews man
I baptize you (name of the child)
with the ashes of the goals of the world that renew.

And now the sign of the cross is made on the chest of the person being baptized. We will have more to say about these signs. Then one speaks to the child:

So live in the community of Christ Jesus (name of the person being baptized)
Through the power of water
Through the power of salt
Through the ash, power of renewal
In the Father's cosmic substance (the sign of the cross is made over the child).
In the stream of the Christ's word (the sign of the cross is made again).
In the splendor of the Spirit's light (the sign of the cross is made again).

The officiant of the baptismal ceremony now speaks to the community:

I have before and with
your thinking spirits
before and with
your feeling souls
before and with
your human will
this (or these) (name(s) of the person to be baptized)
guided from
spirit-light-worlds
into the community of Christ Jesus
. Guide this soul so that it
may grow in the community of Christ.
Amen.

The baptismal act is at an end. Now the Lord's Prayer can be prayed at the conclusion with the understanding of which we spoke. Then the baptismal act as such, as I can perform it in the present, would be at an end.

You see, when one seriously considers reintroducing ritual and symbolism, what is really at issue is, if I may say so, a fully human – is a word — a whole-human understanding of the world (the word “whole-human” is written on the board), an understanding that lives not only in thinking but also in feeling and willing. Otherwise, what we do in this way remains either a mere sign, which is also abstract, or it is performed as a mere magical act, which also does not really reach the human being. Something must live in the ceremonial act, where man grows together with the originality in the spirit. We must, so to speak, in the moments when we perform ceremonial acts, try to really experience the spirit within the material work in its immediate presence. It is, of course, always there, but it is not experienced when it is merely looked at with the eyes and done with the ordinary human will. But such ceremonial acts are those where it is done out of the spirit, and where the volition itself is sustained in the spirit, where therefore something actually happens that goes beyond earthly activity, and which basically, when it happens, gives meaning to our entire earthly existence, that we may divide our time into ordinary weekday moments and into holiday moments.

In such moments, when we perform things that are a living testimony to the fact that in an earth where man is supposed to be present, through man the divine is also truly present, there is something that must first be felt in the modern consciousness of time. For modern time consciousness tends towards two aberrations: First, the error that I have already characterized from a certain point of view, which we have in today's knowledge, that only recognizes that knowledge that wants to penetrate external nature in an external abstract way. That is the one error. The other error is when we mystically immerse ourselves only in our inner being and only deal with ourselves.

This is at the same time the spiritual battle that Luther fought, on the one hand sensing the devil in that natural scientific aberration, which he felt was approaching, and on the other hand sensing the great, the immense danger that arises when man merely loses himself in his inner being and egoistically cuts himself off from the world. This egotistical shutting out of the world is to be avoided, on the one hand, by not carrying out spiritual acts within oneself alone, but in such a way that one has contact with the outer world; and, on the other hand, overcome what is merely abstract and unmanageable, by not merely doing things that have such an abstract and unmanageable character, but doing things that are done out of the spirit itself.

Only when we again come to a proper concept of sacramentalism will we have overcome, on the one hand, the dangers of science and, on the other, the dangers of mysticism. Luther fought against the enemies of man, of whom he had an inward fear and who could approach him, on the one hand, as the emerging natural science and, on the other, as its necessary correlate, abstract mysticism within man, which is at the same time an egoistic mysticism. Anthroposophy must overcome both obstacles. It does this by not shying away from completely immersing itself in science, that is, by going through what is experienced in natural research and knowledge, so that the human being, so to speak, plunges into this abyss, in which, if he remains in it, he would absolutely lose himself. And on the other hand, anthroposophy does not shy away from the mystical abyss, which one must also get to know; one must really be able to experience mysticism, but one must also be able to overcome it. One will not have to fall into this abyss, into the abyss of egoism. Man can lose himself in egoism just as he can lose himself in nullity on the other side.

To stop at natural science means to be tempted by all the luciferic powers as a human being, even if one also wants to come to a spiritual one. To stop at mysticism means to be tempted by all the ahrimanic powers as a human being. One simply has to know this. It must be clearly understood that it is through the power of Christ that we can overcome natural science and mysticism. We must not be afraid to experience these two things, for these enemies of humanity are only dangerous when they rule in us unconsciously. They lose their power over man only when he consciously elevates them to full consciousness. I would particularly like to place this sentence in your hearts, my dear friends: that for our time consciousness, the only thing that can apply is what I tried to present scenically at the end of the final scene of my first mystery drama, “The Portal of Initiation”, that only by emerging into consciousness can the real enemies of humanity be overcome. So, in answer to Luther's soul-struggle, Anthroposophy simply says that one has to oppose the Luciferic power, one has to oppose the Ahrimanic power, and one has to overcome them both through the power of Christ; one has not to retreat from them, but one has to overcome them. One simply has to learn what it means when, on the one hand, the luciferic power says: you, follow me out into the vastness, where you, with your abstract knowledge, measure nature in all its vastness — then one has to have the answer: “I can do that, I can measure the vastness of nature in all its infinities with my intellect, but when I measure these infinities with my intellect, I have to leave love at the threshold. Love must then be left behind at the threshold. But if I leave love behind at the threshold, then the power of Christ does not remain with me in the expanses, but the luciferic forces of the world draw near to me in the expanses. And on the other hand, when I descend into my own inner being, I must know that the Ahrimanic power lurks at the threshold. I must know that when I descend into this interior, at the threshold the Ahrimanic forces present me with the illusion that everything I can strive for spiritually lies in my ego. And I must know how to say: If, in descending into this inner being, I do not have the strength to overcome egoism, if I develop an egoistic mysticism, then I can never find in its true form, in the form of Christ, that which prevails in myself.

The human being must find these two strengths, otherwise he is either tempted, through what has been brought forth by modern civilization, to dissolve as a soul in an infinite cosmic unconsciousness in space, or to contract into himself in an intense egoism and lose the I in his inner being. [Man must find both these strengths so that] his ego does not float through the cosmos like a hermit, but is connected with the power of Christ.

All these, my dear friends, are sentiments that must permeate us if the ceremony is to have meaning, and we will be able to find this meaning for the ceremony more and more truly ourselves if we know how to enter into what surrounds us in a deeper way. We must learn to combine the gospel, the teaching, the message with the ceremony. But to do that, we must first come to an understanding of the gospels; we must first learn to read them.

