The Rudolf Steiner Archive

Dear attendees! First of all, I would like to express my sincere thanks to the esteemed board for their kind invitation, and in particular to Professor Hallo for the kind words he has just spoken. I have all the more reason to do so because it may seem understandable that everything one is able to say today about a question that touches humanity so deeply, as is the case with my topic today, can only be an attempt, perhaps even just the beginning of an attempt. And the appeal is necessary to understanding and sympathetic humanity.

This brings me immediately to the point where the remarks I have to make to you today differ in principle from all similar discussions that have taken place so frequently in recent times on economic issues in the narrower sense, and on social issues in the broader sense. We have had enough of utopias and utopian constructs. They have emerged from the legitimate foundations of modern human endeavor.

Modern technology has complicated economic life and has brought the whole of social life into extraordinarily diverse new circumstances compared to those to which humanity was accustomed in the past. And so the opinion arose in a great many minds that one could say dogmatically in some way how this more complicated modern social life should be shaped so that every human being, including the broad masses, would be able to lead a dignified existence. But it must be said that anyone who today believes that they can make an impression on their fellow human beings with utopian, dogmatic definitions of social conditions does not understand the basic nature of today's civilization, of today's human life.

Let us assume, dear attendees, that someone could ingeniously devise some economic or social system, or even construct one dogmatically from a broad life experience, if he were to hold it up to humanity, he would not be able to make any impression with the most ingenious arguments, which would be held in this sense. Because we live in a time when the prophets should actually be extinct. We live in a time when people are not inclined to accept anything on authority or on the basis of prophecy. Anyone who takes something seriously and honestly, such as the social question or the reorganization of the present and future economic life, must take this into account.

People today are of the opinion that they themselves must find the guidelines for life. They are of the opinion that they must shape what they determine to be the goals of life out of their own elementary soul and organic powers. In this, I would say most universally democratic point of view, stands what I call the impulse for the threefold social order. This impulse is not intended to say that economic or other social conditions should be shaped in this or that way; it is only intended to point out how people can be brought into a position where they want to shape their lives according to the demands of the present, the demands of their own soul, regardless of whether they consciously or unconsciously strive for them.

The impulse for the threefold social order appeals to the human being, not to a description of any institutions or conditions. It wants to call upon the human being and first hear from the human being what this human being considers appropriate. But this impulse will say how the situation can be brought about in which people are given the opportunity to actively shape their own destiny. Thus, the impulse for the threefold social order wants to work entirely from the habits and aspirations of present-day life, without any utopian nuances, purely from practical life. It does, however, start from two premises. The first, which probably few people would admit to at first, but which emerges from what I will be obliged to characterize at least to some extent in a moment, it emerges from anthroposophically oriented spiritual science.

It is the conviction that human development goes through meaningful epochs, so that one can look back, for the time being, only at historical times. One sees that there have been different epochs of human development, and in each such epoch, humanity goes through a phase of its being, a phase of its soul and spiritual constitution. What has occurred in one epoch can no longer be repeated in a later one. What earthly humanity has to go through in the course of time through its development thus arises in the course of successive epochs as various missions.

In our epoch, which in this respect has lasted three to four centuries – what has now slowly been preparing has reached a certain culmination – in our epoch we see, welling up from the depths of the human soul, what I would call the democratic urge that runs through the entire modern, civilized world. But I do not mean the triviality that is very often associated with this term; I mean, when I say “democratic urge”, the form of human self-awareness that is developing in our era, through which every human being wants to find within themselves the source for a convincing spiritual life — life of knowledge, life of faith, life of art — welling up from within himself, and in which every human being wants to develop out of himself those feelings through which he relates to his fellow human beings, without this relationship being firmly determined by authority. The human being wants to find their relationship to their fellow human beings from their own free will. And in relation to economic life, the human being wants to come to conditions that enable them to have these foundations of soul and spiritual life in such a way that the democratic impulse can be lived out in the highest sense of the word. In earlier epochs, such a democratic impulse was not present universally within human development. Principles of authority dominated social organisms. And only around the middle of the fifteenth century did the ground slowly begin to prepare for what then came, so to speak, to a grandiose outburst at the end of the eighteenth century and to a culmination in our time, where it wriggles out from civilized humanity through convulsions, through severe trials, through misery and hardship, even through something like the terrible catastrophe we went through in the second decade of the 20th century.

This is one of the things that the person who comes to the impulse of the threefold social organism looks at. He asks himself: What is the most important historical characteristic in the present human being? And the other thing that serves as a starting point for the threefold social organism, I can only characterize it by becoming personal in a certain respect.

I can say that for decades I have observed European economic life, European state life and European intellectual life from different perspectives. For thirty years I have lived in Austria, the experimental country for such observations; in that Austria, where it was shown, especially in its downfall, how the external circumstances were not suitable for solving the great questions of contemporary existence in any way. These and many other conditions of the entire civilization of Europe show that, everywhere in the depths of human souls (one cannot always speak of consciousness, because much still lives in the unconscious or subconscious of most souls today), there is an instinct that a new order must come about. And what I am presenting as the threefold social order is not something I have thought up, least of all fantasized. It is, in a sense, a reading of what could be observed by acquiring an unbiased sense of the economic, constitutional and spiritual development of the present and the last decades. And so what I have to present is the result of observation and experience.

If you take what has been brought into the world in the direction of social and economic issues, up to Karl Marx and those who came later, you will find everywhere that these are logically linked systems. A great deal of ingenuity has been expended. But what humanity needs today is not a logically constructed social system, it is rather something that is as manifold as reality itself. Reality presents itself to us in such a way that what is formed in it could also be different. And if it were different, one would not even be able to say that it is more imperfect. Reality is not unambiguous. Therefore, anyone who speaks about social conditions based on reality cannot speak with the same unambiguousness that is often demanded based on certain dogmatic prejudices. Therefore, my dear attendees, some of what I have to say will give rise to one objection or another, just as one or the other can be objected to in reality itself. But such objections are not important. What is important is whether what one proposes in social terms has the power to sustain life, whether it has the strength to carry us through the present and into the near future.

Today I am speaking to you about economic life in the narrower sense, from the point of view of the threefold social order. But I would not be able to do that if I did not also present you with at least a rough sketch of the nature of this threefold social organism and also of the nature of the starting point of that which underlies what I would like to give as a certain characteristic of economic life, namely anthroposophically oriented spiritual science.

When anthroposophy is mentioned, it is easy to imagine something mystical, vague, distant and unworldly. People are accustomed to identifying anthroposophy with such movements when they consider all kinds of sectarian, mystical-theosophical and similar movements. If you identify anthroposophy with such movements, you will misunderstand it completely. Anthroposophy is based on the same starting points as the modern scientific way of thinking, this scientific way of thinking that has brought us such tremendous insights into the external world, that has basically created all modern technology, and that has transformed our social life to such an extent. But just as it is true that anthroposophically oriented spiritual science fully recognizes the great significance of science and modern technology, so it cannot, for that very reason, stop at the methods that science has developed. Starting from these methods, it must develop spiritual scientific methods in order to penetrate from the physical world into a superphysical world. For everything that surrounds us in the physical world is rooted in the superphysical world. A person only becomes aware of this when he develops other cognitive powers, in addition to those he has through ordinary inheritance, through ordinary child and school education, and through academic life and so on, which, so to speak, do not come into play in ordinary life and ordinary science, and which initially remain latent in the human soul life.

Certain higher powers of knowledge are brought out of the human soul through very specific methods, methods of a proper meditation and concentration permeated by a spirit of mathematization, through methods of a proper schooling, which I have described in my books “How to Know Higher Worlds”, “Occult Science”, “A Path to Self-Knowledge”. In my books “The Riddle of Man” and “The Riddle of Souls” I have called these higher powers of knowledge “eyes of the spirit” and “ears of the spirit” in the sense of Goethe's world view. Just as our physical organization develops physical eyes and physical ears in us, we can indeed develop spiritual organs that do not sit partially somewhere, but engage the whole person, working from within the fullness of humanity. We can train such spiritual organs and become aware of a supersensible world around us, just as we perceive the physical world around us through our physical organs and through the mind, which is connected to our brain and which combines physical phenomena. And just as we follow the development of the universe through ordinary natural science by looking back to the first physical states and trying to understand how individual beings have developed up to the point of man, so through spiritual science we arrive at the spiritual foundations and starting points of the universe and the spiritual goals of this universe. In this way, two parts of our spiritual life are joined together into a unity, which modern spiritual life has tragically torn apart for man.

My dear attendees, anyone who, like me, has met those individuals who not only live in the theoretical sense in the knowledge of modern times, but with their whole being, their whole mind, knows what tragedy can play out in the soul of those who take the achievements of modern knowledge, which are to be fully recognized, seriously and honestly. You see, I have met people who said to themselves: 'There I look out into a world of mere natural necessities. Man also comes from this world of mere natural necessities. But something sprouts up in this human interior through which man can truly find himself valuable in life. These are the moral ideals, these are the religious feelings, these are the artistic perceptions of the universe, these are all the things we call right, custom and so on. But then such honest people say to themselves: All this arises from a powerful illusion, from a great deception, like smoke and mist from the depths of the human soul. For in reality, man is an external physical organism that has emerged from the universe only through natural necessity. One must look at how this universe will one day arrive in a state of heat death or the like, and how the great cemetery of all ideals, all moral life, all that appears to man as if it were only giving him a dignified existence, will have disappeared and been extinguished.

But anyone who has seen human beings suffer under this effect of the modern world view on the human mind knows what it means for spiritual science to make a unity out of what lives in the human soul as moral ideals, as religious impulses, as artistic perceptions, and what is out there in nature. Today I can only sketch this out; in my books, which I just mentioned, you will find the above substantiated and proven. But I would like to make myself clear with a comparison: we see a plant, it grows out of the ground. As it grows out of the ground, it unfolds leaves and flowers; but then it also unfolds the germ in the flower, which is already the plant for a new plant next year. The germ is inconspicuous, but it is the germ for an entire plant next year, while the leaves and flowers wither and fall off. This is the case in the universe before the knowledge of anthroposophically oriented spiritual science. There we see the outer universe with the natural laws that govern it, right down to the law of the conservation of energy and matter. We see it in the sense of this spiritual science as that which withers, dies, and perishes in death. And we see in the human being the moral ideals, the religious impulses, and the artistic perceptions, and we know that these are the seeds for future worlds. That which we see around us today as nature is the result of the moral experiences of beings from a very distant past. What we carry within us as spiritual worlds is the germ for physical worlds of a distant future.

As I said, I can only sketch this out now. I do this for the reason that I can point to what spiritual science, by developing the spirit of natural science, can provide for humanity as a worldview. There we learn to recognize the living spirit again. There one learns to recognize the difference between the conviction that says: I approach the real, actual spirit of the world through spiritual science; I learn to recognize: not only thoughts and ideas live in me, but living spiritual beings live in my thoughts and ideas. One learns to recognize the living spirit again. The old religions, by merely continuing to live traditionally, have lost the great meaning they once had. We need creativity in the human soul in order to gain access to a spiritual life that works in such elementary ways. In contrast to this, the spiritual life that has developed over the last few centuries is an abstract, theoretical one. We experiment, we observe, we use wonderfully ingenious tools and instruments to explore the physical environment and its laws. But all that we explore is only something that gives us abstract concepts and theories, which we may then apply, but which does not fill us inwardly with a living spirit. So that we can say: we do not merely think in thoughts, we do not merely live in images, but as human beings walk around here on earth, supersensible worlds live in us through their spiritual beings, just as the three kingdoms of nature live in our physical organism.

What the threefold social order has to say about the various areas of social life also stems from this real grasp of the spiritual world. For it is the economic questions that are at the root of the social question today. And if one has come to know this social question not from the outside but from the inside, then one must think about it somewhat differently than is generally the case today. For many years I taught at a workers' education school, where I taught a wide range of subjects to proletarians, people who wanted to satisfy their strong urge for education. But it was also possible for me to get to know the proletarian soul, and at the bottom of the proletarian soul to recognize what wells up from the broad masses of the people as the actual foundations and fundamental difficulties of today's economic problem. Time and again, when talking to thousands upon thousands of people – and these days there are millions of people who have not come to know the proletariat and therefore have no idea of the real issues – one hears the same word over and over again: the word 'ideology'.

The word 'ideology' has become popular among the broad masses today. What does it mean? It means that today these broad masses, who have stood at the modern machine, who have been woven into the fabric of modern technology, have been alienated from the joy of the immediate products of labor , that these broad masses have adopted a deeply internal conviction that only the external, material, economic processes, as people express themselves, the production processes, the modes and types of production, actually have a reality. What man stands in as in material production, that is the actual reality, and what he develops as custom, as law, as religion, as science, as art, is only what people call a superstructure, that is, something that arises as an ideology, as smoke and fog, from the only reality, which is material reality.

Those who belong to the educated classes still have old traditions or at least live in a life that is still dominated by old traditions, by religious traditions, artistic traditions and so on. The broad masses of the people have said goodbye to these traditions. The broad masses have taken on board as their innermost conviction what is a theory of the other classes. One can have such a thing as a conviction, one can even defend it, one can cite all sorts of logical reasons for it, but one cannot live with it. And that one cannot live with it in the deepest part of one's soul can be seen by anyone who has been in contact with these people for years, especially as their teacher. It deserts the soul, it empties the soul when it regards spiritual life as an ideology.

Truly, the leading circles, by having also alienated themselves from the living spiritual life, have made what can become spiritual experience into mere theory, mere abstraction, mere head culture. The modern worker wants to fill the whole person with it, and as a result he remains afflicted with a barrenness of soul. The origin of modern economic difficulties must be sought in this state of mind, which the modern proletarian has inherited from the intellectual life of the ruling classes, in this spiritual barrenness. These economic difficulties do not lie in external institutions, they lie in the mental state of the broadest sections of modern humanity, sections numbering millions, as just outlined and characterized: ideology instead of a living intellectual life.

We must then look for the causes of how it actually came about that ideology could take the place of a living spiritual life in social life as well. And here we come to something that may still be perceived as a paradox today, because people do not realize that what is fully justified for one epoch of humanity cannot also be for all epochs of humanity.

When this modern life emerged, from the fifteenth, sixteenth, seventeenth century, there were already individual states, state structures, that had formed from different prerequisites within modern civilization. These state structures gradually took over all tasks of human development. We know, of course, how educational life was dependent on the denominations in ancient times. The state structures rightly took over the schooling, the educating, the educational life from the denominations. They could not remain with the denominations. For this it was necessary that what school and educational life is was incorporated into the framework of the state. And another urge developed; because one actually only had this social framework of the modern state, the urge also developed, as modern economic conditions became more and more complicated under the influence of triumphant technology, to gradually have economic life also more and more encompassed by state principles and state forces.

And so the three areas of human development were made into an external, abstract unity. In a certain way, it was beneficial that this unity came about, but on the other hand, we are now at the historical point in time where the three different areas of human social life are breaking away from this unity, demanding that they receive their own administration that follows from their essence.

Let us first take spiritual life, as I have characterized it, as it wants to emerge anew from the creative sources of the human soul through anthroposophically oriented spiritual science. This spiritual life can only develop if it can independently administer itself on its own ground, if it does not receive its guidelines from any state measures, from any state administration. These matters, ladies and gentlemen, can easily be challenged on logical grounds. But for anyone who can immerse themselves in the particular structure of intellectual life, it is clear that intellectual life, that which is creative in it, that which brings its own character to the surface, can only develop if the educational life is educational and school system is put on a firm footing; if this spiritual life, namely the most important link in this spiritual life, the public education and school system, is designed in such a way that those who are teaching, instructing and educating in it are also the administrators. They should devote only as much time to education and teaching as is necessary to enable them to administer the education and teaching system itself, in accordance with the same principles as those they teach by the hour. Intellectual life, education and teaching must not be dependent on any external norm. For the interference of an external norm kills that which must be in every educator and teacher: direct responsibility not to a state, not to an economic power, but to the supersensible spiritual life itself.

If each person feels responsible as an individual of humanity towards spiritual life in its essence, then we have a living spiritual life. To shape this living spiritual life, it is necessary that this spiritual life receives its own administration. It will be able to establish its own validity. One only has to emancipate this spiritual life from state and economic life, give it its own administration, and one will see that, because one needs the abilities of capable people, one will also recognize these abilities. And in the same moment in which a person's position in the spiritual life is not determined by external laws and administrative measures, but rather by the fact that a person works out of his or her individuality according to his or her abilities in the free spiritual life, in that same moment there will also be the free recognition of human abilities with regard to the spiritual life.

And basically, one can only get an idea of such a spiritual life from anthroposophically oriented spiritual science. Abstract spiritual life is alienated from the world. The spiritual life that we cultivate at the School of Spiritual Science at the Goetheanum is a spiritual knowledge that approaches the whole human being, that is not a cerebral culture, but that can be said to develop the human being right down to their manual dexterity. I would just like to mention briefly that last fall, at the Goetheanum, we held courses for the School for Spiritual Science, in which thirty personalities participated: scholars, artists, business people, and industrialists who wanted to show how anthroposophical spiritual science can be applied to the whole human being and to all of life. Theoretical and abstract spiritual life does not reach into the muscles and dexterity; it must first acquire routine. A living spiritual life reaches into manual dexterity, into the muscles and nerve formations.

Therefore, a free spiritual life, which from this perspective is the basis of the rest of the social order, will be able to embrace not those unworldly teacher-natures who are often to be blamed for this, because they are, after all, the result of human conditions in the present, but rather people of life. And it is precisely out of this attitude that practical insights into life, everything that is directly related to everyday life, will be recognized and developed from the spiritual life in the same way that philosophy or basic religious conviction is developed. For in such a spiritual life all material and all spiritual is one, and the spirit has the right power in man only when it does not close man off from material life, but when it gives man the ability to intervene in material life in practically every field. We must not withdraw into a nebulous, mystical spiritual life, but let the spirit permeate us, so that precisely the external, physical reality can be spiritualized.

We need this spiritual life as the basis of a healthy economic life. For this spiritual life will in turn embrace man. It will not, as the so-called spiritual life of the last three to four centuries has done, bring the broad masses what is only a dull, deadening ideology, but it will give them a sense of their human dignity. Then it will be possible to work with them. For the social and economic question can only be solved from the human soul, from human knowledge, human feelings and convictions and will impulses. We must find access to the souls of working people. We will not find this access if we continue to talk to them about our sciences as we have talked to them so far, and if we talk about social conditions in the way that these sciences have taught us to talk about them so far.

Thus I have described the first link in the threefold social organism: the independent spiritual life, which is placed in the administration of those who are spiritually creative, namely those who educate and teach. This is, so to speak, on one wing of the modern social organism. On the other wing is economic life. This economic life is fundamentally different from the spiritual life. What does a person in the spiritual life strive for? He strives to come out of his soul to an understanding of the harmony of life. Even the simplest person must have a certain totality of life in relation to the spiritual life. In relation to the economic life, we can never have that. Here, if a person really observes life and has a sense of life, he must make a confession to himself: in economic life there is no total judgment of the individual. What does that mean? I will first make myself clear through an historical fact. Around the middle of the nineteenth century, the gold standard was discussed in many states, and in many areas of public social life in general. In some states, the gold standard was introduced. What was said about the gold standard at that time by parliamentarians, by practical economists, by other practitioners of life – I do not mean this ironically, but quite seriously and honestly – was indeed very astute and clever. One still has great respect for those people who spoke about economic life at that time.

But all that was explained, and with excellent reasons at that, was the prognosis: Free trade would flourish under the influence of the gold standard, the individual states would open their borders, and the appropriate global economic life would be able to develop freely, unimpeded by the borders of the individual states. These state frameworks have, after all, arisen from completely different conditions than modern economic life, which has gradually become a unit through the world economy and which needs completely different connections than those that states can create. Free trade will flourish. So very clever people have said. And what has actually happened? Customs barriers have sprung up everywhere; the superiority of protective tariffs has been much discussed since then, less wisely but with more prospect of achieving things.

What is actually at hand here? What is at hand, ladies and gentlemen, is that in the field of economic life, the cleverness with which one progresses in intellectual life as an individual is of no use in economic life. It is a profound and significant truth that no matter how clever an individual may be, if his economic judgment is to have any weight in economic life, then no matter how clever a judgment based on individual abilities may be, it counts for nothing; in economic life, the only thing that matters is what we acquire through expertise and skill in the individual subjects of economic life. But this cannot develop directly in economic life; rather, it relies on being complemented by what others in other industries, in other fields, can develop as decisive judgment, as judgment that is viable for reality. In economic life, only collective judgment can be decisive, that is, what a particular group of people, uniting the most diverse economic sectors, presents in such a way that one is not dealing with mutual advice; in the case of advice, not much comes of it, only a formless parliamentarization; but rather, you are dealing with mutual interests coming into relation with each other; that you are dealing with working life itself; that one person has this to realize, the other that; that one person has something to assert, a skill in a particular field, the other something in the field of [production] and so on. And it is entirely possible that associations will be formed that must have a certain size, associations in which people from the most diverse economic walks of life unite. Things start from needs. Then it is a matter of uniting with those people who, based on their life experiences, can talk about the needs of certain circles, with other people who are involved in certain branches of production that meet these needs.

And, esteemed attendees, something else is possible than what appears in the modern social democracy when the slogan, which is correct as a slogan, is repeated over and over again: one should not produce to profit, but to consume. What could be more correct than this! But what could be easier than to utter such an abstract sentence? It is always a question of how to do something like that. Because the matter is actually self-evident.

Well, ladies and gentlemen, until now it has only been possible to implement such things in a limited number of areas. And I would like to start by presenting an area to you that you may not recognize because it belongs more to the spiritual realm. However, I will characterize it now only in economic terms – the area of anthroposophical book trade. Many years ago we founded the Philosophical-Anthroposophical Publishing House in Berlin. Consider how a publishing house is usually run today. I am citing something from the spiritual life, but you will soon see that it can be applied to the whole material life. How is a publishing house run today? The publisher takes the manuscript from the author. The manuscript is typeset. Books are produced and sent to the booksellers, but are they all sold? Well, anyone who knows the book trade also knows what the term 'crabs' means. These are the books that are returned by the booksellers. There are many such cancers, not only among poets, where almost everything that is printed takes on the nature of cancer. But let's look at what is actually happening. So and so many people are employed to produce the paper, so and so many people to set the books, print them, then ship these books and so on. Do you realize how many people are kept busy with books that are not at all necessary for the life of the general public? Most of them are not necessary, life would go on just as well without them, especially in a field where everything hinges on production. So how did we do it at the Philosophical-Anthroposophical Press?

We have not printed a single book that was not certain from the outset to sell. Because we started from spiritual consumption. First there was the Anthroposophical Society. However critical you may think of it, I am only talking about economic matters now. This society developed a need, we knew this need, we lived in association with the Anthroposophical Society, we got to know its needs in a living way, and we took these needs into account in our spiritual production. And the publishing house was never in a position to employ people unnecessarily. It would be much more important than the empty phrases we hear in many programs and the like today to think about how to do things, how to fight worthless production and the worthless employment of people in social life. This can only be done through the principle of association. However imperfect this association I have described is, it is an association.

Later, I tried something that was then interrupted by the war. We had a member in the Anthroposophical Society who was a master baker. I said: Why shouldn't the Anthroposophical Society also be seen as a sum of consumers for bread, which it certainly is as well. So I get them so many consumers that they can pursue their production, I said to the person concerned. It did not succeed, partly because of the individuality of the person concerned, but it could have succeeded; but the war came into the picture as well. Again, starting from demand, an attempt was made to associate demand with production.

You see, what I am describing to you as the associative principle in economic life also shows itself as something that wells up from the subconscious of human society today, so to speak. On the one hand we see the formation of cartels, on the other the formation of trusts, but always only among mere producers, while the connection between producers and consumers is provided by the agencies, and this is also one-sided. By eliminating the agencies and creating associations that stand between consumption and production with their living interests and mediate between them, a fruitful future for economic life is ensured. Cartels allot profits, allot consumption, allot various things. One sees that, under the influence of the world economy, unification is necessary, but the matter is initially approached from the wrong end. Instead of encompassing the entire economy in associations, they initially associate only producers. This exacerbates the very thing that has brought chaos to our economic life. It does not reduce and mitigate it.

Now, my dear attendees, what is it exactly that suggests, when we look at our economic life with open minds, that economic life, as a special link in the three-part social organism, must also be distinguished from the other two, as I have already characterized for the spiritual link and will still characterize for the other link.

I will characterize a very specific fact of today's economic life, which, for those who are now routine in economic life, is felt as an economic difficulty, but about which it is not easy to gain clarity. It is the fact that in our complicated social entity, in which the division of labor prevails, in which people work for each other, we pay for goods as a product of labor; we pay for human labor in the same way as we pay for goods as a product of labor. We pay for both with the same money, so to speak. Sometimes money can represent a certain amount of coal, and at other times it can represent a certain amount of labor. Now imagine if someone wanted to measure with a common measure, lambs and apples, things that simply do not have a common measure, things that have nothing in common. Human labor power as such is not comparable with a commodity in an agitative way, in a very wrong way this thing lives in Karl Marx's agitation.

But in every unbiased sense of humanity, it lives as the source of an explanation of how we have pushed two things together in our economic life that really cannot be measured by any common measure. And here, too, modern life is already working in such a way that it unconsciously wants to help itself, so to speak, in the right direction. Individual states have tried to regulate working hours, set up work insurance, pension insurance and so on, in short, to regulate work through a special legal system, independently of what is contained in economic life itself. Because economic life only includes the production, circulation and consumption of goods. In economic life, work is only indirectly included.

Basically, the situation is as follows: on the one hand, we have nature in the economy. We cannot possibly dictate from mere economic motives – because we as a consortium may need to sell wheat at such and such a price next year if we are to achieve this or that – that there will be so and so much rain or sunshine next year. Nature is taken for granted. We have to accept it. We want to bring human labor directly under the economic point of view. We want to regulate human labor from the economic basis. Social democracy wants it itself, wants it precisely from the economic basis. It represents nothing other than the terribly one-sided continuation of that which led into chaos.

It is important to recognize that goods and human labor are not comparable values, that they must be managed from two different perspectives. We do not need to manage nature; it cannot be managed; it underlies our economic life just as it underlies the economic life of birds and the like. Within the actual economic life, we manage the production of goods, the circulation of goods, and the consumption of goods. However, modern conditions have led to a confusion between the comparative value or price of the goods and that which labor quite remunerates in the same way as one pays for goods – while labor must be regulated according to completely different aspects.

Just think about what has emerged from the unnaturalness of modern conditions; for example, within modern proletarian theory. People say: the manual laborer works this or that, and in doing so consumes organic power that must be replaced; for this he must be remunerated. A great contrast has even been constructed between manual labor and mental labor. Mental labor consumes less because it provides ideas that are then always imitated. It does not provide something that works in this way towards consumption. All these theories have arisen because work has been put into the process of commodity consumption, commodity circulation and commodity production, because the line has not been drawn between the actual economic life and the state or legal or political life. Thus we have the three limbs of the social organism, the spiritual limb, namely, the most important, public spiritual life: the teaching and education system; the state-political limb, in which, for example, labor is to be regulated.

How does someone who takes what I said at the beginning of my lecture very seriously and honestly – the awareness that modern humanity must move towards democracy – cope? Only those who leave out what cannot be democratized from the democratic can take democracy seriously and honestly.

There is a broad and comprehensive area of human affairs in which every person who has come of age is competent; that is the area in which majorities rightly prevail. This is the area where something can be achieved by parliamentarization. Parliamentarization cannot achieve anything in the field of intellectual life, where only the development of the individuality of the individual can be fruitful. Parliamentarization, majority decisions, cannot achieve anything in the field of economic life. There associations must come into being in the way I have described, out of the most diverse branches of life. And these associations will develop to a certain size. There is no need for statistics; they are of no help, they only refer to the past, but it is life that matters. And it is life that should be grasped by people who are members of associations, and that the associations should grasp the needs, not regulate them. Economic life has nothing to do with ethics, with a critique of needs, but only with the observation that the needs are there. The free spiritual life has to do with critique, with the regulation of needs. Political life has to do with what I have just spoken of and what I will speak of yet. In economic life, associations only have to do with what is alive in the production, circulation and consumption of goods.

Once the need has been determined, it is known how many people have to be involved in the production of certain articles. If too many people are involved, the products become too cheap for the need; if too few people are involved, the products become too expensive. We arrive at what I would call the shaping of the price out of the life of the associations. Of course, we can only take something as a kind of calculation, as a kind of general formula. But it is possible to arrive at something fruitful out of such associations by concluding contracts to the effect that as many people as are necessary can work on an article in a certain field. We can arrive at a situation in which what I would call the 'primordial cell of economic life' is fulfilled more and more. It will seem paradoxical to you. And yet, in its subconscious depths, humanity strives for economic satisfaction in the sense of this economic primordial cell: every person should receive for his product of labor — not for his labor, labor does not belong in economic life — he needs for himself, his family and everything else for which he has to provide, in order to fabricate an equal product in turn; thus, he needs as much for the satisfaction of his needs as it takes to produce an equal product. Roughly speaking: If I make a pair of boots, I must receive so much for this pair of boots through the regulation of economic life that I can make a new pair of boots, and while I am making this new pair of boots, I have everything I need for myself, my family and other expenses.

I am not saying that this should be determined by some kind of socialist dogma, but that the associative principle is the necessary one. There is no need to fear that this will lead to a terrible bureaucracy. After all, bureaucracy is already sufficiently taken care of in all countries of the world precisely because of other circumstances. What I mean here by economic association will establish itself alongside work and through work. And since economic areas and economic associations become confusing when they are too large and uneconomical when they are too small, economic organization has a certain size depending on climatic and other conditions, as well as on the characters of the people and so on.

The associations continue to associate. This then provides the basis for a large world association, for the great world economic federation, which can only be created out of economic life, out of an economic life independent of intellectual and political life. Of course, work plays a role in this economic life, but on the other hand, work must be left to the realm of the political and legal state. Every person who has come of age is competent to speak about the extent of work, in association with other people.

My esteemed audience, I spoke earlier about the ill-fated experimental country of Austria, where I spent thirty years. There one could see how modern parliamentary life has emerged. You could see what it means to carry economic interests into political life. When parliamentary life was to be created in Austria in the 1860s, the parliament was composed of four curiae: the curia of the large landowners, the curia of the chamber of commerce, the curia of the cities, markets and industrial towns, and the curia of the rural communities – purely economic points of view! Four curiae, put together purely on the basis of economic interests. They were now supposed to decide on the legal and political situation. Not only the intellectual and national life, no, the internal impossibility has already created destructive forces in a country as difficult to construct and as difficult to put together as Austria, which could already be seen in the 1870s and 1880s by anyone living in Austria with an unbiased mind. There one could study how necessary it is to keep economic life separate, with its own administrative instances, rooted in the associations of the various professional and industrial guilds and of the various branches of economic life in general, and to have, in addition, the free spiritual life, which certainly plays a part in economic life. How it plays a part, I have described in detail in my 'Key Points of the Social Question'. You will also find details in our newspaper on threefolding, which appears in Stuttgart, and also in a Dutch newspaper on the threefolding of the social organism.

Just as you can educate yourself about the fertility of the free spiritual life in the Free Waldorf School in Stuttgart, which we have established and which Emil Molt has set up and which I run, so you can principles, which are, however, only in their infancy, by acquainting yourself with our writings and with what is being attempted, for instance, in the economic institutions of Futurum in Switzerland and Kommenden Tag in Germany. Of course, it is not yet possible to found many associative life; the facts of external life, of today's social order, are too much opposed to this associative life, but the beginnings should still be created for it. The impulse given for the threefold social organism should definitely work its way into practical life. And so, in my aforementioned book 'The Core of the Social Question', I also showed how capital basically also has its origin in spiritual life, and must therefore also pass into the individual administration of the human being in connection with spiritual life, with the spiritual element of the social organism.

There have been critics of the threefold social order who said: Yes, this threefold order tears apart into three parts what is a unity. No, it is only through the fact that these three parts are administered in the sense of their own essence that true unity is created. Through the spiritual life and through human individuality, the circulation of capital will gradually come about. I can only mention this briefly here, but you can read more about it in my book “The Essentials of the Social Question”. The regulation of labor will be subject to the rule of law. In this legal or political state, all matters for which every adult is competent will be regulated. And anyone who is sincere about democracy must, on the one hand, exclude intellectual life and, on the other, economic life, in which nothing can be regulated purely democratically; then there remains for the actual state a broad area that encompasses all human affairs; that is, those matters in which one person is equal to another, those matters in which all people are truly equal.

This impulse for the threefold social order is truly drawn from the depths of human nature. Because of the diversity of spiritual, state and economic life, a separate administration is required for all three areas, and because the human being is involved in all three, the right unity and the right interaction will only arise. From the spiritual life into the economic life, capital administered by the spirit is at work. From the state into the economic life, the way in which each human being, as an equal, regulates his work, the measure and so forth, is at work. This work will have to be accepted in the economic life, as nature is accepted. We will say to ourselves: Rain or shine, I cannot control it. I must accept economic life as it unfolds under these conditions. Likewise, in the field of economic administration, I must accept what is regulated as work. And when the associations set prices, the only thing that will be considered is the product of labor, not labor as such.

But this brings us to the intimate interpenetration of the three members of the social organism. And an economic life that does not somehow deal with all kinds of spiritual matters, a state life that does not deal with all kinds of spiritual programs and the like, but only deals with those matters in which all people as equals are competent, such an economic life and such a state life will receive the most beautiful fertilization from the free spiritual life. There will be a vigorous interaction between the three elements, if each is administered in its own way.

I have also been told that I want to resurrect an old Platonic idea of the teaching, military and nutritional classes. No, it is not the various classes that are to be constituted, but rather the external administration is to be constituted by leading people to a free judgment in these three areas. No utopia is to be presented dogmatically. No fantasies are to be used to describe how the institutions should be. Rather, attention should be drawn to how people must organize themselves in the social organism so that, through their cooperation, they can find the solution to the social question, and so that the organization of economic life, which must basically take place with the constant active participation of the competent associations, can also be found. Just as the human organism must be nourished every day.

And so we can say: Three areas confront us in the entire social organism; three areas that each demand their own administration based on their own nature. Freedom should prevail in spiritual life; equality should prevail in democratic state life, where only those things are administered from the majority that can really be decided by the majority, because every person is competent for them. And fraternity can develop precisely in an economic life that is built on the associative principle in the way described. These three great maxims of human development resound across to us from the eighteenth century. And what human heart would not beat faster when it allows these three maxims of human development to take effect on it with deep understanding. But clever people in the nineteenth century repeatedly emphasized that in the unitary state these three lofty ideals contradict each other. And they were right. The solution to this riddle is that although people have asserted the three greatest ideals of social life, freedom, equality and fraternity, out of an inner intuition, they have so far been under the suggestion of the unitary state that only the threefold social organism can realize these three ideals, namely, freedom in the spiritual realm, equality in the state-political realm, and fraternity in the associatively shaped economic realm.

And in characterizing economic life today, I had to show how it can be built as a foundation for a free spiritual life and for the true, state-based democracy that modern humanity strives for. But these two areas are in intimate harmony with economic life. For it is an economic life that alone can give all people a dignified existence; one that is built on the basis of the laws that shape the economy itself, that draws its fertilizing forces from an independent, real state-based life and its administrative roots from a free spiritual life. Therefore, we can say that an economic life of the future is only conceivable as being associated with an independent legal life and a creative, free spiritual life that works out of human souls.

Answering questions

Question: You have not told us how the associations are to come into being. Do these associations float in the air? Where do they come from? Do you think that today's workers' organizations or the existing consumer cooperatives can become associations through their training and development, or are associations only utopian? Are they based on something that has emerged historically or do you want to build something, do something, create something? You have talked about utopias so often.

Rudolf Steiner: When I speak of utopias, I mean something that has come to light, for example, in Proudhon, Blanc, Saint Simon, [Bakunin], and to some extent also in Karl Marx. There you will find utopias, thought structures about a social order of the future. The only thing that sets Marxist utopia apart from the others is that it appeals to a particular class, appeals to the instincts of a particular class, and has therefore become a very real force in the world of agitation. But it is precisely in the present day, when this utopia is producing the most terrible results by claiming to be realized in reality, that we see the utopian aspect of the matter. This utopianism can be seen to the highest degree in those who believe that they are standing firmly on the ground of reality. One does not need to go to Russia to study the details of how Leninism kills culture and civilization. One only needs to familiarize oneself with what lives in the mind of Lenin. All sorts of social conditions are described that this new tsar wants to realize. But then Lenin says: with all this, what is actually humanly dignified is not achieved after all, but something is achieved that destroys the present. Then the present perishes, and with it people go into decadence; and then a new human race will arise, which will establish the humanly dignified existence. — There we have posited something utopian to the point of blood. This utopianism basically dominates more than one might think the minds and souls of contemporary people. What I have presented to you is not at all conceived utopianistically, but is conceived in such a way that, basically, it can be started every day with the appropriate things.

If I immediately tie in with what the previous speaker said: we have consumer cooperatives. The consumer cooperatives do not work in the sense that today the incommensurability between labor and labor product and commodities could somehow be eliminated, but they work in the midst of these conditions. If they are not production-consumption cooperatives, they ultimately only aim at regulating consumption, not at an interaction between producers and consumers, as the associations do. But it can be developed. It is not utopian to build on what already exists. Of course, you must not have the idea that it is already utopian if you just don't leave what is there as it is. So what is there are, so to speak, the elements that associate. I'm not talking about organization.

Dear attendees, I am actually Austrian, but I have spent half of my life in Germany, then in Switzerland, but I come from Germany. Nevertheless, although I come from Germany, the word “organization” really seems like something burning to me. I expect nothing from an organization, because an organization emanates from a center. The organization is regulated from above. In reality, it is the special love for the organization that has prepared Germany for what is happening now. And if you come to Germany today, you will find that the addiction to organization is still flourishing terribly, even if you believe that you have outgrown these organizations. What is called organization in Germany has the same effect on me as a red cloth on a bull (not that I claim to be a bull). Association is different from organization. The best and the most capable join together, not those who are at the center of things and want to organize.

Particularly with regard to this organization, an example can be given in Germany. A German professor has now written a book about price formation during the First World War. On the basis of extremely thoroughly compiled material, he has determined what happened as a result of the state intervening in economic life through the organization of prices. He presents four sentences with the right consistency, which are worthy of being in a scientific book in terms of methodology: Firstly, the price-setting authorities had no idea what was important. Secondly, prices were regulated everywhere in such a way that the opposite of what was actually believed to be achieved was achieved. Thirdly, by regulating prices, large sections of the population have been affected in the most terrible way. Fourthly, profiteering has been encouraged at the expense of honest industry and honest trade. These are the scientific conclusions that the economist in question has reached. Then he adds: Yes, science says that about economic life, but in social life there are other interests; there the state must intervene, and what is recognized as economically right by the economist no longer applies before the state.

Now, what is more sensible: for the economist to stand and lament that the state is thwarting his correct scientific conclusions, or for him to say: economic life must be organized in such a way that there is no need to point out what disturbs correct price formation. Everywhere, the impulse of the threefold social organism ties in with natural conditions. What is the production of goods, the circulation of goods, the consumption of goods, must arise out of the individual human being, out of the individual human being, the individual human groups. And this efficiency in the individual associates itself. At the beginning, one does not know what is associating, not organizing; only in accordance with one's own efficiency does what is to come about arise.