You see, it is not so easy to read the Testament at all. The strangest conflicts arise when something like this is not understood in the right light. Because it touches on a question that was asked during our meeting here, I would like to point to a certain experience that I once had with regard to the content of this question.

Someone had heard — someone who actually had the good will, the good eye to understand what comes from anthroposophical spiritual science —, he had heard or even read in a cycle that I said that both the Old and the New Testament should actually be taken quite literally. So basically, literal readings are not really wrong. He paid little attention to the fact that preparation is needed to understand the words [of the Old and New Testaments] in order to be able to read them, and so he simply said from his abstraction: “But man will go astray if you simply tell today's man that the Gospels are to be understood literally, and then modern man – and he identified himself with a modern man – reads in the Bible: ”And it And it came to pass, that they fled from before the people of Israel, and were at the descent of Beth-horon, and the Lord rained upon them great stones from heaven, even unto Azekah, and they died; and there were those that died by the hailstones, and they were more in number than those that fell by the sword of the children of Israel, the people of Joshua. And Joshua spoke to the Lord of Hosts at the time when the Lord delivered up the Amorites before the eyes of the children of Israel, and he spoke as he did so that Israel's eyes might see: Sun at Gibeon, stand still, and Moon in the valley of Ajalon! And the sun stood still at Gibeon, and the moon in the valley of Ajalon, until the people had avenged themselves of their enemies.” — And now comes the most important sentence -: ”Is this not written in the book of those who see God? And the sun stood still in the midst of heaven at Gibeon, and hasted not to go down about a whole day. Never before has there been such a day for the people of the earth, when the Lord of Hosts allowed such a thing to happen at the voice of a single man; but that became the sign that the Lord was there with the people of Israel."

This passage must be read first. You will see how a true reading of the passage actually opens up the possibility of understanding the matter. Now this person said to me: If I read that, then of course it can only be meant symbolically; and I am disappointed in you, because it seems to me that you make judgments that are impossible to record in detail, as if you wanted to save the Bible by saying something like: the Bible must be taken literally. —

In this context, I have to say that it is of course not possible for me to give you a full explanation of this passage now. It requires a little more, a lot more preparation. But, as I said, we want to come back to this passage in the next few days because a question along these lines has been raised. But what I want to say now is that it is necessary to be able to read the Gospels. Now it is not possible to read the Gospels correctly without placing them in the context in which they were spoken. Today, my dear friends, much of what is written in the Gospels is simply taken in such a way that sentences are omitted that are important in the very least sense for understanding. For example, if something like this is written somewhere in the Gospels: And when the sun had set, Christ Jesus healed the sick here and there - today this is naturally understood as if a modern person were to say: When the sun had set, he said this or that. But nothing is unnecessary in the Gospels. If it were unnecessary, “when the sun had set,” then it would not be there. And it means that everything that is now being told is being accomplished by Christ Jesus after the sun has set; that means that if the sun were still there, it would be an obstacle to what is to be accomplished. — So the understanding of the Gospels must be drawn from what went into the writing of the Gospels. But first of all it is necessary to be clear about one thing, which I now want to discuss from a certain point of view.

We have received three religious festivals for the year from the most diverse Christian confessions; and before I want to continue saying anything else about rituals and ceremonies, I would like to talk about the festivals, because otherwise we will not be able to understand each other.

First of all, we have Christmas, we have Easter, and we have Pentecost. Christmas has been transferred from an old consciousness to the time when the sun draws its strength most powerfully from the earth, when the earth, with all its activity, and thus also with what it can be for man, is most dependent on itself. At Christmas time, we are dealing with the earth that is abandoned to itself, and in the face of this, human beings must remember to awaken in their souls that which can come to them from the earth that is abandoned to itself. Thus we have fixed the Christmas festival quite according to earthly conditions. Even in its fixing lies the fact that the human being who experiences the Christmas season in the right way, I would like to say, feels connected in warm fervor with that which the earth can give out of its own strength.

My dear friends, if you have lived in the countryside, you will have experienced how, in the fall, farmers dig large pits to a certain depth in the ground; they put their potatoes in them, and then they cover them up. These potatoes are kept in the right way by the warmth stored in the depths of the earth, so that they do not freeze. Why don't they freeze? Because the earth physically stores the warmth of the summer sun in its womb during the winter season. And if we were to observe everything that the earth stores from the summer season, not only in terms of warmth, but also in terms of light, mineral chemistry and life, then, my dear friends, we would be connected to the earth differently in our consciousness. Then, especially in the depths of winter, at the winter solstice, one would have to say to the earth: In you, everything that draws towards the earth in summer is revealed to me, in the warmth of the worlds, in the light of the worlds, in all that lives in the vastness of the world in terms of measure, number and weight, in all that lives in the vastness of the world in terms of life force. All of this is present in earthly existence during the winter season, and most strongly during the winter solstice. It is the inner substantiality of the earth to which we appeal when we set the Christmas festival in the season in which the sun most strongly withdraws its power from the earth. In a sense, we turn completely to the center of the earth by setting the Christmas season; in a sense, we are alone with the earth and its substantial existence; we are expelled from our heavenly context, but we see that we have given from this loneliness of the earth into the earth itself when we set the Christmas season on the calendar.

We then live our way out of this Christmas season, approaching Easter through various intermediate stages, which we will also discuss. And so, out of an ancient awareness that Easter was not determined according to earthly conditions, man is meant to turn outwards into the cosmos at Easter time. Man does not set the Easter season according to the substantial transformations of the earth; man sets it according to heavenly relationships, according to the relationships that exist between solar and lunar processes. Easter is on the first Sunday after the spring full moon. Why is Easter on the first Sunday after the spring full moon? For the reason that on Sunday we delve into that which is eternal, but because we want to celebrate this eternal in the sense of connecting our consciousness with the realm of the heavens, which is accessible from the outside. When the full moon appears, it radiates the light of the sun back to us with its full power. We thereby attune ourselves, not only to the mechanical movements of the outer universe, but we attune ourselves to the intensity of the universe. We attune ourselves to the light, but it is not the usual moonlight that reflects back to us, it is the moonlight that appears to us when the sun begins to send its power down to the earth ever stronger and stronger. There we are on earth, there we are not abandoned to the heavens and have to turn to earth, there we are as men so arranged in the cosmos that the light of the world stops in us, which does not go to the interior of the earth, which now stops in us men, and we turn to that what stops there, what is reflected back into us men. What is reflected back at the first full moon of spring is exactly the same power that is reflected back from the full moon itself at this time; it is the power of the sun that is held back. We set the date of Easter according to our connection with heaven. In a certain sense, we relate to earth and heaven in a different way at Easter than at Christmas, and it is a significant, profound immersion in the course of time when one becomes aware of what it means to set Christmas as an earthly festival and to set Easter as a heavenly festival.

Now, my dear friends, we do not yet penetrate this with spiritual consciousness, but we move within what lies within the Christmas and Easter seasons, basically at first in the sensual manifestation of the eternal world activity. For us human beings, we participate in this sensual world activity through warmth on the one hand and through light on the other; we do not go further. We come, by remaining in the sensual, to the point that is announced [in the Bible] with the words: You, the Lord of Hosts, Lord of the hosts localized in the stars, Lord of the stars, You have ordered everything according to measure, number and weight. - We can inwardly experience warmth, we can outwardly experience warmth, that is, warmth can be given to us in sensual observation. We can inwardly experience light, we can outwardly experience light, that is to say, light can be given to us in sensory perception. But that which we experience as measure, number and weight, that is missing, so that we are not aware that we know absolutely nothing about our own center of gravity, although we use it when walking and standing, that we know nothing about our equilibrium, although we live through it constantly, that we know nothing about our weight. We are so physically arranged that we know nothing of our weight, and we could not live on earth if we knew our weight, because we could only know of our weight through our brain making this weight conscious in us. If the brain, with its entire weight – that is about 1300 grams – were to rest on the blood vessels that are located under the brain in our head, my dear friends, these blood vessels would be crushed every moment. We do not live with the absolute weight of the brain, we live within this weight in such a way that the brain fluid constantly penetrates up and down through the arachnoid space and the spinal canal, and the brain floats in the brain fluid. You know that according to Archimedes' law, every floating body loses as much of its weight as the weight of the displaced water. Our brain displaces so much water that it weighs about 1200 to 1300 grams; but that is almost as much as the brain weight less 20 grams, so that the brain presses only with 20 grams instead of with 1300 grams on its base. But that is what we experience. In this upward striving, we experience ourselves.

This is something that can initially only be observed from the outside, something that is not fully appreciated by human beings in its inner significance. We do not experience what the ordering of the world is in terms of the divine principle, the order of measure, number and weight; but we have to change our inner being by experiencing the time [from Christmas to Easter] and to live spiritually into what changes outwardly in a sensory way. We must add to this an understanding of that which can only be experienced inwardly, an understanding of that which can only be present in our consciousness if we experience it inwardly. We must proceed to make arrangements that are now based neither on earthly observations nor on heavenly observations; we must proceed in such a way that we then only say: Whitsun falls so many days after Easter. So many days, that is, we no longer rely on anything that can be observed externally; we only set [the Pentecost] according to an internal process and thus step out of the sensual by developing from Easter to Pentecost.

Take what I have suggested in the abstract, my dear friends, as a fully human understanding – as I said, “fully human” written as one word: ganzmenschlich —, take this as a fully human understanding, for then it does not just take hold of thinking, but also of feeling and willing, and the powers of understanding are absorbed in feeling and willing. If you imbibe what I have said inwardly in relation to thinking alone, you will indeed have something, but it will be something through which the fruit of Christ will only sprout thirtyfold in the soul. If it penetrates to your feeling, you will have something through which the fruit of Christ will bear fruit sixtyfold in you. But if you permeate thinking, feeling and willing, then the Christ-fruit will bear a hundredfold fruit in you. Take this in with the whole human understanding, not with two-thirds thinking and feeling, not with one-third mere thinking, but take it in with the whole human understanding, then you will find the mood that must live in the Christian by living from Christmas to Pentecost. He then lives the year with, he lives it in a concrete way, and he is ready to live into the Johanni mood, which he can only experience if he does not become intoxicated by the ever stronger and stronger growing sun. If he becomes intoxicated, that is, if he does not live towards the summer solstice in such a way that he lives through it with all his powers, then he undergoes a certain world fainting; he fades, so to speak, powerlessly in the summer warmth and sunlight. But if he holds together through what he has developed from Easter to Pentecost, he remains aware of what has been placed in his soul by divine world powers, and he experiences what is there at the summer solstice, at the time of St. John, with the full power of his inner being, insofar as this full power of his inner being is meant to be there.

And then he can go on living, in that what he has, as it were, transplanted into himself as a human being, can mature more and more within him, so that his inner being ripens towards the Christmas season to such an extent that he is strong enough to draw from the earth what the earth itself can give him.

In this way, an understanding of the year is awakened in our soul. And it is out of such an understanding that the Gospels are written, and it is out of such an understanding that we must know how to distribute their content throughout the year. If we thus include the Gospels as messages in our religious services, they must be included in such a way that they are included out of our inner understanding. And if we want to advance to that which enables us to really place ourselves in all acts of consecration, then we must find the breviary. But we can never find this breviary if we do not know how to attach ourselves to that which can be achieved in such an understanding of the year, in a cosmic, whole-human understanding. Therefore, I will have to give you the principle of the secret of building up a breviary. This consists in the fact that we first have a prayer for each day, a prayer that is inwardly meditative in character, but which has something cognitive for each day of the week, that we are able to direct this prayer in four parts through the month to the east, west, south and north, and that we are able to carry it through the twelve months of the year, so that a real annual cycle emerges from it. A breviary must therefore be constructed in such a way that inner experiences are rhythmically repeated through the breviary, which will be structured like the seven days of the week, the four weeks of the month and the twelve months of the year. We will see how a breviary should be structured, beginning with that which is connected to the course of the year through the twelve, that which relates to space through the four, and that which relates to the day through its essential content. The content of the day will be the content, the guiding force will be that which relates to the weeks, and the mood will be that which relates to the twelve months of the year. No breviary has ever been different, and if you, my dear friends, have the will to move on to such things, then you must also be prepared to acquire an understanding of these things.

I had to assume that this would follow from the baptismal ritual before we move on to further discussions of rituals.