This is also the case in the spiritual life, for example, if you look at the Waldorf School, which leads a completely free spiritual life. I run the school, but I have never done anything other than advise individuals. I go into the classes, study the children's development from a psychological point of view, and discuss my psychological studies with the teachers in an advisory capacity, who then try to take things further. In fact, we have even come up with completely new laws for childhood development at different ages, for example, for how children live together and so on. But how does this Waldorf school work? Yes, you see, you would have felt at the beginning like a civil servant or a member of parliament, then you would have sat down with others who also feel like civil servants or members of parliament and made programs. The programs are made very cleverly, because in terms of the intellectual, people are terribly clever. You can set up the most perfect programs, but can they be carried out? We have not done that. What matters for the Waldorf School is that we have our twenty-two teachers, and the Waldorf School will be as good as these teachers are able to make it. There is nothing more dishonest than to set out a program that cannot be followed because the teachers can only work according to their abilities and not according to programs. They try to work out of their abilities. And so it is in economic life. The associations are not formed utopian, but rather by continuing to work on what is already there. I only believe that when the associations are formed, the individualities will also become more efficient. But today we are building on what is there.

Chairman of the students: This evening you have given us an insight into your view of economic life. It is of course impossible to have an overview of the whole problem, but your lecture will certainly be a stimulus for many of us to take a closer look at the threefold social organism. And in this you have achieved an important goal. You came to us despite the fact that you are almost overburdened with work. I would like to thank you for this on behalf of the assembly. It was a very interesting evening.

Rudolf Steiner: Dear Mr. Chairman and all those who helped to organize today's invitation. I can only say that this invitation gave me a very special satisfaction. It came from the student body. And who should be more aware than those who are faced with such problems as those I have mentioned, that today, for the solution of these questions, which will take up the next decades - initially, of course, the preliminary solution - we need above all those who are within the student body today.

I am long past that, but today I often think back to the times when we lived through things differently than you do today. At that time, we had a lot of intellectual, national and, in particular, economic hopes, and many of these economic hopes have indeed proved to be illusions – and not just here or there, but in the whole of international life. This has deterred many from seriously pursuing the deepest human issues. Those who are in a position to go through their student days today can hardly indulge in illusions in the same way. They learn from the great hardship, from the crisis-prone nature of today's life, that deepening is necessary. That is why it fills one with a deep sense of satisfaction to find interest in suggestions of this kind among the student body. Because I didn't want to give more than suggestions. From this point of view, that perhaps, even if I am no longer there, work will continue on the basis of these suggestions, especially by those who are young today, that at least, even if only a very small, tiny drop could be added today through this invitation, from this point of view, I thank you and the whole committee warmly for your kind invitation.

Herman Sijbrand: Hello, Dr. Steiner, you have expressed your thanks for the invitation. Let me now bring up an issue, let me express what has just come to me. The matter is quite the opposite, the feeling of gratitude is entirely on my side. Because you are the one who has succeeded in showing me the synthesis of art, science and religion again. You are the one who, to me, who is and wants to be in the strict service of science and technology, you are the one who has shown me the true path to the ideal of humanity, to the ideal of humanity, to Christ, to the true understanding of Christianity, to the true understanding of Christ and his teaching, I owe it to you. I would still like to have said that.

There followed an untranscribed closing speech by Herman Sijbrand Hello to those gathered in Dutch.

The following lecture was formerly in GA 136 entitled, The Spiritual Beings in the Heavenly Bodies and in the Kingdoms of Nature, published in German as, Die Geistige Wesenheiten in den Himmelskoerpern und Naturreichen. In Bn/GA 158, it is the 2nd of 12 lectures in the series, The Human's Connection with the Elemental World, published in German as, Der Zusammenhang des Menschen mit der Elementarischen Welt. Kalewala. Olaf Asteson. Das russische Volkstum. Die Welt als Ergebnis von Gleichgewichtswirkungen.

First of all I must apologise to you that I cannot give my lecture in the language of this country. The fact of this lecture being given is in response to the wish of the friends of our Theosophical Society, by whom I have been summoned hither to give a series of lectures lasting a fortnight, and who had the idea of making it possible within that time of adding the two announced public lectures. Hence I must crave your pardon if many of the names and designations which are borrowed from the national epic of the Finns are not rightly pronounced by me who have no language. Only in the lecture of next Friday shall we touch upon Occult Science or Theosophy; the consideration of this evening will rather have to do with a sort of neighbouring realm which in the profoundest sense of the word belongs to the most interesting of human historical considerations, of human historical thought.

The National Epics! We need only to think of some of the well-known national epics, of the epics of Homer, which have become the epics of Greece; of the legends of the Niebelungen in Central Europe; and finally of the Kalevala, and immediately the fact shines forth, that by means of these national epics we are led more deeply into the soul of humanity and the striving of humanity than by any other historical investigation; we are so led into the soul of humanity and the striving of humanity that ancient times are brought powerfully before our souls, as vividly as the present time, but in such a way that they affect us in the immediate present just as the fate aid life of the present day humanity living around us. How uncertain and dim from the historical point of view are the descriptions of the ancient people of Greece of whom the Epics of Homer tell us, and how, when we let the contents of the Iliad—of the Odyssey work upon us, do we look into the souls of those people who are far beyond the grasp of ordinary historical observation! No Wonder that the study of the National Epics is somewhat of a puzzle to those who are occupied with the scientific or literary aspect of them! We need only point to one fact with regard to the Greek Epics, to a fact which has been repeatedly expressed by an enlightened observer of the Iliad in a very beautiful book on Homer's Iliad which appeared only a few years ago,—I mean Hermann Grimm, the nephew of the great philologist of German myths and legends, Jacob Grimm. By letting the figures and facts of the Iliad work upon him, Hermann Grimm is again and again obliged to say: “Oh! this Homer!” We do not need to-day to go into the question of the personality of Homer; When he describes anything which is borrowed from a handicraft, from an art, it is as though he were an expert in that handicraft, in that art. If he describes a battle, a contest, he seems to be perfectly acquainted with all the strategic and military principles which come into consideration in the conduct of war. And rightly does Hermann Grimm point out that a stern judge in such matters, namely Napoleon, was an admirer of the reality of the description of battles in Homer; and he was a man who without doubt was qualified to give an opinion whether or not the military point of view is presented before our souls in a directly expert and vivid way. From the general human standpoint we know how plastically the figures are presented to our soul by Homer as if they were immediately in front of our physical eyes. And how does such a national epic as this continue to manifest itself through the various periods? For truly, he who observes dispassionately will not receive the impression that human artific or pedagogic cult could have maintained all through the centuries up to our own days, interest in the Iliad and the Odyssey,—for this interest is self-evident and universally human. Yet these epics set us in a certain sense a task; directly we study them they present to us a very definite—even an interesting task. They must be taken quite accurately in all their details. We at once feel that there is something obscure in such national epics if we try to read them as we read any modern work of art, a modern novel, or such-like. We feel even at the first lines of the Iliad that Homer speaks with exactitude. What does he describe to us? He tells us even at the beginning what he is describing. Much is known from other descriptions not contained in the Iliad, of events which form the connecting link with the facts of the Iliad. Homer wishes only to describe to us that which he states so pregnantly in the first lines,—the wrath of Achilles. And when we go through the whole of the Iliad and consider it impartially, we have to say to ourselves:—In very deed it contains nothing but what can be shown to be the result of the wrath of Achilles. Further, another peculiar fact appears at the very beginning of the Iliad; Homer does not begin simply with facts, he does not even begin with any personal opinion, but he begins with something which in modern times would perhaps be taken as mere words; he begins by saying:—Sing to me, Oh Muse, of the wrath of Achilles:—And the more deeply we penetrate into this national epic, the more clear does it become to us that we cannot at all understand the sense, and spirit, and meaning of it all unless we take these words at the beginning quite seriously But then we have to ask ourselves:—What do they actually mean?

And now to consider the manner of representation; the whole way in which the events are brought before our souls! For many, not only professional students, but even for artistic spirits like Hermann Grimm, there was a question in those words “Sing to me, oh muse, of the wrath of Achilles,” a question which penetrated deeply into the heart. How in this Iliad, as well as in the Niebelungen or in the Kalevala, are the deeds of spiritual-divine Beings—in Homer's poems chiefly the deeds and purposes and passions of the Olympic Gods—enacted in unison with the deeds, purposes and passions of men, men who like Achilles are far removed in a certain sense from ordinary humanity, and again with the passions, purposes and deeds of men who are nearer to ordinary humanity like Odysseus, or Agamennon? When Achilles appears before our souls, he appears to us to stand alone among the human beings with whom he lives; as the Iliad continues, we very soon feel that in Achilles we have before us a personality who feels himself unable to discuss his inner life with the other heroes. Homer also brings before us how Achilles has to settle his real affairs of the heart with divine spiritual beings who do not belong to the human kingdom; how the whole way through the Iliad he stands alone with regard to the human kingdom, and on the other hand stands close to super-sensible, superhuman powers. On the other hand how strange it is, that when we focus all our human feelings in the form and manner of thinking and perceiving we have acquired in the process of civilisation, and then direct our gaze towards this Achilles, he often appears such that we are obliged to say: How egotistical! How self-centred! A being in whose soul divine-spiritual impulses are at work acts, absolutely from personal motives for a long time, so important a war for the Greeks as the Trojan war of legend, was only carried on, only produced the special episodes which are described in the Iliad because Achilles fought out for himself what he personally had to fight out with Agamemnon. And we continually see superhuman powers taking part; we see Zeus, Apollo, Athene imparting the impulses, allotting to the people, so to speak, their places. It was always remarkable to me before I took up the task of approaching these matters from the standpoint of Occult Science or Theosophy, how a very intellectual man such as Hermann Grimm with whom I had often the pleasure of personally discussing this matter, should look at these things as he did. Not only in his writings but often in personal conversation, and then much more exactly expressed he used to say: “If we only take into consideration what historical powers and impulses perform in the evolution of humanity, we do not succeed in getting at what lives and creates there, especially in the great national epics.” Hence, for Hermann Grimm, the intellectual student of the Iliad and the national poems, there was something which transcends the ordinary powers of human consciousness, the intellectual, reasoning sense-perception, the ordinary feelings; something which was for him a real power as creative as the other historical impulses. Hermann Grimm spoke of an actual creative imagination permeating human evolution just as one speaks of a being, of a reality, of something which governs man and could say more to him at the beginning of the ages which we are able to observe, which could say more to him during the development and growth of the individual races that what the ordinary soul-forces mean to man. Thus Hermann Grimm always spoke of the creative imagination as the glimmering of a world which does not expend itself in the ordinary human soul-forces; an imagination which to him in some way fulfilled the role of a co-creator in the process of human development. It is strange however, that when we consider this field of battle in the Iliad, when we consider this description of the wrath of Achilles with all the interaction of the super-sensible, divine spiritual powers, we do not arrive at such an opinion as Hermann Grimm has; and in his book on the Iliad itself we find many a word of resignation which shows us that the ordinary point of view which is taken to-day in a literary or scientific way is not reconcilable with these matters. What does Hermann Grimm arrive at with regard to the Iliad and the Niebelungen saga? He ends by assuming that the historical dynasties, the races of rulers were preceded by other such races; this is literally what he thinks. Thus he considers that probably Zeus and his whole circle represent a sort of race of rulers which had preceded the race of rulers to which Agamemnon belonged. Thus he considers that there is a certain uniformity in the history of humanity, so to speak; he considers that in the Iliad or Niebelungen saga are represented Gods or Heroes of primeval humanity whom later humanity only attempted to represent by clothing their deeds, their characters, in the dress of superhuman myths. There is much that one cannot reconcile if one takes as a basis such an hypothesis, above all the special form of the intervention of the Gods in Homer. Let us take one case. How do Thetis the mother of Achilles, Athene, and other figures of the Gods intervene in the events in Troy? They so intervene by taking the forms of mortal men, inspiring them as it were, leading them on to their deeds. Thus they do not appear themselves, but permeate living men. Living men were not only their representatives but sheaths permeated by invisible powers which could not appear in their own form, in their own being on the field of battle. Yet it would be strange to admit that primeval men of the ordinary kind should be so represented that they had to take representative men of the race of mortals as a sheath. This is only an intimation which can prove to us all that in this way we shall not arrive at a true understanding of the ancient national epics. Just as little shall we succeed if we take the figures in the Niebelungen saga, Siegfried of Xanten on the lower Rhine who was removed to the Burgundian court at Worms, who then wooed Kriemhilde the sister of Gunther, but who by virtue of his special qualities can alone woo Brunnhilde. And in what a remarkable way are described such figures as Brunnhilde of Iceland, and Siegfried: Siegfried is described as having conquered the so-called family of the Niebelungen, as having acquired, won, the treasure of the Niebelungen, By means of what he has acquired through his victory over the Niebelungen, he gains special qualities which are expressed in the epic when it is said that he can make himself invisible, that he is invulnerable in a certain respect, that he has, moreover, forces which the ordinary Gunther has not! For the latter cannot win Brunnhilde who is not to be conquered by an ordinary mortal. By means of his special powers which he has as the possessor of the treasure of the Niebelungen Siegfried conquers Brunnhilde, and on the other hand, because he can conceal the powers which he has developed, he is in a position to lead Brunnhilde to Gunther his brother-in-law. And then we find how Kriemhilde and Brunnhilde whom we meet at the same time at the Burgundian court are two very different characters—characters in whom obviously forces are at work which are not to be explained by the ordinary soul forces. Therefore they quarrelled, and therefore also it came about that Brunnhilde was able to seduce the faithful servant Hagen to kill Siegfried. That again shows us a feature which appears so remarkably in the Sagas of Central Europe. Siegfried has higher superhuman forces; these superhuman forces he has through the possession of the treasures of the Niebelungen. Finally they make of him not an absolutely victorious figure, but a figure which stands before us as a tragedy. The powers which Siegfried possesses through the treasures of the Niebelungen are at the same time a fatality. Still more remarkable do things become if we take in addition the Northern Saga of Sigurd, the slayer of the dragon, but this is enlightening. In this, Sigurd, who is none other than Siegfried, appears as the conqueror of the dragon; as he who thereby wins from an ancient race of dwarfs the treasures of the Niebelunger. And Brunnhilde meets us as a figure of a superhuman nature, as a Valkyrie figure.

Thus we see that there existed in Europe two ways of representing these things; the one which directly connects everything with the divine-super-sensible, which shows us that in Brunnhilde is meant something which belongs directly to the super-sensible world; and the other way which represents the sagas in a human form. But we recognise even here, how the Divine resounds through everything.

And now from these sagas, these national epics, let us glance into that realm of which I really ought to speak only as one who can look at things from outside; only in such a way as one can understand them if one does not speak the language in question. I beg you to take into consideration that with regard to everything which in the Kalevala has to do with Western Europe, I can only speak as one who fixes his eyes on the spiritual contents—the great, mighty figures, and whose observation of course the undoubted fineness of the epic which can only appear when one has mastered the language in which it was written, must escape. But even in such a consideration how characteristically do we encounter the Trinity in the three—it is difficult to use a name for them; one can not say Gods, one cannot say Heroes, so we will say—in the three beings whom we encounter:—Väinemöinen, Ilmarinen, and Lemminkäinen. These figures utter a remarkable language when we compare them in character with one another; a language in which we recognise that the things which are to be said to us surpass what can be accomplished with the ordinary soul-forces. If we only consider these three forms externally, how they increase till they become monstrous! And yet it is peculiar that while they increase to the point of monstrosity, every individual feature stands before our eyes, so that in nowise have we any feeling that the monstrosity is grotesque, or a paradox; everywhere we have the feeling that of course that which has to be said must appear in superhuman size, in superhuman significance. And then what enigmas in the contents! Something which spurs on our souls to think of all that is must human, but which on the other hand, surpasses all that the ordinary powers of the soul can grasp. Ilmarinen, whom one often calls the Smith, the clever, artistic smith, forges for a region in which dwell the—so to speak elder brothers of humanity, or at least more primitive humanity than the Finns, forges for a strange region at the instigation of Väinemöinen, the Sampo. And we next see this remarkable thing, namely, that far from the field of action on which the facts take place of which we are speaking, many things are happening; we see how time goes by; and we see how after a definite time, Väinemöinen and Ilmarinen are induced to fetch back that which has remained in the strange land—the Sampo. He who lets the peculiar spiritual language work upon him which speaks in the forging of the Sampo, in the removal of it, and the regaining of it, has directly the impression—I must beg you to consider that I am speaking as a stranger, and as such can only speak of the impression—that the most essential thing in this magnificent poem is the forging, the removal, and the later recovery of the Sampo. And what affects me very specially and remarkably in the Kalevala is the ending. I have heard that there are people who believe that this ending is perhaps, a later addition. I feel that this ending of Mariata and her son, this entry as it were, of a very remarkable Christianity into the epic—I say expressly a very remarkable form of Christianity—belongs to the whole; and because this ending is there, the Kalevala gains a very special “nuance”, a colouring, which can so to speak, make the whale matter comprehensible to us. I may say that to my idea, such a delicate, impersonal representation of Christianity is nowhere to be found as in the ending of the Kalevala. The Christian principle is detached from anything local, the coming of Mariata to Herod, who is called Rotus in Kalevala, is expressed so impersonally that one is scarcely reminded of any locality or personality in Palestine. Indeed one might say, one is not once reminded of the historical Christ Jesus. As a most intimate concern of the heart of humanity, we find delicately indicated at the end of Kalevala the penetration of the most precious pearl of civilisation into the civilisation of Finland. And with it is connected the tragic touch which can work so deeply upon our souls, that at the moment when Christianity enters, when the Son of Mariata is baptised, Väinemöinen bids farewell to his people in order to go to an undefined locality, leaving to his people only the purport and power of that, which as a bard he had been enabled to relate of the primeval events which were included in the history of this people. This withdrawal of Väinemöinen before the Son of Mariata seems to me so significant that one might see therein the living cooperation of all that which fundamentally governed the Finnish race, the Nation-soul of the Finns, from primeval times up to the moment when Christianity found admittance into Finland; and this primeval force relates itself tom Christianity in such a way-that everything which was then enacted in the soul can be felt with wonderful intimacy. That I state as something of the objectivity of which I am conscious, something which I could never state to give pleasure in the way of flattery. We in the West of Europe have in these national epics one of the most wonderful examples of how the members of a race actually live before us in the immediate present, with their complete souls; so that through Kalevala, Western Europe learns to know the soul of Finland in such a way as to become perfectly familiar with it.

Why have I said all this? I have said it in order to characterise how in the national epics something speaks which cannot be explained through ordinary soul-forces, even if one speaks of imagination as a real power. And if, to many what is said sounds only like an hypothesis, so may that which Occult Science or Anthroposophy has to say with regard to the being of these national epics, so may the same perhaps be alleged with regard to this consideration of the national epics. Certainly I am conscious that what I have to say aims at something to which in our present day few can give their assent. Much of it will probably be regarded as fancy, as imagination; but some will at least accept it among other hypotheses which are brought forward with regard to the growth of humanity. But for those who penetrate into spiritual science as I shall permit myself to describe it in the next lecture, for them it is not an hypothesis, but an actual result of scientific investigation. The things sound strange which have to be said, because that scientific method which is to-day believed to stand quite firmly on the ground of facts, of truth, of the attainable, restricts itself to what is perceived by the external senses, to what the intellect connected with the senses and the brain can tell of things. And to-day it is simply regarded as unscientific if a method of investigation is spoken of which employs other forces of the soul, forces whereby it is possible to look into the super-sensible, at the interplay of the super-sensible with the sensible. By this method of investigation, by Spiritual Science or Anthroposophy, one is led not merely to the abstract imaginings to which Hermann Grimm was led with regard to the national epics, but one is led to something which far surpasses imagination, which represents quite a different condition of soul or consciousness from that which man can have at the present point of time in his evolution. And thus by means of Spiritual Science or Anthroposophy, we are led back in quite a different way to human antiquity than by ordinary science. Ordinary science is accustomed to-day so to look retrospectively at the growth of humanity that what we call man to-day has gradually developed from lower, animal-like creations. Spiritual science does not at all pretend to combat this modern investigation, but acknowledges fully the magnitude and the power of the acquisitions of this natural science of the 19th century: it acknowledges the importance of the idea of a transformation of animal forms from the most imperfect to the perfect; and it acknowledge the connection between the external human form and the most perfect animal form; but it cannot at all remain at such a view of the growth of humanity, of the growth of the organism as would be presented if with an external material gaze one could view that which has been accomplished in the course of the earth's happenings in the organic world up to man. For spiritual science, the humanity of today stands beside the animal world. We look into the world which surrounds us, at the various animal forms; we look at the—in a certain way—uniform human race distributed over the earth; in spiritual science we too have unprejudiced views of the fact that in the external form everything tells in favour of the relationship of man with other organisms on the earth; but in spiritual science, when we trace the growth of humanity backwards, we cannot do so in such a way that in the grey antiquity we let the stream of humanity flow directly into the animal train of evolution. Indeed we find if we go back from the present to the past that nowhere can we directly rank the present human form, the present man, as arising out of any animal form which we know in the present. If we go back into the evolution of humanity, we find first of all—one might say—the soul-forces, the forces of intellect feeling and will, which we have in the present day developed in man in more and more primitive form. Then we get back to hoary antiquity of which ancient documents tells us so little. Even when we go back as far as the Egyptians, or the early Asiatic races, we are led back everywhere into a primeval humanity which—certainly in a more primitive but yet in a great and noble form—has the same forces, the forces of feeling, intellect and will, which of course have only found their present-day development towards the present time, but which we discover as the most powerful impulses of humanity, as the most powerful historic impulses so far as we can trace humanity backwards when we take the present-day soul into consideration. Nowhere do we find it possible to place even the most remote human race in a special relationship with the present-day animal forms. This, which spiritual science must assert is recognised to-day by thoughtful investigators of nature. But when we go further back, and consider how the human soul has changed, when we compare how a present-day man—let us say—thinks scientifically or otherwise, how he uses his intellect and his mental powers,—when we trace that back, we can trace it fairly accurately; it first teamed forth in humanity at a definite time—we might say that it shone forth in the sixth and seventh centuries before Christ. The collective configuration of the present-day feelings and thoughts does not actually reach back further than to that time which is recorded as the period of the first Greek natural philosophy.