On the meaning and spiritual origin of the cult of knowledge

It is quite impossible to make real progress in penetrating into higher worlds without going through the stage of imaginative knowledge.¹

The motif of the temple in Goethe and in Rudolf Steiner is to be a vessel for supersensible worship, which Goethe has performed by the three kings and which Rudolf Steiner has performed at the three altars.²

One important reason for working with cultic symbolism at all lies in the original knowledge that events in the higher world immediately adjacent to the physical world - the astral or imaginative world - express themselves in symbolic images that correspond to astral facts just as what is seen in the physical world corresponds to physical facts. In this sense, symbolic-cultic work can be seen as a practical tool for becoming familiar with the astral world. Rudolf Steiner once emphasized that the higher worlds cannot be penetrated in any other way than through symbolic representations. Literally it says: “In the various occult currents of the present time, the opinion prevails that there are other ways of ascending into the higher worlds than by using imaginative and symbolic images. And for people of the present time, ascending to the astral world with the help of symbolic signs or other occult means of education is associated with a certain fear, even aversion. If one raises the question: Are such states of fear justified? - one can say: Yes and No. - In a certain respect they are justified, in another respect they are completely out of place, because no one can really come up into the higher worlds without passing through the astral world.” (Cologne, December 29, 1907).

Regarding the statement about the spiritual origin of the cult of knowledge in the letter of August 15, 1906 (p. 68): “This ritual cannot be any different than the reflection of what is the fact of the higher planes,” there is an important addition in lectures from 1924, in which this fact of the higher planes is described as follows: “At the end of the eighteenth and the beginning of the nineteenth century, hovering very close by, of course, I mean in terms of quality, to the physical-sensuous world, there is a supersensible event which presents supersensible acts of worship, powerful developments of images of spiritual life...” These illuminated Goethe's spirit in miniature images and were shaped by him into his ” Fairytale of the Green Snake and the Beautiful Lily (Dornach, September 16, 1924). One of the central motifs of this fairy-tale is the temple with the three kings, the representatives of wisdom, beauty, power or strength; also characterized by Rudolf Steiner as representatives of initiation: the golden king for the imagination, the silver king for the cognitive faculty of objective feeling, the brazen king for the cognitive faculty of the will (Berlin, October 24, 1908). The three altars with their servants are in line with this, both in the cult of knowledge and in the temple scenes of the mystery dramas. And if the letter of August 15, 1906, goes on to say that the ritual recognized by occultism for 2300 years ³ was prepared by the masters of the “Rosicrucians” according to European standards, the connection with supersensible cult appears in the following words: “The Rosicrucians said: Shape the world so that it contains wisdom, beauty and strength, then wisdom, beauty and strength are reflected in us. If you have devoted your time to this, you yourself will emerge from this earth with the reflection of wisdom, beauty and strength. Wisdom is the reflection of the manas; beauty, devotion, kindness is the reflection of the budhi; strength is the reflection of the atma. ... Man advances on earth, not by idle contemplation, but by assimilating wisdom, beauty and strength from the earth.

Goethe's riddle-tale, as it has often been called, was written at the end of the 18th century (1795). A century later, in 1899, as the so-called Kali Yuga, the spiritually dark age, came to an end and a spiritually bright age was to begin again, Rudolf Steiner grasped the far-reaching decision to bring the esoteric that lived in him to public display, in the sense of the decisive word for the whole event in Goethe's fairy tale, “It is time!” And true to the esoteric law of maintaining continuity, he took up the fairy tale of the green snake and the beautiful lily, the images of which had been his meditation for twenty years. On August 28, 1899, the 150th anniversary of Goethe's birth, he published the essay “Goethe's Secret Revelation” and a year later, in the fall of 1900, he continued the interpretation of the Goethean apocalypse begun in it in a lecture given to the Berlin Theosophists and now became “completely esoteric”. ⁴ Twenty years later, on the eve of the first event in the first Goetheanum building, the so-called first college course, he referred to this lecture as the “primordial cell” of the anthroposophical movement, looking back on its development (Dornach, September 25, 1920).

This probably meant not only that the anthroposophical movement had its external beginning with this lecture, but also, unspoken, that at that time the realization of the central demand of the Goethe fairy tale had begun: to bring the mysteries - the temple - out of the hidden into the full light of day, that is, into the public sphere. For it was in this deeper sense that anthroposophical spiritual science was developed as the herald of the spiritually bright age that had dawned for humanity. And that is why, in the last year of his lecturing activities, Rudolf Steiner said the following, which is so important in connection with the description of the supersensible cult: “What is anthroposophy in terms of its reality? Yes, my dear friends, when you see through all the wonderful, majestic imaginations that existed as supersensible worship in the first half of the 19th century [and also at the end of the 18th century], and translate that into human concepts, then you have Anthroposophy” (Dornach, July 8, 1924).

Thus, a straight line leads from the perception of the cult in the supersensible world - which is undoubtedly connected with the ancient ritual prepared by the masters of the Rosicrucians for European conditions - through the Goethe fairy tale to the translation of these images of spiritual life into the scientific concepts of anthroposophy and to the design of the cult of knowledge.

In this sense, Rudolf Steiner brought the cult of knowledge, with its three altars, which Marie Steiner describes as the signs and seals of his work, “out of the depths of the temple in which they have stood since the beginning of mystery religions” and handed it over to “mankind” ($. 486).

Why the cult of knowledge was cultivated in fraternal union

It is not the one and the other and the third, but something completely new that arises through union.⁵

To answer the question of why cult symbolism is used in fraternal associations, certain spiritual facts must be taken into account. One is the nature of such associations, which Rudolf Steiner characterized in his lecture on brotherhood and the struggle for existence, given in Berlin on November 23, 1905, one day before he entered the Memphis-Misraim Freemasonry:

"Unity means the possibility of a higher being expressing itself through the united members. This is a general principle in all life.” Five people who are together, thinking and feeling in harmony with each other, are more than 1 + 1 + 1 + 1 + 1; they are not merely the sum of the five, just as our body is not the sum of the five senses, but the living together, the living into each other means something very similar to the living into each other of the cells of the human body. A new, higher being is in the midst of the five, even in the midst of two or three. “Where two or three are united in my name, there am I in the midst of them.” It is not the one and the other and the third, but something completely new that arises from the union. But this can only come about if the individual lives in the other, if the individual draws his strength not only from himself but also from the others. But this can only happen if he lives in the other selflessly. Thus human associations are the mysterious places into which higher spiritual beings descend in order to work through individual people, as the soul works through the members of the body.

In our materialistic age, this is not easily believed, but in the spiritual scientific world view, it is not merely something figurative, but highly real. Therefore, the spiritual scientist is not just talking about abstract things when he speaks of the folk spirit or the folk soul or the family spirit or the spirit of another community. You cannot see this spirit at work in an association, but it is there, and it is there through the brotherly love of the personalities working in this association. Just as the body has a soul, so a guild, a brotherhood, also has a soul, and I repeat once again, it is not just a figure of speech, but is to be taken as a full reality.