If we go back still further, and have a sufficiently unprejudiced view we find without reference to occult science, that not only does all present-day scientific thought cease, but we find that the human soul in general is in quite a different condition, in a much more-impersonal condition; and also in such a condition that we have to describe its powers as much more instinctive. Not indeed as if we meant to say that before this time men acted from such instincts as the present-day animals have, but that guidance by the reason and intellect as it exists to-day was not there then; instead of it there was a certain instinctive, direct certainty in man; he acted from direct elementary impulses, he was not then controlled by the intellect connected with the brain. And then of course we find that in the human soul those forces still ruled unalloyed which we have now detached as the forces of intellect on the one hand, and those forces which to-day we carefully separate from the forces leading to intellectuality and science, the forces namely, of imagination. Imagination, intellect and reason worked simultaneously in those old times. The further we go back, the more do we find that what then ruled in the soul of man, what then worked, was not separated into imagination and intellect; we ought no longer to describe it as we designate a soul-force to-day when we speak of imagination. We know quite well to-day that when we speak of imagination we are speaking of a soul-power whose expressions we cannot really make use of, to which we cannot ascribe reality. The modern man is careful in this matter; he takes care not to confuse what imagination gives him with what the logic of reason tells him. If we look at that which the spirit of man manifested in those pre-historic times, before imagination and intellect were separated, then we can perceive a primeval, elementary, instinctive force ruling in the soul. In its characteristics we can find the present-day imagination, but—if we may use the expression—what at that time gave imagination to the human soul had something to do with an actuality, a reality; imagination was not yet imagination; it was still—I must not shrink from using the expression directly—clairvoyant power, was still a special capacity of the soul, the gift of the soul whereby men saw things, facts, which to-day in his epoch of civilisation when intellect and reason are to be specially developed, are hidden. More deeply did those forces which were not imagination but clairvoyant powers, penetrate into the hidden forces of existence, into the forms of existence which lie behind the sense-world. It is to this that an unprejudiced consideration must lead us when we consider the evolution of humanity retrospectively. We have to say to ourselves:—Truly we must take the world evolution, development, seriously. That the humanity of the present day has come in the last hundreds and thousands of years to its present lofty powers of reason and intellect, is a result of evolution. These soul-forces have been developed out of others. And whilst these, our present soul-forces are limited to the impressions received from the external sense-world, a primeval humanity who laid no claim to science in the present-day sense, or to the use of the intellect in the present-day sense, a primeval human soul-power at the basis of every individual race saw into the background of existence, into a realm which as a super-sensible lies behind the sensible. In all peoples clairvoyant powers were once the property of the human soul, and out of these clairvoyant powers have been developed the present-day powers of human intellect and reason—the present manner of thinking and feeling. Those soul-forces which we have to describe as clairvoyant were such that man felt at the same time:—It is not I myself which thinks in me, feels in me. Man felt as if entirely subjected physically and spiritually to higher super-sensible powers which worked and lived within him. Man felt himself to be a vessel by means of which super-sensible powers expressed themselves. If one considers that, then one also grasps the meaning of the progressive evolution of humanity. Man would have remained a dependent being who would only have felt himself as a vessel, as the sheath of powers and beings had he not progressed to the proper use of intellect and reason. Man has become more independent by the use of intellect and reason, but at the same time has been cut off for a short period of his evolution, from the spiritual world in a certain respect, cut off from the super-sensible background of existence. In the future it will be different again. The further we go back, the further does the human soul by means of the clairvoyant forces see into the background of existence, see how, out of this background of existence those forces have also emerged which have worked on man himself in pre-historic times, up to a point of time in which all the relations of the earth were still quite different from what they are to-day, when they were such that the forms of living beings were much more changeable, much more subject to a sort of metamorphosis than they are now. Thus we must go back far beyond that which one at present calls the period of human civilisation, we must trace human development and animal development side by side. And lying much farther back than is usually believed to-day, is the separation of the animal forms from the human. The animal then became rigid, more immovable, at a time in which the human form was supple and flexible, and could be modeled and impressed by that which was experienced inwardly in the soul. Then indeed we come back to a period in the development of humanity which did not reach the consciousness of the present day, but in which another consciousness existed in the soul, which was in connection with the clairvoyant forces which have just been described. Such a consciousness which could survey the past, and which saw the development of humanity emerging from the past into complete separation from all animal life, this consciousness also saw how the human forces ruled, but still in active connection with the super-sensible forces which acted with them; it saw that which in the times, for instance, when Homer's epics arose, existed only as an ancient echo, and which in still earlier times existed in much greater measure. If we go back beyond Homer we find that men had clairvoyant consciousness, which as it were, recollected human pre-historic events, and in the recollection was able to relate the circumstances of human development. In Homer's time the circumstances were such that one felt that the ancient clairvoyant consciousness was disappearing; but one still felt that it existed. It was a period in which man did not speak from himself as an independent ego-being, but in which the Gods, super-sensible, spiritual powers, spoke out of him. Thus we must take it seriously as if Homer were not speaking of himself when he says “Sing to me oh Muse, of the wrath of Achilles”; “Let a higher being sing within me, who takes possession of me when I sing and speak.” This first line of Homer is a reality. Thus we are not referred to ancient dynasties of rulers who in the ordinary sense resemble present-day humanity, butt we are referred by Homer to the fact that in primeval times there was a different humanity, in whom the super-sensible lived. Achilles is absolutely a personality of the transition period from the ancient clairvoyant to that modern mode of vision which we find in Agamemnon, in Nestor and Odysseus, and which is then led on to a higher vision. We can only comprehend Achilles when we know that Homer wished to represent in him one belonging to the ancient humanity who lived in a time which lies between that period when man still reached directly up to the ancient Gods, and the present-day humanity which indeed begins with Agamemnon. Just in this same way we are referred to a human antiquity in the Niebelungen Saga of Central Europe. The whole representation of this epic shows us that in it we have not do with men of our present time, in a certain respect, but with such men of out present time who have still presented something from the period of ancient clairvoyance. All the qualities of which Siegfried had command, whereby he could make himself invisible, whereby he had the power to conquer Brunnhilde who could not be conquered by an ordinary mortal—side by side with the others of which we are informed in him, show us that in him we have a man who has brought over into present-day humanity as if in an inner human remembrance, the achievement of the ancient soul-powers which were connected with clairvoyance and the union with Nature. At what period of transition does Siegfried stand? That is shown to us in Brunnhilde's relation to Kriemhilde, the wife of Siegfried. What the two figures signify cannot be more clearly worked out here, but we shall understand all the sagas if in the forms which are brought before us, we see symbolical representations of inner clairvoyant, or remembered clairvoyant relations. Thus, in Siegfried's relation to Kriemhilde, we have to see his relation to his own soul forces which govern within him. His soul is in a certain measure a transitional soul, because with the treasures of the Niebelungen, that is, the clairvoyant secrets of the ancient times, Siegfried brought over into the new period something which at the same time made him quite unfit for his present time. The men of ancient time could thus live with these treasures of the Niebelungen, that is, with the ancient clairvoyant powers. The Earth has altered her conditions. Hence, Siegfried, who still carries within his soul an echo of the ancient ages, does not fit into the present time, hence he is a tragic figure. How can the present age stand in relation to what is still active in Siegfried? Something of the ancient clairvoyant powers are still active in him; for when he is overcome, Kriemhilde remains behind; the treasure of the Neibelunge is brought to her, she can make use of it. We learn how later, the treasure of the Niebelungen is taken from her by Hagen. We can see that Brunnhilde also is in a certain way capable of working with the old clairvoyant forces. Hence she stands in opposition to those human beings who are suited to the present time—Gunther and his brothers, Gunther above all, of whom Brunnhilde thinks nothing. Why is that? We know from the saga that Brunnhilde is a kind of Valkyrie figure, there we have something again in the human soul: and indeed that with which in ancient times the clairvoyant powers in man could still be united, but which has withdrawn from man, which has become unconscious, so that man as he lives in the present day in the age of intellect, can only be united with it after death. Hence the union with the Valkyrie at the moment of death. The Valkyrie is the personification of active soul-forces to which the ancient clairvoyant consciousness attained, but which present-day man only experiences when he passes through the gates of death. Only then is he united with this soul which is represented in Brunnhilde. Because Kriemhilde knew something from the ancient time of clairvoyance, and knew something of the powers which the soul receives through the old clairvoyance, she is a figure whose wrath is described as the wrath of Achilles is described in the Iliad. It is amply indicated that the men who in the ancient times were still gifted with clairvoyant powers were not controlled by the intellect, did not let the intellect rule, but worked directly from their most elementary, most intense impulses. Hence the personal element, the direct egoism of Kriemhilde, as of Achilles.

The whole matter of consideration of the national epics becomes specially interesting when we add the Kalevala to those already mentioned: We shall be able to show (to-day it can only be indicated owing to the shortness of time) that spiritual science in the present day can point to the ancient clairvoyant condition of humanity only because it is becoming possible again now—of course in a higher manner permeated by intellect, not as in a dream—to call forth the clairvoyant condition by means of spiritual education. The man of the present day is gradually growing again into an age in which from the depths of the human soul hidden forces which again point into the super-sensible,—of course henceforth guided by reason, not left uncontrolled by it—will grow up, when man will be guided into super-sensible regions; so that we shall again learn to know the region of which the ancient national epics speak to us from the dim consciousness of ancient times. Hence we can say:—One learns to know that it is possible to attain to a manifestation of the world not merely by means of the external senses, but by means of something super-sensible which lies behind the external physical human body. There are methods—of which we are to speak in the next lecture—by means of which man can make the spiritual, super-sensible inner being, that which is so often denied to-day, independent of the sensible, external body, so that man, when he is independent of his body lives not in an unconscious condition as in sleep, but perceives the spiritual world around him. Hence modern clairvoyance proves to man the possibility of living consciously in a higher super-sensible body which fills the ordinary body like a vessel. In spiritual science it is called the etheric or ether body. This etheric body lies within our sense body. By means of it we come even to-day, when we inwardly detach it from the physical sense body, into that condition of perception whereby we become aware of super-sensible facts. We become aware of two kinds of super-sensible facts. First of all, at the beginning of this clairvoyant condition we become aware of the super-sensible when we begin to know that we no longer see by means of our physical body, we no longer hear through our physical body, we no longer think by means of the brain connected with the physical body. Then we still know next to nothing of all the external world—I am telling you just the facts, the more exact proofs of which will only be possible in the next lecture—we know next to nothing of an external world. On the other hand, the first stage of clairvoyance leads us so much the more to a view of our own etheric body; we see a super-sensible body of human nature which underlies it, and we can only express it as something which works and creates like a sort of inner master-builder—which permeates our physical body in a living, active manner. And then we become aware of the following:—

We become aware that what we perceive in ourselves as the true activity of the etheric body is, on the one hand limited, modified by our physical body; that it is as it were, clothed on the physical side, the etheric body as it were filling and giving shape to eyes and ears, and to the physical brain; thereby be belong in a certain measure to the earthly element. In this way we perceive how the etheric body becomes a special, individual, egotistical human being sheathed in the physical body. But on the other hand we perceive how this our etheric body leads us into those regions where we encounter impersonally something higher, something super-sensible, something which is not us, but which is present in us at this very time, which works through us as spiritual, super-sensible power and force. Hence, according to the consideration of spiritual science, the inner soul life is divided for us into three principles which are as it were, enclosed in three external sheaths, filling them. In the first place, we live in such connection with our soul that in it we experience that which our eyes see, our ears hear, our senses can grasp, what our intellect can comprehend; we live with our souls in our physical body. In so far as our soul lives in the physical body, in occult science we call it the spiritual (or consciousness) soul, because only through a complete familiarity with the physical body has it become possible in the course of human development for man to advance onwards to the “I” consciousness. Then specially does the modern clairvoyant also learn to know the life of the soul in that which we have called the etheric body. The soul so lives in the etheric body that it certainly has its forces, but the soul forces so work there that we cannot say:—these are our personal forces; they are universal, human forces, they are forces through which we stand much closer to the collective hidden facts of Nature. In so far as the soul perceives these forces in an external sheath, in the etheric body, do we speak of the intellectual soul, or rational soul as the second soul principle. So that just as we have the consciousness soul enclosed in the sheath of the physical body, so have we the intellectual or rational soul enclosed in the etheric body. And then we have a still finer body, by means of which we reach up into the super-sensible world. Everything that we experience inwardly as our own original secrets, as well as that which to-day is concealed from the consciousness, and which in the time of the old clairvoyance was perceived as the growing forces in the process of human evolution, which was so perceived as if one could look back at the events of hoary antiquity,—all this we assign to the sentient soul, assign it to this, so that it is enclosed in the finest human body, in that which we call the astral body—please do not take offence at this expression, but accept it as a technical term .I t is that part of the being of man which as it were, in him connects the external, earthly part with that which works inspiringly in his inner being, that which he cannot perceive with his external sense, cannot even perceive when he looks through his own inner being into the etheric body, but which he can perceive when he is independent of himself, of the etheric body, and is connected with the forces of his origin. Thus we have the sentient soul in the astral body, the intellectual or rational soul in the etheric body, and the spiritual or consciousness soul in the physical body. In the times of the old clairvoyance these things were more or less instinctively known to man, for they looked into themselves, they saw this three-principled soul-being. Not that they had by the use of reason analysed the soul, but when they had clairvoyant consciousness, the three-principled soul stood before them; the sentient soul in the astral body the intellectual soul in the etheric body, and the consciousness soul in the physical body. And when they looked back, they saw how the external part of man, the outer form—when the animal forms had long before hardened—developed out of what we encounter to-day in its results as the three-fold soul forces. Then they perceived that this threefold organisation is born from super-sensible, creative powers; they perceived that the sentient soul is born from super-sensible, creative powers which gave the astral body to man, that body which he not only has like his etheric and physical bodies between birth and death, but which he takes with him when he passes through the gates of death, and which he already had before he entered into existence through birth. Thus the old clairvoyant saw the sentient soul connected with the astral body; and that which, so to speak works inspiringly on man from the spiritual worlds and creates his astral body, they saw as the first creative force which built up man from the Cosmic whole. And as a second creative force they saw that, the result of which we have to-day in the intellectual or rational soul, and which so created the etheric body that this etheric body transforms all external substance, all external matter, so that it, can permeate the physical human form, in the human, and not in the animal sense. The creative spirit for the etheric body which in its results appears in our intellectual soul, was seen by the old clairvoyants as a superhuman Cosmic Power, working in man somewhat like magnetism in physical matter. They looked up into the spiritual worlds, saw the divine, spiritual power which framed, forged the etheric body of man, so that this etheric body became the master-builder which transforms external matter, breaks it up, pulverises it, grinds it, so that what formerly existed as matter is organised into man, and man receives human capabilities. The old clairvoyant saw how this creative power remodelled all matter in an artistic way, so that it could become human matter. Then again, they looked upon the third, upon the spiritual or consciousness soul which really makes the ego-man, which is the transformation of the physical body, and they ascribed those powers which rule in the physical body solely to the line of heredity, to that which is derived from father and mother, from grandfather and grandmother and great-grandfather, in short, to that which is the result of the human powers of love, of the human powers of propagation. In that they saw the third creative power. The power of love works from generation to generation. The old clairvoyant looked up to three powers, to a creative being who ultimately calls forth the sentient soul, in that it fashions the astral body in man which man had before he became a physical being through conception, the body which man will have when he has passed through the gates of death. This structure of forces—we might rather say—this heavenly structure in man which lasts on when the etheric body and physical body pass away, was at the same time to the old clairvoyants their direct experience proved this—that which could bring all culture and civilisation into human life. Therefore in the producer of the astral body they saw that power which brings in the divine, which itself only consists of the permanent, and by means of which the Eternal rings and resounds into the world. And the old clairvoyants from whom—I say it without fear—the characters in Kalevala have sprung, have represented in Väinemöinen the active, plastic form of that creative power whose results we encounter in the sentient soul which inspires the divine in man, Väinemöinen is the creator of that principle of the human body which endures beyond birth and death, and which brings the divine into the earthly. And we look at the second figure in Kalevala, Ilmarinen; if we go back to the old clairvoyant consciousness, we find that Ilmarinen brings forth everything that is copy or image, in his active moulding of the etheric body, from out of the forces of the earth, and from that which does not belong to the material earth, but to its deeper forces. We see in Ilmarinen the producer of that which fashions and grinds matter. We see in him the forger of the human form. And we see in the Sampo, the human etheric body, forged by Ilmarinen out of the super-sensible world, whereby material matter is pulverised, and can then be tarried on from generation to generation, so that in the powers which are given by the third super-sensible divine being, through the powers of love continued from generation to generation, the human spiritual or consciousness soul works on further in the human physical body. We see this third super-sensible divine power in Lemminkäinen. And thus in the forging of the Sampo we see the profound mysteries of the origin of humanity. We see profound mysteries from the ancient clairvoyant consciousness at the back of Kalevala, and thus we look back into human antiquity of which we have to say; that was not the age when one could have analysed the phenomena of Nature by means of the intellect; everything was primitive; but in the primitive lived the perception of what stands behind the material. Now it was so that when these bodies of man were forged, especially when the etheric body of man—the Sampo, was forged that it had first to be wrought upon for a time; did not at once possess the forces which were prepared for him by the super-sensible powers. Whilst the etheric body was being forged, it had first to grow accustomed to itself inwardly; just as when a machine is being prepared it must first be made ready, them as it were, fully matured, in order to be made use of. In human development—this shown in all evolution—there had always to be an interval between the creation of the principle in question, and the using of it. Thus man's etheric body was fashioned in remote primitive times; then came an episode when this etheric body was being sent down into human nature. Only later did it shine out as the intellectual soul, and man learnt to use his powers as external powers of nature; he brought forth from his own nature the Sampo which had remained concealed. We see symbolically in a wonderful way this secret development in the forging of the Sampo, in the concealment of it, in the inefficiency of the Sampo, in the episode which lies between the forging, and the rediscovery of it. We see the Sampo first sunk into human nature, then brought forth to the external powers of civilisation, which appear first as primitive forces just as they are described in the second part of Kalevala. Thus everything in this great national epic gains a profound significance when we see in it clairvoyant descriptions of the ancient occurrences in human development, of the coming into being of human nature in its various principles. I can assure you that to me who only learnt to understand Kalevala long, long after these facts regarding the development of human nature stood clearly before my soul, it was a wonderful, amazing fact to find again in this epic that which I had been able to represent more or less theoretically in my “Theosophy”, which was written at a time when as yet I knew not a line of Kalevala.