The magicians are the people who work together in the brotherhood because they attract higher beings into their circle. There is no longer any need to invoke the machinations of spiritualism when working together in a community with brotherly love. Higher beings are manifesting themselves there. When we give ourselves up in the brotherhood, this giving up, this merging into the whole, is a strengthening, a fortification of our organs. When we then act or speak as a member of such a community, it is not the individual soul that acts or speaks in us, but the spirit of the community. This is the secret of the progress of future humanity, to work out of communities. Just as one epoch replaces another and each has its own task, so it is also with the medieval epoch in relation to our own, with our epoch in relation to the future. The medieval brotherhoods were active in the practical side of life, in the foundation of the useful arts. They only showed a materialistic life after they had preserved their fruits, their basis of consciousness, namely brotherhood, but had more or less disappeared after the abstract principle of the state, the abstract, spiritual life had taken the place of real empathy. It is incumbent upon the future to found brotherhoods again, and to do so out of the spiritual, out of the highest ideals of the soul. Human life has so far produced the most diverse associations; it has given rise to a terrible struggle for existence, which today has almost reached its peak. The spiritual-scientific world view aims to develop the highest goods of humanity in the sense of the brotherhood principle, and so you see that the spiritual-scientific world movement is replacing the struggle for existence with the brotherhood principle in all fields. We must learn to live a life of community. We must not believe that one or the other is capable of carrying out this or that.

Everyone would like to know how to combine the struggle for existence and brotherly love. That is quite simple. We must learn to replace struggle with positive work, to replace war with the ideal. Today, however, people understand too little what this means. We do not know what fight we are talking about, because we only talk about fights in life in general. There is the social fight, the fight for peace, the fight for the emancipation of women, the fight for land and so on, everywhere we look we see fight.

The spiritual scientific worldview now strives to replace this struggle with positive work. Those who have embraced this worldview know that fighting in any area of life does not lead to real results. Seek to introduce into life that which proves to be right in your experience and knowledge, to assert it without fighting your opponent. It can, of course, only be an ideal, but there must be such an ideal to be introduced into life today as a spiritual-scientific principle. People who attach themselves to other people and use their strength for the benefit of all are the foundation on which a fruitful development into the future can be built. The Theosophical [or Anthroposophical] Society aims to be exemplary in this respect. It is therefore not a propaganda society like others, but a brotherhood. In it, one works through the work of each individual member. One must only understand this correctly. The one who works best is not the one who wants to enforce his opinion, but the one who sees what he sees in his fellow brothers; who searches the thoughts and feelings of his fellow human beings and makes himself their servant. He works best within this circle, which can implement in practical life, not sparing one's own opinion. If we try to understand in this way, that our best powers arise from union and that union is not to be held merely as an abstract principle, but above all to be practiced in a theosophical way in every action, in every moment of life, then we will make progress. We must only not be impatient in this progress."

Another spiritual fact on which communal work on cult symbols is based is that the powers of thought developed through genuine cult symbols, when thought through long periods of time, increase to such an extent that they become external reality in later times. In this way progress is effected. For everything happens from within, not from without: “What is thought and feeling in one period is outer form in the following period. And the individualities that guide the evolution of humanity must implant the thought forms that are to become outer physical reality many millennia in advance. There you have the function of thought forms, which are stimulated by such symbolic images as Noah's Ark, the Temple of Solomon, and the four apocalyptic creatures man, lion, bull, eagle. ... Images that guide people when they surrender to them... to take part in the world that directly borders on theirs,” as it says in the lecture Cologne, December 28, 1907, in which the transformation of the human body is described as a prime example of how the ideas of Noah's Ark and Solomon's Temple are brought about.

These spiritual scientific insights also provide a concrete background for the following statement about Freemasonry: “If you ask me what Freemasonry actually consists of, I have to tell you in abstract terms: Freemasonry consists in its members thinking ahead, for several centuries, of the events that should advance the world, “which, however, has already been realized to a large extent today (Berlin, January 2, 1906).

If the whole of progress is served by symbolic-cultic fraternal cooperation, then the progress of the individual is also served. The fact that Rudolf Steiner points out that real consciousness of immortality is bound to practical fraternity, for the decisive law for the real consciousness of immortality is: Only that which a person does not do for himself alone in order to attain it contributes to the development of the consciousness of immortality, to a spiritual survival filled with full consciousness (Berlin, December 23, 1904).

As is well known, realizing ideals requires a great deal of patience. Rudolf Steiner spoke about this in an instructive and consoling way in a lesson in the following way:

Instruction lesson, Berlin, October 28, 1911

Perhaps there are some among you who feel oppressed because they cannot yet apply what they have learned here in their lives to their outer work, so that they can only keep taking in spiritual teachings and now have to ask themselves: Am I perhaps a spiritual hedonist? The wise masters of the East give us this answer: When spiritual teachings are assimilated, something happens that also lasts for all eternity. The spiritual development of humanity could not be furthered by the “spirits of the past” - whether people who lived in the distant past or gods who preceded us in their earthly development - if there were no souls into which they could pour these teachings. It is like the seed of a plant: as long as it is still inside the flower or ovary, it has no value; only when it enters the earth can it flourish. Of much more importance for the development of the earth are the people who allow works of art such as the Sistine Madonna, Faust and so on to have an effect on them than the artists themselves. If Raphael had only painted the [Sistine] Madonna and no one else had ever seen it, it would have been significant only for him, but not for eternity. Only by allowing people to be affected by works of art or other intellectual products is something created that will outlast the earth and be taken into the Jupiter state. The creator is not the most important thing; by far the most important are the viewers, readers and so on. If someone who creates a work of art or writes a book receives the inspiration for it from the spiritual world, then, until the moment of conception, it also has an eternal meaning for him. But as soon as he sets to work with pen or brush, he works only for the temporal, it has meaning only for him. Everything that is produced for the world is temporal. Only that which is inspired in human souls remains. The greatest weight is therefore not where one would expect it to be according to ordinary intellectual judgment. That the evangelists wrote the Gospels was significant for them, but it would mean nothing for eternity if there had not been innumerable hearts on which these Gospels had an effect. It is infinitely better to read a good book from an earlier time and let it have an effect on you than to write a bad book yourself. Those who believe they have to achieve something in the world should wait until their karma calls them to this or that work. And those who, for example, have had a spiritual vision and wonder whether they should share it with the world can apply the following criterion: If sharing it gives them joy, then they should certainly refrain from doing so. Only that which causes pain when communicated has value. Humorists who enjoy their ideas do not produce anything that has meaning for humanity; only those who have painfully relived the folly of men and have risen to their humor from it give something lasting in history. Nothing but “devotion to the spiritual world” can make a work fruitful in the world.

People may have accumulated treasures and feel the need to use them again for the benefit of humanity, but without occult insight it is impossible to know whether one or the other philanthropic institution will serve the good or the misfortune of people after a short time. No matter how many Samaritan deeds are performed and how many people are made happy, it could be, and without the devotion to the spiritual world just mentioned, it is even very likely, that great harm will be done, for instance to the children of those people, that is, to the next generation.

Here, in our lodge, because people are present with their thoughts, more is being done for the good of the world than all philanthropic work. Physical values are destroyed by using them for oneself; spiritual values, on the other hand, are created by absorbing them. Thus, the creator himself is not the most important thing at all. If one were to go back to the Akasha Chronicle to the age of Raphael, Michelangelo and so on, and pay attention only to them, one would not get the right picture. Likewise, if one were to only pay attention to what was in the souls of the great leaders of the mysteries when researching the Atlantean period in the Akasha Chronicle – which, by the way, is very difficult – one only sees the right thing when one pays attention to what was awakened in the hearts and souls of their disciples.

Anyone capable of writing a mediocre book is then also capable of understanding a good book from the past and will derive infinitely more benefit from it than from writing a mediocre book.

So it is not unauthorized enjoyment when the members endeavor to absorb what is offered here. Without this acceptance by the members, nothing could be done for the further spiritual development of people. Then people would have to fall completely prey to materialism; future generations would be sick in body and soul. The children born among us would not find the thoughts they need for their proper development in the spiritual atmosphere if there were no circles in which spiritual knowledge is received, even if it is not carried out. Materialism sins so much that one cannot do enough in this direction, that exaggeration is not possible at all. Even if ten or a hundred times more were studied than is really the case, it would still not be too much to make up for what is sinned against the world through materialism.

Regarding the name of the working group

It was a “cult of knowledge”.

For inner reasons, the working group had no actual name for Rudolf Steiner (see page 237). It was therefore sometimes abbreviated to “FM” (Freemasonry), sometimes to “ME” (mystica aeterna), and later, at Rudolf Steiner's express request, to “MD” (Misraim Service) (see page 94). For the present publication, the term “cult of knowledge” was chosen because it best expresses the essence of Steiner's intentions. It was in 1923 when he answered a question from priests of the “Christian Community” about the relationship between their cult and the earlier esoteric cult:

"The earlier cult was purely demonstrative. It was a cult of knowledge with degrees. The first degree brought the knowledge of the earthly man, showed man from the Lemurian time to the present, in the imagination. The second degree represented the relationship to the spiritual world, the third the secrets of the gate of death and so on. This cult was a non-temporal, interdenominational and interreligious one; only a certain degree had a Christian character. The use of this cult had to be discontinued because the demonstration character could no longer be made clear to the outside world.6

Even before Rudolf Steiner referred to the cult as a “cult of knowledge” in this question-and-answer session, he had pointed out the importance of knowledge for the cultic in his Dornach lecture of December 30, 1922, with the words: “For everything that is cultic must ultimately dissolve if the backbone of knowledge is lacking.”

Admission Procedure

Those approaching the institution were told in the clearest possible terms that they were not joining a religious order, but that as participants in ceremonial acts they would experience a kind of sensitization, a demonstration of spiritual knowledge. If some of the forms in which members were accepted into traditional orders or promoted to higher degrees were retained, this too had nothing to do with the purpose of such an order, but only to illustrate spiritual ascent in soul experiences through sensual images. ⁷

An example of how admission was sought can be found in a letter from the leader of the Munich group, Sophie Stinde, which Steiner passed on to Rudolf Steiner on February 24, 1908: “Countess H. would like to become a member of the FM. but wanted to ask you in Stuttgart beforehand whether she could join at her next visit or whether you thought it better if she waited. Since she did not get around to asking you in Stuttgart, I suggested that I should ask you. Since we probably have recordings, we could include her, if you don't think it's too soon for Grf.H. Miss L. was with us recently and repeated that she and Dr. W. would like to be included in March. Miss Kr. and Mr. R. also repeated the request. (...) We had thought of the work plan as follows: On the 17th in the evening, Lodge. On the 18th in the morning ES. - In the evening public lecture Man and Woman. On the 19th in the morning FM-admission. We would certainly have placed the admission before the instruction, since we know that you prefer it that way, but since there is a public lecture on the 19th in the evening, we must refrain from it this time, since the admission will be a very extensive one after all."

Depending on how many candidates were admitted, the admissions often lasted for hours; individual admissions were only undertaken in exceptional cases. Before the actual admission, there was a preparatory session in which the candidates were informed about the tasks and duties. Only two records of Rudolf Steiner's remarks in such preparatory sessions are available (p. 143f.). In exceptional cases, such preliminary meetings were also formally organized, as can be seen from a letter from Rudolf Steiner to Sophie Stinde dated June 10, 1908, which states: “St's are to be admitted to the FM this time. It will not do to have a short preliminary celebration on Monday for the FM. The most urgent wish of the St. is to be admitted precisely on his 50th birthday. Of course, the admission cannot take place until Tuesday – the day after his birthday – but one could briefly – perhaps without a lodge ceremony – hold a preliminary celebration of the admission on Monday, which would be specially arranged.

On the degrees

A truth is either known or not known. ... Therefore, the democratic principle is impossible in matters of knowledge.⁸

Regarding the right to work in degrees, one of the lectures given during the period of preparation of the circle states: “Truth is not something about which one can have opinions. One either knows a truth or one does not know it.... Just as little as one can discuss whether the sum of the angles of a triangle is such and such or has so many degrees, just as little can one discuss higher truths. Therefore, the democratic principle is impossible in matters of knowledge (Berlin, December 16, 1904).