And thus we see how the secrets of mankind appear in that which Väinemöinen gives, he who was the creator of super-sensible inspiration, the history namely, of the fashioning of the etheric body. But there is yet another secret concealed. Now mark, I understand nothing of Finnish, I can only speak from spiritual science. I should be able to express the word “Sampo” only by endeavouring to form a word which could be formed in the following way:—In the animals we see the etheric body so active that it becomes the master-builder of the most varied forms, from the most imperfect to the most perfect. Into the human etheric body was forged something which collected all these animal forms as in a unity, with the one exception only, that over the earth the etheric body, that is the Sampo, is fashioned according to climatic and other conditions, so that this etheric body has the special national character, the special national peculiarities in its forces, so that it forms one nation differently from another. The Sampo is, to every nation that which determines the special form of the etheric body; which so places this special nationality in life that its members have the same appearance as regards that which shines out through them, through life-being, and physical-being. Just as similarity of appearance in the human form is modeled from the etheric, so do the forces of the etheric body lie in the Sampo. Thus in the Sampo we have the symbol of the cohesion of the Finnish people; that which in the depths of human nature has made the Finnish nationality assume a definite form.

But it is so with every national epic. National epics only arise when the culture is still enclosed in the forces of the Sampo, in the forces of the etheric body. As long as the culture depends upon the forces of the Sampo, so long does the nation bear the stamp of this Sampo. Hence this etheric body bears in all culture the national character, the nationality. When, in the course of the process of civilisation was it possible for a breach to occur in this nationality, this national character? It could occur when something entered into the process of civilisation which was not for one man, for one family, for one nation, but for the whole of humanity; which came froth from such depths of human nature, from such fine and intimate depths (and is then incorporated with the process of civilisation) that it influenced all mankind without distinction of nationality, of race, and so on. And that was given when those powers spoke to mankind which do not speak to a nation, but to the whole of humanity; those powers which are so impersonally alluded to even in the national sense, so finely and so delicately at the end of Kalevala, when the Christ is born in Mariata. When He is baptised, Väinemöinen leaves the land, for something has entered which connects the special national character with the universal-human. And here at this point where one of the most significant, most pregnant, most magnificent national epics ends in the description, the wholly impersonal—pardon the paradoxical expression—un-Palestine-like description of the Christ-impulse, then Kalevala becomes very specially significant. Here we are led specially into that which can be perceived when the benefits, the felicity of the Sampo are actively experienced as continuing to work through all human development, and at the same time in co-operation with the Christian idea, the Christian impulse. That is the infinite delicacy at the end of Kalevala, it is also that which explains to us clearly that what preceded this conclusion belongs to pre-Christian times. But as truly as universal humanity will only continue by preserving its individual character, so truly will the individual national civilisations which derive their being from the old clairvoyant conditions of the people, continue to live in the universal human; so truly will everything which is indicated at the end of Kalev as pertaining to the Christ, always be connected, keep up its special results through the endless working referred to in the inspirations of Väinemöinen. For Väinemöinen means something which belongs to that part of the human being which is raised above birth and death, which passes with man through the whole of human development. Thus, such epics as Kalevala represent something to us which is immortal, which can be permeated by the Christian conception, but which will make itself of value as something individual, and will always furnish the proof that the universal-human will continue to live in the many national civilisations just as the white light of the sun breaks up into many colours. And because this universal-human permeates the individual in the being of the national epic, and illuminates every man, therefore the individualities of the nations live so strongly in the spirit of their national epics. Therefore do the men of ancient times appear so vividly before our eyes, who, in their clairvoyance have looked upon the Beings of their own nationality as described in all the epics, and where it is still so wonderfully brought home to us in the conditions which surround humanity in its intimate life and nature as they exist in the Finnish nation; in the representation of that which lies in the depths of the soul, so that it can, as it were, be placed side by side with the latest revelations of spiritual science of the mysteries of humanity. At the same time, such national epics are in their very being a living protest against all materialism, against all derivation of man from merely external forms, material conditions, material beings. Such national epics, especially Kalevala, inform us that man has his origin and primitive state in the spiritual; therefore a renewal, a re-fructification of the old national epics in the most active sense of spiritual culture, can perform immeasurably great service. For as Spiritual Science or Anthroposophy to-day desires above all the renewal of human consciousness in the direction which roots humanity not in matter but in spirit, so an accurate consideration of such an epic as Kalevala shows us that the best which man has, the best that man is, is derived from the spirit-soul world. In this sense it was interesting to me that one of the Runic writings, the “Kantela,” raises a direct protest against interpreting the Kalevala in a materialistic sense. That instrument, that kind of harp, to which the ancient bards sang in olden times, is alluded to in the representation as if it were formed from the material of the physical world; but the ancient Runic writings protested in the sense of spiritual science, one might say, that the stringed instrument for Väinemöinen was not constructed of natural products which are visible to the senses. In reality, say the ancient Runic writings—the instrument upon which men played the melodies which came to him straight from the spiritual world, was derived from the spirit-soul world. In this sense the ancient Runic writings are to be explained in quite an occult sense as an active protest against the interpretation in a material sense, of what man may become; an indication that that which man possesses, that which is his being, and that which is only symbolically expressed in such an instrument as that ascribed to Väinemöinen that such an instrument is derived from spirit, and with it the whole being of man. The old Finnish Folk-Rune which is translated into German as follows, may serve us as a motto for the principles of occult science, and sums up in main outline and colouring what I was desirous of expounding in this lecture on the subject of the national epics.

“They certainly speak falsely and are in error, who believe that Väinemöinen fashioned the Kantela, our beautiful stringed instrument, from the jawbone of the like, and spun the strings from the tail of the Hiisi-horse; it was fashioned from sorrow, trouble bound its parts together, the tears of bitter longing and suffering wove its strings.”

Thus all being is not born of matter, but of spirit and soul; so says this Old Folk-Rune, so also says occult science which is to take its place in the active development of culture in our time.

German translation of Folk-Rune:—

“Falsches sagen die gewisslich and befinden sich in Irrtum die da glauben, Wainemoinen hab gezimmert die Kantele, unsere schönen Saitenspiele, aus den Kinnbacken des Hechtes, and dass Saiten er gesponne aus den Schweif des Hiisi-Rosses; sie ist aber aus der Not gezinmert, Kummer band dann ihre Teile, bittere Schmsuchstränen spannen and die Leiden ihre Saiten.”

Dr. Steiner: Today I want you to summarize all your experiences of the last ten days and then we will discuss what is necessary.

Stockmeyer (the school administrator) reports: We began instruction on September 16, and Mr. Molt gave a short speech to the students. We had to somewhat change the class schedule we had discussed because the Lutheran and Catholic religion teachers were not available at the times we had set. We also had to combine some classes. In addition, we needed to include a short recess of five minutes in the period from 8-10 a.m.

Dr. Steiner: Of course, we can do that, but what happens during that period must remain the free decision of the teacher.

A teacher: During the language classes in the upper grades, it became apparent that some children had absolutely no knowledge of foreign languages. For that reason, at least for now, we must give three hours of English and three hours of French instead of the 1½ hours of each that we had planned. We also had to create a beginners’ class as well as one for more advanced students.

Dr. Steiner: What are you teaching in the eighth grade?

A teacher: The computation of interest. I plan to go on to the computation of discounts and exchanges.

Dr. Steiner: The two seventh- and eighth-grade teachers must remain in constant contact so that when one teacher leaves the class, he brings things to a kind of conclusion. When he returns, he then leads the class through a repetition. In the past few days, have you been able to determine how much the students already know?

A teacher: I was able to make an approximation.

Dr. Steiner: With your small class that certainly would have been possible, but hardly for the other teachers. Certainly, we can try to make it possible for you to change classes an average of once a week, but we must be careful that the exchange takes place only when you finish a topic.

A teacher: The seventh grade knows very little history.

Dr. Steiner: You will probably need to begin something like history from the very beginning in each class, since none of the students will have a proper knowledge of history. The children have probably learned what is common knowledge, but, as I have mentioned in the past, it is unlikely that any of them have a genuine understanding of history. Therefore, you must begin from the beginning in each class.

A teacher: Many parents have been unable to decide whether they should send their children to the independent religious instruction or the Lutheran or Catholic. Many of them wrote both in the questionnaire, since they want their children confirmed for family reasons.

Dr. Steiner: Here we must be firm. It’s either the one or the other. We will need to speak about this question more at a later time. A teacher: An economic question has arisen: Should those students who are paying tuition also purchase their own books? The factory takes care of all of these things for its children, but it could happen that children sit next to one another and one has a book he or she must return and the other a book he or she can keep. This would emphasize class differences.

Dr. Steiner: Clearly we can’t do things in that way, that some children buy their books and then keep them. The only thing we can do is raise the tuition by the amount of the cost of books and supplies, but, in general, we should keep things as they are with the other children. Therefore, all children should return their books.

A teacher: Should we extend that to such things as notebooks? That is common practice here in Stuttgart. Also, how should we handle the question of atlases and compasses?

Dr. Steiner: Of course, the best thing would be to purchase a supply of notebooks and such for each class. The children would then need to go to the teacher when they fill one notebook in order to obtain a new one. We could thus keep track of the fact that one child uses more notebooks than others. We should therefore see that there is a supply of notebooks and that the teacher gives them to the children as needed.

For compasses and other such items, problems arise if we simply allow the children to decide what to buy. Those children with more money will, of course, buy better things, and that is a real calamity. It might be a good idea if all such tools, including things for handwork, belong to the school and the children only use them.

As for atlases, I would suggest the following. We should start a fund for such things and handle the atlases used during the year in much the same way as the other supplies. However, each child should receive an atlas upon graduation. It would certainly be very nice if the children received something at graduation. Perhaps we could even do these things as awards for good work. A larger more beautiful book for those who have done well, something smaller for those who have done less, and for those who were lazy, perhaps only a map. That is certainly something we could do; however, we shouldn’t let it get out of hand.

A teacher: How should we handle the question of books for religious instruction? Until now, instructional materials were provided, but according to the new Constitution, that will probably no longer be so. We thought the children would purchase those books themselves and would pay the ministers directly for their teaching.

Dr. Steiner: I have nothing against doing it that way. However, I think that we should investigate how other schools are handling that, so that everything can move smoothly, at least this year. In the future, we must find our own way of working, but at least for this year, we should do it like the other schools. We need to act in accordance with the public schools. If they do not require the purchase of religion books and separate payment for instruction, we must wait until they do. It would certainly be helpful if we could say we are doing what the public schools are doing.

A teacher: Should we use the secondary schools as our model? Dr. Steiner: No, we should pay more attention to the elementary schools.

A teacher: Nothing is settled there yet.

Dr. Steiner: True. However, I would do what is common in the elementary schools, since the socialist government will not change much at first, but will just leave everything the way it has been. The government will make laws, but allow everything to stay the same.

A teacher: It seems advisable to keep track of what we teach in each class. But, of course, we should not do it the normal way. We should make the entries so that each teacher can orient him- or herself with the work of the other teachers.

Dr. Steiner: Yes, but if we do that in an orderly manner, we will need time, and that will leave time for the children to simply play around. When you are with the children as a teacher, you should not be doing anything else. What I mean is that you are not really in the classroom if you are doing something not directly connected with the children. When you enter the classroom, you should be with the children until you leave, and you should not give the children any opportunity to chatter or misbehave by not being present, for instance, by making entries in a record book or such things.

It would be much better to take care of these things among ourselves. Of course, I am assuming that the class teachers do not get into arguments about that, but respect one another and discuss the subject. If a teacher works with one class, then that teacher will also discuss matters with the others who teach that class. Each teacher will make his or her entries outside of the instructional period. Nothing, absolutely nothing that does not directly interact with the children can occur during class time.

A teacher: Perhaps we could do that during the recesses. Dr. Steiner: Why do we actually need to enter things? First, we must enter them, then someone else must read them. That is time lost for interacting with the students.

A teacher: Shouldn’t we also record when a student is absent?

Dr. Steiner: No, that is actually something we also do not need.

A teacher: If a child is absent for a longer time, we will have to inquire as to what the problem is.

Dr. Steiner: In the context of our not very large classes, we can do that orally with the children. We can ask who is absent and simply take note of it in our journals. That is something that we can do. We will enter that into the children’s reports, namely, how many times a child was absent, but we certainly do not need a class journal for that.

A teacher: I had to stop the children from climbing the chestnut trees, but we want to have as few rules as possible.

Dr. Steiner: Well, we certainly need to be clear that we do not have a bunch of angels at this school, but that should not stop us from pursuing our ideas and ideals. Such things should not lead us to think that we cannot reach what we have set as our goals. We must always be clear that we are pursuing the intentions set forth in the seminar. Of course, how much we cannot achieve is another question that we must particularly address from time to time. Today, we have only just begun, and all we can do is take note of how strongly social climbing has broken out.

However, there is something else that I would ask you to be aware of. That is, that we, as the faculty—what others do with the children is a separate thing—do not attempt to bring out into the public things that really concern only our school. I have been back only a few hours, and I have heard so much gossip about who got a slap and so forth. All of that gossip is going beyond all bounds, and I really found it very disturbing. We do not really need to concern ourselves when things seep out the cracks. We certainly have thick enough skins for that. But on the other hand, we clearly do not need to help it along. We should be quiet about how we handle things in the school, that is, we should maintain a kind of school confidentiality. We should not speak to people outside the school, except for the parents who come to us with questions, and in that case, only about their children, so that gossip has no opportunity to arise. There are people who like to talk about such things because of their own desire for sensationalism. However, it poisons our entire undertaking for things to become mere gossip. This is something that is particularly true here in Stuttgart since there is so much gossip within anthroposophical circles. That gossip causes great harm, and I encounter it in the most disgusting forms. Those of us on the faculty should in no way support it.

A teacher: In some cases, we may need to put less capable children back a grade. Or should we recommend tutoring for these children? Dr. Steiner: Putting children back a grade is difficult in the lower grades. However, it is easier in the upper grades. If it is at all possible, we should not put children back at all in the first two grades.

Specific cases are discussed.

Dr. Steiner: We should actually never recommend tutoring. We can recommend tutoring only when the parents approach us when they have heard of bad results. As teachers, we will not offer tutoring. That is something we do not do. It would be better to place a child in a lower grade.

Dr. Steiner: You should place these children at the front of the class, close to the teacher, without concern for their temperaments, so that the teacher can keep an eye on them. You can keep disruptive children under control only if you put them in a corner, or right up at the front, or way in the back of the class, so that they have few neighboring children, that is, no one in front or behind them.

A teacher: Sometimes children do not see well. I know of some children who are falling behind only because they are farsighted and no one has taken that into account.

Dr. Steiner: An attentive teacher will observe organic problems in children such as short-sightedness or deafness. It is difficult to have a medical examination for everything. Such examinations should occur only when the teachers recommend them.

When conventional school physicians perform the examinations, we easily come into problems of understanding. For now we want to avoid the visits of a school physician, since Dr. Noll is not presently here. It would be different if he were. Physicians unknown to the school would only cause us difficulties. The physician should, of course, act as an advisor to the teacher, and the teacher should be able to turn to the physician with trust when he or she notices something with the children.

With children who have learning difficulties, it often happens that suddenly something changes in them, and they show quite sudden improvement. I will visit the school tomorrow morning and will look at some of the children then, particularly those who are having difficulty.

A teacher: My fifth-grade class is very large, and the children are quite different from one another. It is very difficult to teach them all together and particularly difficult to keep them quiet.

Dr. Steiner: With a class as large as that, you must gradually attempt to treat the class as a choir and not allow anyone to be unoccupied. Thus, try to teach the class as a whole. That is why we did that whole long thing with the temperaments.

That children are more or less gifted often results from purely physical differences. Children often express only what they have within themselves, and it would be unjust not to allow the children who are at the proper age for that class (ten to eleven years old) to come along. There will always be some who are weak in one subject or another. That problem often stops suddenly. Children drag such problems along through childhood until a certain grade, and when the light goes on, they suddenly shed the problem. For that reason, we cannot simply leave children behind. We must certainly overcome particularly the difficulties with gifted and slow children.

Of course, if we become convinced that they have not achieved the goal of the previous grade, we must put them back. However, I certainly want you to take note that we should not treat such children as slow learners. If you have children who did not really achieve the goals set for the previous grade, then you need to put them back. However, you must do that very soon.

You can never see from one subject whether the child has reached the teaching goals or not. You may never judge the children according to one subject alone. Putting children back a grade must occur within the first quarter of the school year. The teachers must, of course, have seen the students’ earlier school reports. However, I would ask you to recognize that we may not return to the common teaching schedule simply in order to judge a student more quickly. We should always complete a block, even though it may take somewhat longer, before a judgment is possible.

In deciding to put a child back, we should always examine each individual case carefully. We dare not do something rash. We should certainly not do anything of that nature unthinkingly, but only after a thorough examination and, then, do only what we can justify.

Concerning the question of putting back a child who did not accomplish the goals of the previous school, I should also add that you should, of course, speak with the parents. The parents need to be in agreement. Naturally, you may not tell the parents that their child is stupid. You will need to be able to show them that their child did not achieve what he or she needed at the previous school, in spite of what the school report says. You must be able to prove that. You must show that it was a defect of the previous school, and not of the child.

A teacher: Can we also put children ahead a class? In the seventh grade I have two children who apparently would fit well in the eighth grade.

Dr. Steiner: I would look at their report cards. If you think it is responsible to do so, you can certainly do it. I have nothing against putting children ahead a grade. That can even have a positive effect upon the class into which the children come.

A teacher: That would certainly not be desirable in the seventh grade. Now we can educate them for two years, but if we put them ahead a grade, for only one.

Dr. Steiner: Just because we put the children ahead does not mean that we cannot educate them for two years. We will simply not graduate them, but instead keep them here and allow them to do the eighth grade again. When children reach the age of graduation in the seventh grade, the parents simply take them away. However, the education here is not as pedantic, so each year there is a considerable difference. Next year, we will have just as many bright children as this year, so it would actually be quite good if we were to have children who are in the last grade now, in next year’s last grade, also.

It is certainly clear that this first year will be difficult, especially for the faculty. That certainly weighs upon my soul. Everything depends upon the faculty. Whether we can realize our ideals depends upon you. It is really important that we learn.

A teacher: In the sixth grade I have a very untalented child. He does not disturb my teaching, and I have even seen that his presence in the class is advantageous for the other children. I would like to try to keep the him in the class.

Dr. Steiner: If the child does not disturb the others, and if you believe you can achieve something with him, then I certainly think you should keep him in your class. There is always a disturbance when we move children around, so it is better to keep them where they are. We can even make use of certain differences, as we discussed in detail.

A teacher: In the eighth grade, I have a boy who is melancholic and somewhat behind. I would like to put him in the seventh grade.

Dr. Steiner: You need to do that by working with the child so that he wants to be put back. You should speak with him so that you direct his will in that direction and he asks for it himself. Don’t simply put him back abruptly.

A teacher: There are large differences in the children in seventh grade.

Dr. Steiner: In the seventh and eighth grades, it will be very good if you can keep the children from losing their feeling for authority. That is what they need most. You can best achieve that by going into things with the children very cautiously, but under no circumstances giving in. Thus, you should not appear pedantic to the children, you should not appear as one who presents your own pet ideas. You must appear to give in to the children, but in reality don’t do that under any circumstance. The way you treat the children is particularly important in the seventh and eighth grades. You may never give in for even one minute, for the children can then go out and laugh at you. The children should, in a sense, be jealous (if I may use that expression, but I don’t mean that in the normal sense of jealousy), so that they defend their teacher and are happy they have that teacher. You can cultivate that even in the rowdiest children. You can slowly develop the children’s desire to defend their teacher simply because he or she is their teacher.

A teacher: Is it correct that we should refrain from presenting the written language in the foreign language classes, even when the children can already write, so that they first become accustomed to the pronunciation?

Dr. Steiner: In foreign languages, you should certainly put off writing as long as possible. That is quite important.

A teacher: We have only just begun and the children are already losing their desire for spoken exercises. Can we enliven our teaching through stories in the mother tongue [German]?