In this sense, the working group of the Knowledge Cult was structured in degrees. One participant described it as follows: “It was an institution in which there were different degrees to which the participants were promoted, depending on the readiness of their souls for the content of these degrees, as determined by their karma. Promotion to a higher degree took place partly in forms that were also practiced in occult societies, for example in Freemasonry - but not in imitation of such orders, but because they resulted from spiritual research. ... It is easy to see that the esoteric impulses flowed ever more abundantly as the degrees rose, and that in the almost ten years of the events – right up to the outbreak of war – the experiences of these hours meant something tremendously profound for the development of the soul life of many participants.” ⁹

There were nine degrees in all, divided into three and six, forming two sections or classes, which, together with the so-called “ES”, formed the three sections or classes of the Esoteric School, as it existed from 1904 to 1914. In the first three degrees, the emphasis was on ritual acts; in the following six degrees, which, according to tradition, only a few belonged to, teaching was said to have been the main focus. The extent to which nine degrees correspond to the number of degrees that can be taught in a true secret training course today was once explained as follows:

”...Now it is very important to know that every occult fraternity is built upon the foundation of three degrees. In the first degree, when the symbolism is used in the right way (and by 'right' I naturally mean as I have just indicated for our fifth post-Atlantean period), the souls come to the point where they have a precise inner experience of the fact that there is knowledge independent of ordinary physical-sensory knowledge. And in the first degree they must have a certain sum of such knowledge independent of the physical. Everyone in the first degree today within the fifth post-Atlantic period should know approximately what is in my “Occult Science”. Everyone who has reached the second degree should know - that is, know inwardly in a living way - what is contained in the book “How to Know Higher Worlds”. And anyone who has reached the third degree and receives the meaningful symbols, signs, grip and word of the third degree already, knows what it means to live outside of one's physical body. That would be the rule, that would be what is to be attained.

But then there are people who arrive at the so-called high degrees, at higher degrees. Now, this is certainly an area where an enormous amount of vanity comes into play, because there is fraternization in which one can reach ninety or more than ninety degrees. Now just imagine what it means to bear such a high degree! The so-called Scottish High Degree system has thirty-three degrees, simply due to an error arising from grotesque ignorance. This system is built on the three degrees that run in the way I have described. So there you have the three degrees, which, as you can see, have their profound significance. But after these three degrees, there are another thirty. Now you can imagine what a high being you are if you are able to experience yourself outside of your body in the third degree, what a high being you are if you go through another thirty degrees after that. But it is based on a grotesque error of knowledge. In the occult sciences, degrees are read differently than in the decimal system: they are read in such a way that one does not calculate according to the decimal system, but according to the system of numbers that are currently being considered. So when you write: 33rd degree, in reality, according to the system of numbers that are being considered, it means: 3 times 3 = 9. ... Just because people can't read, they read 33 instead of 9.

Well, but let's disregard these vanities. There are still six degrees that build on these three degrees, and these are counted as legitimate degrees. And when they are gone through, they already give very significant results. But basically, they cannot be fully experienced in the present. It is absolutely impossible. They cannot be fully experienced because humanity in the fifth post-Atlantic period is not yet so far advanced that all that can be experienced can actually be experienced. For not enough has emerged from the spiritual worlds – I will not say in the way of knowledge, but in the way of the exercise of knowledge. This will come out only later.” (Berlin, April 4, 1916)

On the symbolism of the institution

In fact, Freemasonry originally emerged from the mystery schools through a betrayal. This is why many of the symbols found in Freemasonry can also be found here.¹⁰

The interior design of the lodge or temple has been handed down in detail only for the first two degrees, but it is likely that it was also largely the same for the third degree, at least: walls draped in black, which were transformed into glowing red in the final act, at the Rose Cross conclusion. ¹¹ On the east wall, in a blue square of cloth, there was a radiant sun with a triangle in the middle. On the ceiling was a lamp with a second-degree letter “G” made of gilded cardboard or sheet metal.¹² The floor was covered by a carpet in a black and white checkerboard pattern. At the edges of the large carpet were three altars: in the east the altar of wisdom (master), in the south the altar of beauty (2nd overseer), in the west the altar of strength (1st overseer). ¹³ Each officiant carried a herald's staff, presumably as in the Mystery Dramas. A large candelabrum stood beside each altar. A plumb line made of gilded sheet metal was affixed to the front of each altar. Furthermore, each altar had a candle, matches, scissors for cutting candles, a candle snuffer, a hammer and a trowel. A chalice belonged to the altar of the East, the so-called “Holy of Holies”; a censer with a bowl and an angle to the altar of the South; two compasses, a yardstick and a skull to the altar of the West.

At the altar of the East stood a cross with a wreath of thorns, which in the final act, at the Rose-Cross conclusion, was exchanged for a wreath of red roses. Close by stood a somewhat smaller altar with the 13th chapter of the Gospel of John open at the Bible, on which lay a gilded sheet metal triangle and a ladle that fit into each other. In the beginning, one had to swear at this altar not to reveal the secrets of the Temple. This was in keeping with an ancient tradition in occult contexts.¹⁴

Although this was also linked to the old, it was later abandoned, as reported by participants. For Rudolf Steiner, people in the modern age should be increasingly called upon to take personal moral responsibility in their esoteric lives. In the north, outside the large carpet, stood the two round columns Jakin and Boaz, also called the Pillars of Hercules. The left one (Jakin) was brick red; on top lay a hewn cube-shaped stone (blue). The right one (Boaz) was dark blue; on top of it lay an unhewn stone (red). Between the two columns lay the symbolic table, which Elisabeth Vreede's sketch shows as a “small carpet”, as it is also used in general Masonic lodges (so-called Tapis, Tableau). The participants had their seats on the north and south sides of the lodge room.

In the third degree, a fourth altar appeared in the north, as well as a coffin, just as in certain temple scenes in the mystery dramas.

The sketches for the first and second degree settings, as well as the detailed sketches and explanations, were done by the Dutchwoman Elisabeth Vreede.

Clothing

There is no authentic information about clothing. It is known that the apron (mason's apron, lambskin) was worn, and that Rudolf Steiner wore an alb (the long white priest's robe), over which a red cloak was thrown when the color of the room changed from black to red.

For the symbolic meaning of such clothing, see the remarks in the workers' lecture of June 4, 1924, reproduced on page 272 under “Zeichen, Griff und Wort”.