Dr. Steiner: That would certainly be good. However, if you need to use something from the mother tongue, then you certainly need to try to connect it to something in the foreign language, to bring the foreign language into it in some way. You can create material for teaching when you do something like that. That would be the proper thing to do. You could also bring short poems or songs in the foreign language, and little stories. In the language classes we need to pay less attention to the grades as such, but rather group the children more according to their ability.

A teacher: I think that an hour and a half of music and an hour and a half of eurythmy per week is too little.

Dr. Steiner: That is really a question of available space. Later, we will be able to do what is needed.

A teacher: The children in my sixth-grade class need to sing more, but I cannot sing with them because I am so unmusical. Could I select some of the more musical children to sing a song?

Dr. Steiner: That’s just what we should do. You can do that most easily if you give the children something they can handle independently. You certainly do not need to be very musical in order to allow children to sing. The children could learn the songs during singing class and then practice them by singing at the beginning or end of the period.

A teacher: I let the children sing, but they are quite awkward. I would like to gather the more musically gifted children into a special singing class where they can do more difficult things.

Dr. Steiner: It would certainly not violate the Constitution if we eventually formed choirs out of the four upper classes and the four lower classes, perhaps as Sunday choirs. Through something like that, we can bring the children together more than through other things. However, we should not promote any false ambitions. We want to keep that out of our teaching. Ambition may be connected only with the subject, not with the person. Taking the four upper classes together and the four lower classes would be good because the children’s voices are somewhat different. Otherwise, this is not a question of the classes themselves. When you teach them, you must treat them as one class. In teaching music, we must also strictly adhere to what we already know about the periods of life. We must strictly take into consideration the inner structure of the period that begins about age nine, and the one that begins at about age twelve. However, for the choirs we could eventually use for Sunday services, we can certainly combine the four younger classes and the four older classes.

A teacher: We have seen that eurythmy is moving forward only very slowly.

Dr. Steiner: At first, you should strongly connect everything with music. You should take care to develop the very first exercises out of music. Of course, you should not neglect the other part, either, particularly in the higher grades.

We now need to speak a little bit about the independent religious instruction. You need to tell the children that if they want the independent religious instruction, they must choose it. Thus, the independent religious instruction will simply be a third class alongside the other two. In any case, we may not have any unclear mixing of things. Those who are to have the independent religious instruction can certainly be put together according to grades, for instance, the lower four and the upper four grades. Any one of us could give that instruction. How many children want that instruction?

A teacher: Up to now, there are sixty, fifty-six of whom are children of anthroposophists. The numbers will certainly change since many people wanted to have both.

Dr. Steiner: We will not mix things together. We are not advocating that instruction, but only attempting to meet the desires. My advice would be for the child to take instruction in the family religion. We can leave those children who are not taking any religious instruction alone, but we can certainly inquire as to why they should not have any. We should attempt to determine that in each case. In doing so, we may be able to bring one or another to take instruction in the family religion or possibly to come to the anthroposophic instruction. We should certainly do something there, since we do not want to just allow children to grow up without any religious instruction at all.

A teacher: Should the class teacher give the independent religious instruction?

Dr. Steiner: Certainly, one of us can take it over, but it does not need to be the children’s own class teacher. We would not want someone unknown to us to do it. We should remain within the circle of our faculty.

With sixty children altogether, we would have approximately thirty children in each group if we take the four upper and four lower classes together. I will give you a lesson plan later. We need to do this instruction very carefully.

In the younger group, we must omit everything related to reincarnation and karma. We can deal with that only in the second group, but there we must address it. From ten years of age on, we should go through those things. It is particularly important in this instruction that we pay attention to the student’s own activity from the very beginning. We should not just speak of reincarnation and karma theoretically, but practically.

As the children approach age seven, they undergo a kind of retrospection of all the events that took place before their birth. They often tell of the most curious things, things that are quite pictorial, about that earlier state. For example, and this is something that is not unusual but rather is typical, the children come and say, “I came into the world through a funnel that expanded.” They describe how they came into the world. You can allow them to describe these things as you work with them and take care of them so that they can bring them into consciousness. That is very good, but we must avoid convincing the children of things. We need to bring out only what they say themselves, and we should do that. That is part of the instruction.

In the sense of yesterday’s public lecture, we can also enliven this instruction. It would certainly be very beautiful if we did not turn this into a school for a particular viewpoint, if we took the pure understanding of the human being as a basis and through it, enlivened our pedagogy at every moment. My essay that will appear in the next “Waldorf News” goes just in that direction. It is called “The Pedagogical Basis of the Waldorf School.” What I have written is, in general, a summary for the public of everything we learned in the seminar. I ask that you consider it an ideal.

For each group, an hour and a half of religious instruction per week, that is, two three-quarter hour classes, is sufficient. It would be particularly nice if we could do that on Sundays, but it is hardly possible. We could also make the children familiar with the weekly verses in this instruction.

A teacher: Aren’t they too difficult?

Dr. Steiner: We must never see anything as too difficult for children. Their importance lies not in understanding the thoughts, but in how the thoughts follow one another. I would certainly like to know what could be more difficult for children than the Lord’s Prayer. People only think it is easier than the verses in the Calendar of the Soul. Then there’s the Apostles’ Creed! The reason people are so against the Apostles’ Creed is only because no one really understands it, otherwise they would not oppose it. It contains only things that are obvious, but human beings are not so far developed before age twenty-seven that they can understand it, and afterward, they no longer learn anything from life. The discussions about the creed are childish. It contains nothing that people could not decide for themselves. You can take up the weekly verses with the children before class.

A teacher: Wouldn’t it be good if we had the children do a morning prayer?

Dr. Steiner: That is something we could do. I have already looked into it, and will have something to say about it tomorrow. We also need to speak about a prayer. I ask only one thing of you. You see, in such things everything depends upon the external appearances. Never call a verse a prayer, call it an opening verse before school. Avoid allowing anyone to hear you, as a faculty member, using the word “prayer.” In doing that, you will have overcome a good part of the prejudice that this is an anthroposophical thing. Most of our sins we bring about through words. People do not stop using words that damage us. You would not believe everything I had to endure to stop people from calling Towards Social Renewal, a pamphlet. It absolutely is a book, it only looks like a pamphlet. It is a book! I simply can’t get people to say, “the book.” They say, “the pamphlet,” and that has a certain meaning. The word is not unnecessary. Those are the things that are really important. Anthroposophists are, however, precisely the people who least allow themselves to be contained. You simply can’t get through to them. Other people simply believe in authority. That is what I meant when I said that the anthroposophists are obstinate, and you can’t get through to them, even when it is justified!

A teacher: My fifth-grade class is noisy and uncontrolled, particularly during the foreign language period. They think French sentences are jokes.

Dr. Steiner: The proper thing to do would be to look at the joke and learn from it. You should always take jokes into account, but with humor. However, the children must behave. They must be quiet at your command. You must be able to get them quiet with a look. You must seek to maintain contact from the beginning to the end of the period. Even though it is tiring, you must maintain the contact between the teacher and the student under all circumstances. We gain nothing through external discipline. All you can do is accept the problem and then work from that.

Your greatest difficulty is your thin voice. You need to train your voice a little and learn to speak in a lower tone and not squeal and shriek. It would be a shame if you were not to train your voice so that some bass also came into it. You need some deeper tones.

A teacher: Who should teach Latin?

Dr. Steiner: That is a question for the faculty. For the time, I would suggest that Pastor Geyer and Dr. Stein teach Latin. It is too much for one person.

A teacher: How should we begin history?

Dr. Steiner: In almost every class, you will need to begin history from the beginning. You should limit yourself to teaching only what is necessary. If, for example, in the eighth grade, you find it necessary to begin from the very beginning, then attempt to create a picture of the entire human development with only a few, short examples. In the eighth grade, you would need to go through the entire history of the world as we understand it.

That is also true for physics. In natural history, it is very much easier to allow the children to use what they have already learned and enliven it. This is one of those subjects affected by the deficiencies we discussed. These subjects are introduced after the age of twelve when the capacity for judgment begins. In the subjects just described, we can use much of what the children have learned, even if it is a nuisance.

A teacher: In Greek history, we could emphasize cultural history and the sagas and leave out the political portion, for instance, the Persian Wars.

Dr. Steiner: You can handle the Persian Wars by including them within the cultural history. In general, you can handle wars as a part of cultural history for the older periods, though they have become steadily more unpleasant. You can consider the Persian Wars a symptom of cultural history.

A teacher: What occurred nationally is less important?

Dr. Steiner: No, for example, the way money arose.

A teacher: Can we study the Constitution briefly?

Dr. Steiner: Yes, but you will need to explain the spirit of the Lycurgian Constitution, for example, and also the difference between the Athenians and the Spartans.

A teacher: Standard textbooks present Roman constitutionalism.

Dr. Steiner: Textbooks treat that in detail, but often incorrectly. The Romans did not have a constitution, but they knew not only the Twelve Laws by heart, but also a large number of books of law. The children will get an incorrect picture if you do not describe the Romans as a people of law who were aware of themselves as such. That is something textbooks present in a boring way, but we must awaken in the children the picture that in Rome all Romans were experts in law and could count the laws on their fingers. The Twelve Laws were taught at that time like multiplication is now.

A teacher: We would like to meet every week to discuss pedagogical questions so that what each of us achieves, the others can take advantage of.

Dr. Steiner: That would be very good and is something that I would joyfully greet, only you need to hold your meeting in a republican form.

A teacher: How far may we go with disciplining the children?

Dr. Steiner: That is something that is, of course, very individual. It would certainly be best if you had little need to discipline the children. You can avoid discipline. Under certain circumstances it may be necessary to spank a child, but you can certainly attempt to achieve the ideal of avoiding that. You should have the perspective that as the teacher, you are in control, not the child. In spite of that, I have to admit that there are rowdies, but also that punishment will not improve misbehavior. That will become better only when you slowly create a different tone in the classroom. The children who misbehave will slowly change if the tone in the classroom is good. In any event, you should try not to go too far with punishment.

A teacher: To alleviate the lack of educational material, would it be possible to form an organization and ask the anthroposophists to provide us with books and so forth that they have? We really should have everything available on the subject of anthroposophy.

Dr. Steiner: We are planning to do something in that direction by organizing the teachers who are members of the Society. We are planning to take everything available in anthroposophy and make it in some way available for public education and for education in general. Perhaps it would be possible to connect with the organization of teachers already within the Anthroposophical Society.

A teacher: We also need a living understanding about the various areas of economics. I thought that perhaps within the Waldorf School, we could lay a foundation for a future economic science.

Dr. Steiner: In that case, we would need to determine who would oversee the different areas. There are people who have a sense for such things and who are also really practical experts. That is, we would need to find people who do not simply lecture about it, but who are really practical and have a sense for what we want to do. Such people must exist, and they must bring the individual branches of social science together. I think we could achieve a great deal in that direction if we undertook it properly. However, you have a great deal to do during this first year, and you cannot spread yourselves too thin. That is something you will have to allow others to take care of, and we must create an organization for that. It must exclude all fanaticism and monkeying around and must be down to Earth. We need people who live in the practicalities of life.

A teacher: Mr. van Leer has already written that he is ready to undertake this.

Dr. Steiner: Yes, he could certainly help. A plan could be worked out about how to do this in general. People such as Mr. van Leer and Mr. Molt and also others who live in the practicalities of economic life know how to focus on such questions and how to work with them. The faculty would perhaps not be able to achieve as much as when we turn directly to experts. This is something that might be possible in connection with the efforts of the cultural committee. Yes, we should certainly discuss all of this.

A teacher: In geology class, how can we create a connection between geology and the Akasha Chronicle?

Dr. Steiner: Well, it would be good to teach the children about the formation of the geological strata by first giving them an understanding of how the Alps arose. You could then begin with the Alps and extend your instruction to the entire complex—the Pyrenees, the Alps, the Carpathians, the Altai Mountains, and so forth—all of which are a wave. You should make the entirety of the wave clear to the children. Then there is another wave that goes from North to South America. Thus you would have one wave to the Altai Mountains, to the Asian mountains running from west to east and another in the western part of the Americas going from North to South America, that is, another wave from north to south. That second wave is perpendicular to the first.

We can begin with these elements and then add the vegetation and animals to them. We would then study only the western part of Europe and the American East Coast, the flora and fauna, and the strata there. From that we can go on to develop an idea about the connections between the eastern part of America and the western part of Europe, and that the basin of the Atlantic Ocean and the west coast of Europe are simply sunken land. From there, we can attempt to show the children in a natural way how that land rhythmically moves up and down, that is, we can begin with the idea of a rhythm. We can show that the British Isles have risen and sunk four times and thus follow the path of geology back to the concept of ancient Atlantis.

We can then continue by trying to have the children imagine how different it was when the one was below and the other above. We can begin with the idea that the British Isles rose and sank four times. That is something that is simple to determine from the geological strata. Thus, we attempt to connect all of these things, but we should not be afraid to speak about the Atlantean land with the children. We should not skip that. We can also connect all this to history. The only thing is, you will need to disavow normal geology since the Atlantean catastrophe occurred in the seventh or eighth millennium.

The Ice Age is the Atlantean catastrophe. The Early, Middle and Late Ice Ages are nothing more than what occurred in Europe while Atlantis sank. That all occurred at the same time, that is, in the seventh or eighth millennium.

A teacher: I found some articles about geology in Pierer’s Encyclopedia. We would like to know which articles are actually from you.

Dr. Steiner: I wrote these articles, but in putting together the encyclopedia there were actually two editors. It is possible that something else was stuck in, so I cannot guarantee anything specifically. The articles about basalt, alluvium, geological formations, and the Ice Age are all from me. I did not write the article about Darwinism, nor the one about alchemy. I only wrote about geology and mineralogy and that only to a particular letter. The entries up to and including ‘G’ are from me, but beginning with ‘H,’ I no longer had the time.

A teacher: It is difficult to find the connections before the Ice Age. How are we to bring what conventional science says into alignment with what spiritual science says?

Dr. Steiner: You can find points of connection in the cycles. In the Quaternary Period you will find the first and second mammals, and you simply need to add to that what is valid concerning human beings. You can certainly bring that into alignment. You can create a parallel between the Quaternary Period and Atlantis, and easily bring the Tertiary Period into parallel, but not pedantically, with what I have described as the Lemurian Period. That is how you can bring in the Tertiary Period. There, you have the older amphibians and reptiles. The human being was at that time only jelly-like in external form. Humans had an amphibian-like form.

A teacher: But there are still the fire breathers.

Dr. Steiner: Yes, those beasts, they did breathe fire, the Archaeopteryx, for example.

A teacher: You mean that animals whose bones we see today in museums still breathed fire?

Dr. Steiner: Yes, all of the dinosaurs belong to the end of the Tertiary Period. Those found in the Jura are actually their descendants. What I am referring to are the dinosaurs from the beginning of the Tertiary Period. The Jurassic formations are later, and everything is all mixed together. We should treat nothing pedantically. The Secondary Period lies before the Tertiary and the Jurassic belongs there as does the Archaeopteryx. However, that would actually be the Secondary Period. We may not pedantically connect one with the other.

[Remarks by the German editor: In the previous paragraphs, there appear to be stenographic errors. The text is in itself contradictory, and it is not consistent with the articles mentioned and the table in Pierer’s Encyclopedia nor with Dr. Steiner’s remarks made in the following faculty meeting (Sept. 26, 1919). The error appears explainable by the fact that Dr. Steiner referred to a table that the stenographer did not have. Therefore, the editor suggests the following changes in the text. The changes are underlined:

You can find points of connection in the cycles. In the Tertiary Period you will find the first and second mammals, and you simply need to add to that what is valid concerning human beings. You can certainly bring that into alignment. You can create a parallel between the Tertiary Period and Atlantis, and easily bring the Secondary Period into parallel, but not pedantically, with what I have described as the Lemurian Period. That is how you can bring in the Secondary Period. There, you have the older amphibians and reptiles. The human being was at that time only jelly-like in external form. Humans had an amphibian-like form.

Yes, all of the dinosaurs belong to the end of the Secondary Period. Those found in the Jura are actually their descendants. What I am referring to are the dinosaurs from the beginning of the Secondary Period. The Jurassic formations are later, and everything is all mixed together. We should treat nothing pedantically. The Secondary Period lies before the Tertiary and the Jurassic belongs there as does the Archaeopteryx. However, that would be actually the Secondary Period. We may not pedantically connect one with the other.]

A teacher: How do we take into account what we have learned about what occurred within the Earth? We can find almost nothing about that in conventional science.

Dr. Steiner: Conventional geology really concerns only the uppermost strata. Those strata that go to the center of the Earth have nothing to do with geology.

A teacher: Can we teach the children about those strata? We certainly need to mention the uppermost strata.

Dr. Steiner: Yes, focus upon those strata. You can do that with a chart of the strata, but certainly never without the children knowing something about the types of rocks. The children need to know about what kinds of rocks there are. In explaining that, you should begin from above and then go deeper, because then you can more easily explain what breaks through.

A teacher: I am having trouble with the law of conservation of energy in thermodynamics.

Dr. Steiner: Why are you having difficulties? You must endeavor to gradually bring these things into what Goethe called “archetypal phenomena.” That is, to treat them only as phenomena. You can certainly not treat the law of conservation of energy as was done previously: It is only a hypothesis, not a law. And there is another thing. You can teach about the spectrum. That is a phenomenon. But people treat the law of conservation of energy as a philosophical law. We should treat the mechanical equivalent of heat in a different way. It is a phenomenon. Now, why shouldn’t we remain strictly within phenomenology? Today, people create such laws about things that are actually phenomena. It is simply nonsense that people call something like the law of gravity, a law. Such things are phenomena, not laws. You will find that you can keep such so-called laws entirely out of physics by transforming them into phenomena and grouping them as primary and secondary phenomena. If you described the so-called laws of Atwood’s gravitational machine when you teach about gravity, they are actually phenomena and not laws.

A teacher: Then we would have to approach the subject without basing it upon the law of gravity. For example, we could begin from the constant of acceleration and then develop the law of gravity, but treat it as a fact, not a law.

Dr. Steiner: Simply draw it since you have no gravitational machine. In the first second, it drops so much, in the second, so much, in the third, and so on. From that you will find a numerical series and out of that you can develop what people call a law, but is actually only a phenomenon.

A teacher: Then we shouldn’t speak about gravity at all?

Dr. Steiner: It would be wonderful if you could stop speaking about gravity. You can certainly achieve speaking of it only as a phenomenon. The best would be if you considered gravity only as a word.

A teacher: Is that true also for electrical forces?

Dr. Steiner: Today, you can certainly speak about electricity without speaking about forces. You can remain strictly within the realm of phenomena. You can come as far as the theory of ions and electrons without speaking of anything other than phenomena. Pedagogically, that would be very important to do.

A teacher: It is very difficult to get along without forces when we discuss the systems of measurement, the CGS system (centimeter, gram, second), which we have to teach in the upper grades.

Dr. Steiner: What does that have to do with forces? If you compute the exchange of one for the other, you can do it.

A teacher: Then, perhaps, we would have to replace the word “force” with something else.

Dr. Steiner: As soon as it is clear to the students that force is nothing more than the product of mass and acceleration, that is, when they understand that it is not a metaphysical concept, and that we should always treat it phenomenologically, then you can speak of forces.

A teacher: Would you say something more about the planetary movements? You have often mentioned it, but we don’t really have a clear understanding about the true movement of the planets and the Sun.

Dr. Steiner: In reality, it is like this [Dr. Steiner demonstrates with a drawing]. Now you simply need to imagine how that continues in a helix. Everything else is only apparent movement. The helical line continues into cosmic space. Therefore, it is not that the planets move around the Sun, but that these three, Mercury, Venus, and the Earth, follow the Sun, and these three, Mars, Jupiter, and Saturn, precede it. Thus, when the Earth is here and this is the Sun, the Earth follows along. But we look at the Sun from here, and so it appears as though the Earth goes around it, whereas it is actually only following. The Earth follows the Sun. The incline is the same as what we normally call the angle of declination. If you take the angle you obtain when you measure the ecliptic angle, then you will see that. So it is not a spiral, but a helix. It does not exist in a plane, but in space.

A teacher: How does the axis of the Earth relate to this movement?

Dr. Steiner: If the Earth were here, the axis of the Earth would be a tangent. The angle is 23.5×. The angle that encloses the helix is the same as when you take the North Pole and make this lemniscate as the path of a star near the North Pole. That is something I had to assume, since you apparently obtain a lemniscate if you extend this line. It is actually not present because the North Pole remains fixed, that is the celestial North Pole.

A teacher: Wasn’t there a special configuration in 1413?

Dr. Steiner: I already mentioned that today. Namely, if you begin about seven thousand years before 1413, you will see that the angle of the Earth’s axis has shrunk, that is, it is the smallest angle. It then becomes larger, then again smaller. In this way, a lemniscate is formed, and thus the angle of the Earth was null for a time. That was the Atlantean catastrophe. At that time, there were no differences in the length of the day relative to the time of year.

A teacher: Why should the celestial pole, which is in reality nothing other than the point toward which the Earth’s axis is directed, remain constant? It should certainly change over the course of years.

Dr. Steiner: That happens because the movement of the Earth’s axis describes a cone, a double cone whose movement is continuously balanced by the movement of the Earth’s axis. If you always had the axis of the Earth parallel to you, then the celestial pole would describe a lemniscate, but it remains stationary. That is because the movement of the Earth’s axis in a double cone is balanced by the movement of the celestial pole in a lemniscate. Thus, it is balanced.

A teacher: I had changed my perspective to the one you described regarding the movement of the Earth’s axis. I said to myself, The point in the heavens that remains fixed must seem to move over the course of the centuries. It would be, I thought, a movement like a lemniscate, and, therefore, not simply a circle in the heavens during a Platonic year.

Dr. Steiner: It is modified because this line, the axis of the helix, is not really a straight line, but a curve. It only approximates a straight line. In reality, a circle is also described here. We are concerned with a helix that is connected with a circle.

A teacher: How is it possible to relate all this to the Galilean principle of relativity? That is, to the fact that we cannot determine any movement in space absolutely.

Dr. Steiner: What does that mean?

A teacher: That means that we cannot speak of any absolute movement in space. We cannot say that one body remains still in space, but instead must say that it moves. It is all only relative, so we can only know that one body changes its relationship to another.

Dr. Steiner: Actually, that is true only so long as we do not extend our observations into what occurs within the respective body. It’s true, isn’t it, that when you have two people moving relative to one another, and you observe things spatially from a perspective outside of the people (it is unimportant what occurs in an absolute sense), you will have only the relationships of the movement.

A teacher: It is certainly curious in connection with light that at the speed of light you cannot determine your movement relative to the source of light.

Dr. Steiner: One of Lorentz’s experiments. Read about it; what Lorentz concludes is interesting, but theoretical. You do not have to accept that there are only relative differences. You can use absolute mechanics. Probably you did not take all of those compulsive ideas into account. The difference is simply nothing else than what occurs if you take a tube with very thin and elastic walls. If you had fluid within it at the top and the bottom and also in between, then there would exist between these two fluids the same relationship that Lorentz derives for light. You need to have those compulsive interpretations if you want to accept these things.

You certainly know the prime example: You are moving in a train faster than the speed of sound and shoot a cannon as the train moves. You hear the shot once in Freiburg, twice in Karlsruhe, and three times in Frankfurt. If you then move faster than the speed of sound, you would first hear the three shots in Frankfurt, then afterward, the two in Karlsruhe, then after that, one shot in Freiburg. You can speculate about such things, but they have no reality because you cannot move faster than the speed of sound.

A teacher: Could we demonstrate what you said about astronomy through the spiral movements of plants? Is there some means of proving that through plants?

Dr. Steiner: What means would you need? Plants themselves are that means. You need only connect the pistil to the movements of the Moon and the stigma to those of the Sun. As soon as you relate the pistil to the Moon’s movements and the stigma to those of the Sun, you will get the rest. You will find in the spiral movements of the plant an imitation of the relative relationship between the movements of the Sun and the movements of the Moon. You can then continue. It is complicated and you will need to construct it. At first, the pistil appears not to move. It moves inwardly in the spiral. You must turn these around, since that is relative. The pistil belongs to the line of the stem, and the stigma to the spiral movement. However, because it is so difficult to describe further, I think it is something you could not use in school. This is a question of further development of understanding.

A teacher: Can we derive the spiral movements of the Sun and the Earth from astronomically known facts?

Dr. Steiner: Why not? Just as you can teach people today about the Copernican theory. The whole thing is based upon the joke made concerning the three Copernican laws, when they teach only the first two and leave out the third. If you bring into consideration the third, then you will come to what I have spoken of, namely, that you will have a simple spiral around the Sun. Copernicus did that. You need only look at his third law. You need only take his book, De Revolutionibus Corporum Coelestium (On the orbits of heavenly bodies) and actually look at the three laws instead of only the first two. People take only the first two, but they do not coincide with the movements we actually see. Then people add to it Bessel’s so-called corrective functions. People don’t see the stars as Copernicus described them. You need to turn the telescope, but people turn it according to Bessel’s functions. If you exclude those functions, you will get what is right.

Today, you can’t do that, though, because you would be called crazy. It is really child’s play to learn it and to call what is taught today nonsense. You need only to throw out Bessel’s functions and take Copernicus’s third law into account.

A teacher: Couldn’t that be published?

Dr. Steiner: Johannes Schlaf began that by taking a point on Jupiter that did not coincide with the course of the Copernican system. People attacked him and said he was crazy.

There is nothing anyone can do against such brute force. If we can achieve the goals of the Cultural Commission, then we will have some free room. Things are worse than people think when a professor in Tübingen can make “true character” out of “commodity character.” The public simply refuses to recognize that our entire school system is corrupt. That recognition is something that must become common, that we must do away with our universities and the higher schools must go. We now must replace them with something very different. That is a real foundation.

It is impossible to do anything with those people. I spoke in Dresden at the college. I also spoke at the Dresden Schopenhauer Society. Afterward, the professors there just talked nonsense. They could not understand one single idea. One stood up and said that he had to state what the differences were between Schopenhauer’s philosophy and anthroposophy. I said I found that unnecessary. Anthroposophy has the same relationship to philosophy as the crown of a tree to its roots, and the difference between the root and the crown of a tree is obvious. Someone can come along and say he finds it necessary to state that there is a difference between the root and the crown, and I have nothing to say other than that. These people can’t keep any thoughts straight. Modern philosophy is all nonsense. In much of what it brings, there is some truth, but there is so much nonsense connected with it that, in the end, only nonsense results. You know of Richert’s “Theory of Value,” don’t you? The small amount that exists as the good core of philosophy at a university, you can find discussed in my book Riddles of Philosophy.

The thing with the “true character” reminds me of something else. I have found people in the Society who don’t know what a union is. As I have often said, such things occur. If we can work objectively in the Cultural Commission, then we could replace all of these terrible goings on with reason, and everything would be better. Then we could also teach astronomy reasonably. But now we are unable to do anything against that brute force. In the Cultural Commission, we can do what should have been done from the beginning, namely, undertake the cultural program and work toward bringing the whole school system under control. We created the Waldorf School as an example, but it can do nothing to counteract brute force. The Cultural Commission would have the task of reforming the entire system of education. If we only had ten million marks, we could extend the Waldorf School. That these ten million marks are missing is only a “small hindrance.”

It is very important to me that you do not allow the children’s behavior and such to upset you. You should not imagine that you will have angels in the school. You will be unable to do many things because you lack the school supplies you need. In spite of that, we want to strictly adhere to what we have set out to do and not allow ourselves to be deterred from doing it as well as possible in order to achieve our goals.

It is, therefore, very important that in practice you separate what is possible to do under the current circumstances from what will give you the strength to prevail. We must hold to our belief that we can achieve our ideals. You can do it, only it will not be immediately visible.

The subject I addressed last Monday here in Utrecht was the question of how anthroposophically oriented spiritual science can provide a method, a scientific path for penetrating the spiritual, supersensible world.

I have pointed out how it is only possible to penetrate into this environment if man brings forth from this soul certain abilities and powers that indeed lie dormant in every soul, and if he lifts up what is ordinary knowledge to the level of vision; to a vision that, for example, comes to develop full awareness of what it means to have a soul-spiritual life independent of all corporeality. We know precisely through modern science - and with regard to the everyday life of the soul, this science is absolutely right - that this ordinary life of the soul is bound to the instrument of the body. And only spiritual scientific methods can tear the spiritual-soul life away from the body, can thereby penetrate to the being in the human being that dwells in the spiritual world before it has united with a physical body through conception or birth, that passes through the gate of death, discards the human body and again consciously enters a spiritual world.

And I continued last Monday by saying that anyone who makes such an acquaintance with man's own supersensible being is also able to perceive, behind nature's sensuality and behind everything that can be explored with the ordinary mind, a supersensible environment, an environment of spiritual beings.

What is recognized in this way as the spiritual and soul life in man, what is recognized as the spiritual essence of the world in which we live, is what actually enables us to gain a true knowledge of the human being.

Over the last three to four centuries, we have acquired a complete natural science, but we have not been able to draw any knowledge about human beings from this natural science. In developmental theory, we start from the lowest living creatures. We ascend to the human being; we regard him, so to speak, as the end link in the animal series. We learn what humans have in common with other organisms, but we do not learn what humans actually are in the world as a separate being. We can only learn this through anthroposophically oriented spiritual science. And what asserts itself in this way in knowledge ultimately also asserts itself in the feelings and impulses that modern humanity has developed in social life.

Just think how many people who, through modern technology, have developed as a new class of people, through the whole modern economy - actually under the influence of certain socialist theories - believe that what lives in people as morality, as science, as religion, as art, is not drawn from an original spiritual source, but that it is only drawn from what economic, material processes are. The theory professed by modern social democracy, the theory that has sought to become reality in such a destructive way in Eastern Europe, this theory basically sees the forces that rule history as being outside of the human. And what man brings forth in art, custom, law, religion, that appears only as a kind of smoke. People call it a superstructure that rises up on the substructure. It is like a smoke that comes out of the purely economic-material. There, too, in this placing of the human being in the practical world, the actual human being is extinguished. If we are to characterize what modern education and the modern social consciousness have brought about, we cannot say otherwise than: the human being has been extinguished.

What spiritual science, as it is meant here, is to bring to humanity again is the knowledge of the human being, the appreciation of the human being, the connection of the human being as a supersensible being to the supersensible, universal being of the world.

And only with this do we stand in true reality. Only with this do we stand on ground that leads into a truly practical life. This is what I would like to substantiate today, first in the question of education and teaching. And here, in the way it has emerged from the School of Spiritual Science in Dornach, this anthroposophically oriented spiritual science has from the very beginning been conceived not as something unworldly and far removed from the world, but as something thoroughly realistic and practical. And one of the first practical foundations was in the field of education with the Free Waldorf School, which Emil Molt founded in Stuttgart and which I myself have the educational and didactic responsibility for. In this Free Waldorf School, the impulses of a true knowledge of the human being that can flow from anthroposophically oriented spiritual science are developed pedagogically and didactically.

For a long time people have been talking about the fact that education and teaching should not graft this or that into the child's soul, but rather develop what is in the human being out of the human soul. But when it is expressed in this way, it is, of course, initially only an abstract principle. The point, however, is not to have this principle intellectually, to extract something from the human soul, but to be able to truly observe the developing human soul in the child. And for that, one must first develop a sense for it. This sense is only developed by someone who is aware of how the actual individuality of the human being, the actual spiritual-soul entity from a spiritual world in which it has lived for a long time, descends; how from day to day, from week to week, from year to year, in all that develops physically and psychically in the child, a supersensible element lives; how we, as educators, as teachers, have been entrusted with something from a supersensible world that we have to unravel. When we see from day to day how the child's physiognomic traits become clearer and clearer, when we can decipher how a spiritual-soul element, sent down to us from the spiritual world, gradually unravels and reveals itself in these physiognomic traits , it is important to develop, above all, a sense of reverence for the supersensible human being descending from the spiritual worlds as the basis of a pedagogical-didactic art.

Anthroposophically oriented spiritual science makes it possible to observe the child's development from year to year. First of all, I would like to show the main stages of human development.

It is often said that nature or the world does not make any leaps. Such things are constantly repeated without actually looking at what they are supposed to mean. Does not nature constantly make leaps when it develops the green leaf and then, as if with a leap, the sepal and the colored petal and then again the stamens and so on? And so it is with human life. For the person who, unbiased by all the stimuli and impulses that anthroposophically oriented spiritual science can give him, observes this developing human life in the child, he finds, above all, not out of mystical grounds, but out of faithful observation, a leap in development around the seventh year, when the child begins to get the second teeth. Here we see how our knowledge of the soul, as it is currently used in science, has basically become somewhat exaggerated. Unless one has become completely materialistic, one differentiates between body and soul. But one speaks of the relationship between body and soul in an extraordinarily abstract way. One does not get used to observing in this field with the same kind of faithful and unprejudiced observation as one has learned in natural science. In natural science, for example, one learns that when heat appears through some process, and one has not added it, this heat was in some other form in the body. In physics one says “latent”. One says that the latent heat has been released. This attitude, which is provided by natural science, must also be adopted for the science of man, which, however, must then be spiritualized in relation to natural science. Thus, one must observe carefully: What then changes in the human being when he passes the age of changing teeth?

Now, if we really have the necessary impartiality for observation, we can see how the child, when it passes the age of seven, actually only begins to have outlined, contoured ideas, whereas before that it had no such ideas. We can see how it is only with this period that the possibility of thinking in actual thoughts, however childlike they may be, begins. We see how something emerges from the child's soul that was previously hidden in the human organism. Anyone who has acquired a spiritual eye for this matter can see how the child's soul life changes completely when the second dentition begins; how something emerges from the deepest, most hidden part of the soul and comes to the surface. Where did it come from, this thinking that now appears as a definite life of ideas? It was there as a principle of growth in the human being; permeating the organism; living as a spiritual-soul element in the growth that then comes to an end when the teeth are pushed out from within and replace the earlier teeth. When an end is put to this growth, which finds its conclusion in the change of teeth, then, so to speak, only one growth remains, for which less intensive forces are necessary. We see, then, how that which later becomes thinking in the child was once an inward organic growth force, and how this organic growth force is metamorphically transformed and comes to light as soul power.

By adopting this approach, we arrive at a science of the soul that is not clichéd, which, when it comes down to it, is simply transposed into the spiritual and is based on the same methods as those on which natural science is also based. Just as natural science is a faithful observation of a physical nature, so in order to understand the human being, a faithful observation is necessary, but now of the soul and spirit. If one learns to see through the human being in this way, then this way of looking at the human being is transformed into an artistic way of looking. It is indeed the case that today people often say, when someone expresses something like I just did: Yes, one should just look at something scientifically, in terms of knowledge; one should stick to sober logic; one should work through the intellect to arrive at abstractly formulated natural laws. This may be a comfortable human demand. It may appear to man that he would like to grasp everything in the wide-meshed logic of concepts in order to get to the bottom of things. But what if nature does not proceed in this way? What if nature works artistically? Then it is necessary that we follow her on her artistic path with our capacity for knowledge. Anyone who looks into nature and the world in general will perceive that what we bring about in natural laws through sober logic bears the same relation to the whole, full, intense reality as a drawing made with charcoal strokes does to a painting done in full color.

Anthroposophically oriented spiritual science draws from the full physical and spiritual reality. Therefore, it transforms mere logical recognition into artistic comprehension. But this also enables one to turn the teacher, the instructor, the educator into a pedagogical-didactic artist who acquires a fine sense for every single expression of the child's life. And indeed it is the case that every child has their own particular, individual way of expressing themselves. These cannot be registered in an abstract pedagogical science, but they can be grasped if one receives anthroposophically oriented impulses from the fullness of humanity and thereby gains an intuitive view of the spiritual and soul life in the human being, which then has an effect on the physical and bodily life. For what works roughly as the power of thought before the change of teeth in the growth of the child, we see more finely as a spiritual-soul activity in the child. As teachers and educators, we must pursue this from day to day with an artistic sense, then we will be able to be for the child what a real educator, a real teacher should be for the child.

I would like to give a brief description of how the first period of life, from birth to the change of teeth, and the second period of life, from the change of teeth to sexual maturity, now emerges.

In the first period, from the first to the seventh year of life, the human being is primarily an imitative being. But we must understand this in the fullest sense of the word. The human being enters the world and gives himself completely to his surroundings. In particular, he develops what he initially brings to light as his impulses of will and instinct in such a way that he imitates what is around him. Language, too, is initially learned in such a way that it is based on imitation. Between birth and the age of seven, the child is entirely an imitator. This must be taken into account. In such matters, one must be able to draw the right conclusions. If you associate with the world in these matters, people sometimes come to you for advice on one matter or another. For example, a father once told me that he had a complaint about his five-year-old child. “What did the five-year-old child do?” I asked. “He stole,” said the father sadly. “But then you have to first understand what theft actually is.” He told me that the child had not stolen out of ill will. He had taken money from his mother's drawer and bought sweets, but then distributed them to other children on the street. So it was not blind selfishness. What was it then? Well, the child had seen his mother take the money out of the drawer day after day. At the age of five, the child is an imitator. It did not steal, it simply imitated the things that its mother does day after day, because the child instinctively regards what its mother always does as the right thing to do. - This is just one example of all the subtle things one needs to know if one is to understand the art of education in a way that truly corresponds to the human being.

But we also know that children play at imitating. Basically, the play instinct is not something original, but an imitation of what is seen in the environment. If we look with unbiased eyes, we can see that imitation is at the root of play. But every child plays differently. The teacher of a small child before the age of seven must acquire a careful judgment about this, and one necessarily has to have an artistic sense to make such a judgment, because it is different for each child. Basically, each child plays in its own way. And the way a child plays, especially in the fourth, fifth, or sixth year, goes down into the depths of the soul as a force. The child grows older, and at first we do not notice how one or other of the special ways of playing comes to light in the child's later character traits. The child will develop other powers, other soul abilities; what was the special essence of his play slips into the hidden part of the soul. But it comes to light again later, and in a peculiar way, between the ages of twenty-five and thirty, in the period of life when the human being has to find his way into the outer world, into the world of outer experience, of outer destinies. Some people adapt to this world skillfully, others awkwardly. Some people come to terms with the world in such a way that they derive a certain satisfaction from their own actions in relation to the world; others cannot intervene with their actions here or there, and they have a difficult fate.

You have to get to know the life of the whole person, you have to see how, in a mysterious way, the sense of play comes out again in this sense of life in the twenties. Then you will gain an artistically oriented idea of how to direct and guide the play instinct, so that you can give something to the person for a later period of life.

Today's pedagogy often suffers from abstract principles. By contrast, anthroposophically oriented spiritual science aims to give pedagogy an artistic-didactic sense, to work in the earliest youth in such a way that what is formed there is a dowry for the whole life of the human being. For anyone who wants to teach and educate children must get to know the whole of human life. The magnificent scientific development of the last few centuries has not taken this kind of knowledge of human nature into account. Consider the social significance of really being able to give children the kind of education I have described.

When the child has now changed its teeth, or at least has got them, the second epoch of the child's life begins. Then the actual school age sets in, that which one has to study particularly carefully if one wants to pursue pedagogy from the point of view of true human knowledge. While the child up to the age of seven is essentially an imitator, from the age of seven until sexual maturity, that is, from about the age of thirteen to sixteen, there develops (and this varies from individual to individual) what the unbiased observer recognizes as a natural urge to submit to an authority, a human authority, a teacher or educator. Today, it is a sad day when one hears from all sorts of political parties that some kind of democratic spirit should enter the school; that children should, to a certain extent, already practice a kind of self-government. With such things, which arise from all kinds of partisan views, one rebels against what human nature itself demands. Those who truly understand human nature know what it means for one's entire later life if, between the ages of seven and fifteen, one has been able to look up with devoted veneration to one or more human authorities; if one has called true that what these human authorities said was true; if one felt that what these human authorities felt was beautiful; if one found that what such revered personalities presented as good was also good. - Just as one imitates until the age of seven, so one wants to believe in what comes from authority until sexual maturity. This is the time when one must be open to the imponderable influences that can come from a soul, from a personality.