Regarding the rituals

Everything that was presented in terms of the content of “actions” ... was without historical reference to any tradition. In the possession of the formal diploma, only that was cultivated which resulted from the visualization of anthroposophical knowledge.¹⁵

All the extant ritual texts are summarized in the second part of this volume. It is known that there were also one or two smaller ritual acts: for example, the so-called baptism of fire in the fourth degree. Before a burning sulfur flame, the person in question was given the name that is appropriate for him in the spiritual world; ¹⁶ There are also isolated reports of marriages. But there are no texts for these small ceremonies. Presumably there were none for them, or no ritual text was necessary.

The rituals can no longer be reconstructed in their full entirety, insofar as they were determined not only by the wording but also, and just as essentially, by the actions, the implements, the clothing and so on. But there is not enough authentic information available about these.

At the beginning of 1913, after some members left the Erkenntniskultischer Arbeitskreis in connection with the separation from the Theosophical Society and the founding of the independent Anthroposophical Society, and apparently betrayed some of it, Rudolf Steiner announced that it had become necessary to change the rituals as a result. In the notes from the instruction session for all degrees in Berlin on February 8, 1913, it says: “Because of this betrayal, it has become necessary to change our ritual and to transform it so that - while the meaning remains essentially the same - the rituals will nevertheless be different from before, so that they will not resonate with those of the others.” Another participant noted the statement as follows: “We were talking about those who have fallen away. In order for their thoughts not to resonate with our work here, it is necessary to change the ritual.” There is no original document for this announced change. However, one participant has passed on the extent to which the words spoken at the three altars have undergone a certain change (see page 170).

Ritual events only take place in places where appropriate rooms are available, such as in the anthroposophical centers in Berlin, Hannover, Cologne, Munich, Stuttgart, among others, but also in other countries. ¹⁷

On the explanations of the cult of knowledge and the symbolism of the furnishings

Theosophy is the inner truth of these ceremonies; it says what these ceremonies show, it has the spirit of these signs and images.¹⁸

The instruction or teaching sessions in which the rituals and the symbolism of the furnishings were explained and general spiritual scientific research results were presented, took place between the ritual beginning and the ritual end of a meeting. But there were also instruction sessions without ritual; mostly for one degree, sometimes for several, sometimes for all degrees together.

Since it was not allowed to take notes during such lessons, it should be noted that all the records handed down were made afterwards from memory and are therefore fragmentary or only in note form, and in terms of style, and possibly also content, do not always do justice to Rudolf Steiner.

In the present documentation, only those notes were included that directly refer to the cult of knowledge, the symbolism of the furnishings, as well as the temple legend and the golden legend. Since this information is widely scattered, it was extracted and assigned to the respective terms for a better overview. In some cases, where no explanations from instruction hours are available, illustrations from general lectures given later were included.¹⁹ On the other hand, notes from general spiritual scientific presentations were not included, since these can be found, for the most part, in better reproduction in the part of the lecture work that is already available in the complete edition, because they are based on stenographic notes.

Regarding the Temple Legend and the Golden Legend as they appeared in the rituals.

The nature of Hiram is in all of us; we must bring it to resurrection in us.²⁰

Legends as pictorial representations of esoteric truths play an important role in all secret teachings, since such images summarize a vast number of ideas and not only affect the intellect but also the feelings of the human being. In this sense, the two legends were of great importance because their images reflect the exemplary advancement of the Hiram individuality on the occult path.

The Temple Legend - of which it was once said that he who takes it up takes up something “that forms his thinking in a certain lawful way, and lawful thinking is what matters” ²¹ - appeared in two forms. The part symbolically interpreting the evolution of humanity was taught as meditation material when entering the first degree; the conclusion of the legend, referring to Hiram's death and resurrection, formed part of the initiation ritual into the third degree. The legend was repeatedly treated in instruction hours. The records handed down are summarized in the section 'Explanations of the Temple Legend'. The information contained therein about the re-embodiments of Hiram Abiff requires supplementation, since it forms only part of what may be called Rudolf Steiner's Hiram research in the field of reincarnation. This supplement is attached to the section 'Explanations of the Temple Legend'.

The Golden Legend – referred to in one of the traditional explanations as the “second” Master Legend – was symbolized by the two round columns, Jakin and Boaz. The text of this legend and the explanations that have been handed down can be found in the section “Explanations of the symbolism of the furnishings”.

• 1. From “The Stages of Higher Knowledge,” GA 12.
• 2. E.A. Karl Stockmeyer, a member of the working group on the cult of knowledge, in his essay “On the Unity of Temple and Cult in the Context of the Goetheanum Building Idea,” contained in “Bilder okkulter Siegel und Säulen. Der Münchner Kongreß Pfingsten 1907,” GA 284.
• 3. According to a note by Günther Schubert, Rudolf Steiner said that the whole thing goes back to Melchizedek.
• 4. "My Life” (Chapter 30), GA 28. Marie Steiner noted in a notebook (archive number 21): 'When Rudolf Steiner first came among people with the intention of lifting the veils of esotericism, he took Goethe's fairy tale as his starting point and spoke about the altars of wisdom, beauty and strength. He placed them in the temples of his mystery dramas and spoke to us again and in greater depth about their significance. And again he placed them in our esoteric school and had us approach the various aspects of thinking, feeling and willing, which are an expression of these altars, again and again.”
• 5. From a lecture in Berlin, November 23, 1905.
• 7. “My Life”, see page 95f.
• 8. Berlin, December 16, 1904.
• 9. Adolf Arenson in “Circular letter to the members of the Anthroposophical Society”, October 1926.
• 10. Instruction Lesson Berlin December 16, 1911, see p. 93.
• 11. Rudolf Steiner also indicated the transformation from black to red for the “Easter Night” from Goethe's “Faust”, which he and Marie Steiner staged.
• 12. It is known that the “G” had various meanings, such as “gnosis” or “geometry”.
• 13. At the altar of the east, Rudolf Steiner and Marie von Sivers always officiated together, while the other altars had alternating officiants.
• 14. See page 245.
• 15. “My Life Course”, see page 95f. of the present volume.
• 16. A baptismal ceremony with water took place in the first degree, see page 208 ff. of the present volume.
• 17. From documents in the archive of the Rudolf Steiner estate administration, it can be seen that there must have been translations of Rudolf Steiner's ritual texts (at least in part) into English and French.
• 18. From notes by Marie Steiner from the lecture in Bremen, April 9, 1906.
• 19. Evidence of symbolism in cultural history can be found in Joseph Schauberg, op. cit.
• 20. See the section 'Notes on the Temple Legend'.
• 21. Berlin, May 15, 1905.