We founded the Free Waldorf School in Stuttgart. Many people say they would like to attend the Waldorf School to get to know something of the method and so on of this Waldorf School. Imagine a copperplate engraving of the Sistine Madonna, and someone cuts a piece out of it to get an idea of the Sistine Madonna. That would be the same as perhaps looking at what happens in the Waldorf School for a fortnight or three weeks. You wouldn't even see anything special. Because what happens in the Waldorf School is a result of anthroposophically oriented spiritual science. Those who are teachers there have acquired their artistic pedagogy and didactics from the impulses of anthroposophical spiritual science. If you want to get to know the Waldorf school, you have to get to know anthroposophically oriented spiritual science above all. But not in the way one gets to know it from the outside, where people are led to believe that it is some kind of complicated, nebulous mysticism, some kind of sectarianism; no, one has to get to know this anthroposophically oriented spiritual science from the inside, how it draws from the full humanity what the human being really is as a sensual and supersensible being within the world and within time.

These things do, however, lead one to perceive the supersensible nature of the working of such an authoritative personality. Let me give an example. One could imagine a picture – and it is best to speak in pictures to children from seven to fourteen years of age, especially up to the age of ten. Let us take any picture by which we want to teach the child an idea, a feeling, about the immortality of the soul. One can think up this picture. But one can also point out to the child the butterfly pupa, how the butterfly crawls out of the pupa. And one says to the child: the human body is like the pupa. The butterfly flies out of the chrysalis. When a human being dies, the immortal soul leaves the body as the butterfly leaves the chrysalis. It passes over into the spiritual world. There is much to be gained from such a picture. But a real intuitive perception of the immortality of the soul can only be conveyed to a child under very definite conditions. If, for example, a teacher thinks, “I am clever, the child is stupid, it must first become clever” – and the teacher thinks something like this in order to make the child understand something – then the teacher may perhaps achieve something, but what really brings the child to a sense of immortality will certainly not be achieved. For only that which one oneself believes, in which one oneself is completely immersed, has an effect on the child. Anthroposophically oriented spiritual science gives you the opportunity to say: I myself believe in this image; for me, this crawling out of the butterfly from the chrysalis is absolutely the one that I did not think up, but what nature itself presents at a lower level for the same fact that, at a higher level, is the emergence of the immortal soul from the body. If I myself believe in the picture, if I stand within the content of the picture, then my faith has the effect of awakening faith, imagination and feeling in the child. These things are absolutely imponderable.

What happens on the outside is not even as important as what takes place between the feelings of the teacher and those of the pupil. It matters whether I go into the school with noble thoughts or ignoble ones, and whether I believe that simply what I say is what has an effect. I will give what I say a nuance that does not affect the soul if I do not enter the classroom with noble thoughts and, above all, with thoughts that are true to what I am saying. - That, first of all, about the relationship between the pupil and the teacher in the second epoch of life from the seventh to the fifteenth year. There would be much more to say about this, but I will only highlight a few specific points so that you can get to know the whole spirit that inspires the pedagogy and didactics that flow from anthroposophically oriented spiritual science.

Then we started at the Waldorf school with really bringing out what the child should learn. We are faced with very significant questions, especially when we take the child into primary school. We have to teach the child to read and write; but when it comes to what lives in the human being, writing, the printed word, has long since become something quite abstract within human civilization, something that has taken on the nature of a sign and is no longer intimately connected with the full, original, elementary soul life of the human being. The external history of civilization does provide some information about such things, although only to a limited extent. If we go back to the various cultures, we find pictographic writing, where, however, what was fixed externally was pictorially recorded, which is what was actually meant. In older cultures, writing had not been developed to the point of the mere sign being as abstract as it is today. In fact, when we teach reading and writing in the usual way, we introduce something to the child that is not initially related to his nature. Therefore, a pedagogy and didactics that is truly based on a full knowledge of the human being will not teach reading and writing as it is usually done. Instead, we start from the child's artistic nature in our method. We do not begin with reading at all, not even with writing in the usual sense of the word, but with a kind of painting-drawing, drawing-painting. We lead the child to learn to form letters not only from the head, but from the whole human being, bringing lines and forms, even in colored drawing, onto paper or some other surface; lines and forms that naturally emerge from the human organism. Then we gradually introduce what has been taken from the artistic into the letter forms, first through writing, and from writing we only then move on to reading. That is our ideal. It may be difficult to implement in the early days, but it is an ideal of a true didactics that follows from a full knowledge of the human being. And as in this case, the essence of human nature is the basis for all education and teaching.

We start, for example, from the child's musical and rhythmic abilities because these flow from human nature and because we know that a child who is properly stimulated in a musical way around the age of seven experiences a particular strengthening and hardening of the will through this musical instruction.

Now, we try to teach the child in pictorial form what is to be taught to the child, so that the child is not introduced too early into an intellectualized life. We also note that there is an important turning point between the ninth and tenth to eleventh year of the child's life. Anyone who can observe childhood in the right way knows that between the ages of nine and eleven, there is a point in a child's development that, depending on how it is recognized by the educator and teacher, can influence the fate, the inner and often also the outer destiny of the person in a favorable or unfavorable sense. Up to this point, the child does not isolate itself much from its surroundings, and it must be borne in mind that a plant described by a child before the age of nine must be described differently than afterwards. Before this time, the child identifies itself with everything around it; then it learns to distinguish; only then does the concept of the self actually arise – before that, it only had a sense of self. We must observe how the child behaves, how it begins to formulate certain questions differently from this point on. We must respond to this important point in time for each individual child, because it is crucial for the whole of the following life.

We must also be aware, for example, that subjects such as physics and the like, which are completely separate from the human being and only attain a certain perfection by excluding everything subjective from the formulation of their laws, may only be introduced to the child from the age of eleven or twelve. On the other hand, we teach our children the usual foreign languages in a practical way right from the beginning of primary school. We see how, by not teaching a foreign language by translation but by letting the child absorb the spirit of the other language, the child's entire soul structure is indeed broadened. This is how an artistic didactics and pedagogy is formed out of this spirit. I could go on talking here for another eight days about the design of such a pedagogy and didactics as art. But you can see how what comes from anthroposophically oriented spiritual science flows directly into the practical side of education.

And how does this apply to the individual teacher? It applies in such a way that he actually gets something different from this anthroposophically oriented spiritual science than can be obtained from the rest of today's scientific education. And here we touch on one of the most significant social issues of the present day.

The social question is said to be the fundamental question of our time, but it is usually understood only as an external economic question, not really grasped in its depth. This depth only comes to mind when one becomes aware of how, in the broad masses of today's proletariat, one word can be heard again and again. That word is ideology. What does the modern proletarian mean when he speaks of ideology, according to his Marxist instruction? He means: When we develop any ideas about custom, law, art, religion, it is not something real in itself, it is only an abstraction, it is only an unreal idea. Everything we have in this way is not reality, it is an ideology. Reality is only the external, material production processes.

From this fact one can sense the radical change that has taken place in human development in terms of world view and state of mind. Consider the basic tenet of ancient Oriental wisdom. Last time I spoke here, I said that we should not long for the past, but there are many things we can take from it for our own orientation. The ancient Oriental spoke of Maja. What did Maja mean in the ancient Orient? It meant everything that man can recognize in the external sense world. For reality was that which lived within him, which sprouted within as custom, religion, art, science. That was reality. What the eyes saw, what the ears heard, what one otherwise perceived, that was Maja. Today, in the Orient, only a decadent form of that which, from a certain point of view, can be characterized as I have just done, is present. Our broad masses of people have come to the opposite through Marxist guidance. One could say that the development of humanity has taken a complete turn. The external, the sensual, is the only reality, and that which is formed within, custom, religion, science, art, is Maya. Only one does not say Maya, but one says ideology. But if one were to translate Maja in a general sense, then one would have to translate it with ideology, and if one wanted to translate into the language of the old world view of the Orient what the modern proletarian means by ideology, then one would have to translate it with Maja, only that the application is the opposite.

I mention this because I want to show what an enormous turn human development has taken, how we in the West have in fact developed the final consequences of a world view that runs directly counter to what is still contained in the Orient in a decadent way. Those who are able to observe the conflicts of humanity from such depths know what potential for conflict exists between East and West today. Things appear differently in the various historical epochs; but however materialistic the striving of today's East may be, in a certain way it is the striving that was also present in ancient Buddhism and the like, which has now become decadent. And our Western culture has undergone a complete turnaround in relation to this. We have now arrived at a point where broad masses of people do not speak of the fact that spiritual reality fills them within, but that everything that fills them within is only Maya, ideology.

This is what anthroposophically oriented spiritual science gives back to humanity: not just thoughts that can be seen as ideology, not just unrealities; but man is again filled with what he was filled with at that time, with the consciousness: Spirit lives in my thoughts. The spirit enters into me; not a dead, ideological spirit, but a living spirit lives in me. To lead people back to the direct experience of the living spirit is what anthroposophically oriented spiritual science wants to give. This is then what is incorporated into anthroposophical pedagogy and didactics. This is what should live in the teacher's dealings with the pupil.

But it is also that which is directly involved in dealing with the social question. Those people who talk about ideology today have gone through our schools. But we need a humanity that actually develops social impulses from the very depths of its being. This humanity must emerge from other schools. What has emerged from the schools we so admire has led to the social chaos we see today. We need a humanity that has been educated in such a way that the education corresponds to a real, comprehensive knowledge of the human being. This is what makes the question of education a universal social question. Either we will have to decide to see the question of education in this sense as a social question, or we will be blind to the great social demands of the present.

But we must sense what is necessary for the teacher, for the educator, in order to practise such an education, in order to allow knowledge of the human being to be transformed into a pedagogical-didactic art. We must sense that this is only possible if the teacher, the educator, does not need to follow any other norm than the norm that is within his or her own inner being. The teacher and educator must be answerable to the spirit that he experiences. This is only possible within the threefold social organism, in a free spiritual life. As long as the spiritual life is dependent on the economic life on the one hand and on the state life on the other, the teacher is in the thrall of the state or of economic life. You will find, when you study the connections, what this thrall consists of.

In truth, one can only establish a surrogate for a free school today. It was possible in Württemberg to establish the Waldorf School as a free school in which only the demands of the pedagogical art prevail, before socialism created the new school law.

If freedom is to prevail, then every teacher must be directly involved in the administration; then the most important part of spiritual life - like all spiritual life, in fact - must have its free self-government. One cannot imagine a spiritual life in which such free schools are common other than in such a way that from the teacher of the lowest elementary school class to the highest teacher, everything falls into corporations that are not subordinate to any state or economic authorities and that do not receive instructions from any side. What happens in the administration must be such that every teacher and instructor needs only so much time to teach or instruct that he still has so much time left to help administer. Not those who have retired or who have left the field of teaching and education, but those who are currently teaching and educating should also be the administrators. Hence the authority of the capable arises as a matter of course. Just try self-administration and you will find that because you need someone who can really achieve something, their authority will naturally assert itself. If the spiritual life administers itself, it will not be necessary to use this authority or the like. Just let this free spiritual life develop and you will see that because people need the capable, they will also find them.

I have only been able to sketch out the issues here, but you will have seen how a truly artistic approach to education requires a free spiritual life. We can see how it is necessary to first separate the free spiritual life from the entire social organism.

Just as Karl Marx or Proudhon or other bourgeois economists base what they want to base, so one does not base things of life experience, things of life practice. What is said in my book “The Key Points of the Social Question” or in other writings on the threefold social organism is based on decades of all-round observation of life, and is spoken and written from practice. Therefore, one cannot grasp it with lightly-draped concepts. I know exactly where one can easily start a logical critique. But what has just been taken from reality is as multifaceted as reality itself. And just as little as reality can be captured in lightly-draped logical concepts, so little can something that is supposed to fit reality be captured in such concepts. But anyone who has ever inwardly felt what it means to be in school, in class, in education, as it is necessary to do so through a true understanding of the developing human being, the child, has, in their feeling, in the whole experience, full proof that the spiritual life must be given its free administration. And all the objections do not apply, so that one simply raises them, but only so that one must eliminate them through reality.

Then people come and say: If spiritual life is to be based on free recognition, people will not send their children to school, so you cannot establish a free spiritual life. — That is not what someone who thinks realistically says. Above all, he feels the full necessity of liberating spiritual life. He says: spiritual life must be freed; it may perhaps have the disadvantage that some people do not want to send their children to school; then one must think of means to prevent this from happening. One must not treat this as an objection, but one must raise such a thing and then think about how it can be remedied. In many things that concern the full reality of life, we will have to learn to think like this.

They sense that a complete turnaround must occur, especially with regard to intellectual life – and public intellectual life is, after all, essentially provided in its most important parts through teaching and education. Those who are accustomed to working in today's intellectual life will not go along with these things. I know that certain teachers at secondary schools, when they were approached with the suggestion of moving towards self-management, said: I would rather be under the minister than manage with colleagues; it's not possible. I am less likely to be with my colleagues from the faculty than with the minister, who is outside.

Perhaps one will not exactly get the necessary impetus in this direction. But just as, with regard to the big questions of life today, it is not the producer but the consumer who is becoming more and more decisive, so one would like the consumers of the educational system to reflect on what is necessary in the teaching and educational system as the most important public part of intellectual life. These are, above all, people who have children. We have seen the impression that parents have gained from the end of the school year, from everything else that children have experienced during the school year at the Waldorf School. We have seen how, when these children come home, their parents have realized that a new social spirit is actually emerging that is of tremendous importance for the next generation — provided, of course, that the Waldorf School does not remain a small school in a corner of Stuttgart, but that this spirit, which prevails there, already becomes the spirit of the widest circles.

But it is not only parents who are interested in what goes on in schools and educational institutions. Basically, every person who is serious about human development has an interest in it. Every human being must care about the next generation. Those who think this way and who have a sense of how we need a spiritual renewal today, as I explained in the last lecture here in Utrecht, should become interested in this new education that can be achieved through the school system from the lowest to the highest levels.

At the School of Spiritual Science in Dornach, we are trying to establish an educational institution in the highest sense of the word, based on this spirit. We still have a hard time of it today. We can give people renewal and inspiration in the individual specialized sciences; we can give them something like our autumn courses were, like our Easter courses will be. We can show them how, for example, medicine, but also all the other sciences of practical life, can receive through anthroposophically oriented spiritual science what is necessary for the present and especially for the near future.

But for the time being we can give nothing but spirit, and that is not yet highly valued today. Today, people still value the testimonies that we cannot yet give. We must fight for what is recognized as a necessity for the development of humanity and for the near future to become official. This can only come about if a mood develops in the widest international circles for what I would call a kind of world school association. Such a world school association need not limit itself to founding lower or higher schools, but should include all impulses that lead to something like what has been attempted in Dornach in a certain special way. Such a world school association would have to embrace all those people who have an interest in the forces of ascent entering into the developmental forces of humanity in the face of the terrible forces of descent that we have in humanity today. For such a world school association would not become a kind of federation from the impulses that are already there; it would not try to shape the world according to the old diplomatic or other methods. Such a union, such a world school association would try to form a world union of humanity out of the deepest human forces, out of the most spiritual human impulses. Such a union would therefore mean something that could really give a renewal of that life, which has shown its fragility so much in the terrible years of the second decade of the 20th century.

The people who are educated there will have the social impulses, and they will be the ones who can develop the right strength in the other areas of social life, in the area of an independent legal or state or political life and in the area of an independent economic life. Just as a free spiritual life can only be built on objectivity and expertise, and not on what comes to the fore through the majority, economic life can only be beneficial for humanity if it is separated from all majority rule, from all those areas in which people judge simply from their humanity, not from their knowledge of the subject or field. In economic life we need associations where people who belong to the sphere of consumption, people who belong to the sphere of production, and people who belong to the sphere of trade, join together. I have shown in my writings that these associations, by their very nature, will have a certain size. Such associations can truly provide that in economic life which I would call a collective judgment, just as it is true [on the other hand] that in spiritual life everything must come from the human personality. For through birth we bring with us our gifts from the spiritual world. Every time a human being is born, a message comes down from the spiritual world into the physical world. We have to take it in, we have to look at the human individuality; the teacher at the human individuality in the child, the whole social institution at the free spiritual life, in which the teacher is so situated that he can fully live out his individuality.

What can turn out to be a blessing for humanity in this free spiritual life would turn out to be a disaster in economic life. Therefore, we should not have any illusions. As much as we have to strive for a comprehensive and harmonious judgment through our individuality in spiritual life, we can do so much less in economic life. There we are only able to form a judgment together with the other people, to form a judgment in associations. One knows, by having worked, in a certain area, but what one knows there is one-sided under all circumstances. A judgment comes about only by not merely dealing theoretically with the others, but by having to supply a certain commodity to the other, to satisfy certain needs for the other, to conclude contracts. When the real interests face each other in contracts, then the real, expert judgments will form.

And what is basically the main thing in economic life is also formed from what works within the associations: the right price level. You can read all this in more detail in my books “The Key Points of the Social Question” and “In the Execution of the Threefold Order”, as well as in the journals. There is even a Dutch magazine about threefolding. There you can read about how a collective judgment must be sought in economic life. Since we have had a world economy instead of the old national economies in economic life, it has become necessary for the organization of economic life to be based on free economic points of view, for economic life to be lived out in associations that deal only with economic matters, but in such a way that majorities are not decisive anywhere, but rather expertise and professional competence are decisive everywhere. The result will be a division of labor. Those who have the necessary experience or other reasons will be in the right place. This will happen naturally in the associations, because we are not dealing with abstract definitions but with the activity of a contract. For example, if an article is being overproduced in a particular area, it must be ensured that people are employed in other ways; because where this is the case, the article becomes too cheap, and the one that is underproduced becomes too expensive. The price can only be set when a sufficient number of people are employed by associations in a particular area. If such a thing is to become real, it requires an intense interest in the entire economic life of humanity. It is a matter of developing, not merely as an empty phrase, what is called human brotherhood, but of bringing about this human fraternization in associations in the economic sphere.

Today I can only sketch out the main lines. The literature on threefolding already discusses the details. But what I want to suggest is only how spiritual science oriented to anthroposophy can practically take hold of life here as well.

And so, in the social organism, we have on the one hand the free spiritual life based on the human individuality; on the other, economic life based on associations that come together to form the global economy as a whole – without taking into account the political state borders, which today contradict economic interests. This may still be uncomfortable for some people to think, but it is what can bring about change from the chaotic conditions.

Between the two, the free spiritual life and the associative economic life, stands the actual political life, the actual state life, where majority decisions have their justification; where everything, including human work, comes up for negotiation, for which every mature person is competent. In the free life of the spirit, not every mature person is competent; here, majority decisions could only spoil everything, as they can in economic life. But there are, for example, the nature and measure of work, of human work; there are areas where every human being, when mature, is competent, where one person stands before another as an equal. This is the actual state-judicial, political area in the threefold social organism. This is what spiritual life is already pointing to most clearly today, but it can also be pursued in the other areas of social existence in accordance with the demands and necessities.

Threefold social organism: a free spiritual life, based on the full and free expression of the individual human personality; a legal or state life that is truly democratic, where people face each other as equals and where majorities decide, because only in this link of the social organism does it come to a decision on which every adult person is competent; an economic life that is built on associations, which in turn decides on the basis of factual and technical knowledge, where the contract applies, not the law.

There are people who say that this would destroy the unity of the social organism. For example, someone objected to me that the social organism is a unified whole and must remain so, otherwise everything would be torn apart. At that time I could only answer the objection: A rural family is also a unit. But if one claims that the state must also manage the economy and administer the schools, then one could also claim that a rural household, which is also a unit with master and mistress and maid and cow, because the whole is a unit, everyone should give milk, not just the cow. The unity would arise precisely from the fact that each one does the right thing in its place. The unity arises precisely from the fact that the three links arise. One should just not rush into a matter that is based on correct observation of those things that are pressing for transformation in contemporary social life, based on a partial or incomplete understanding.

Liberty, equality, fraternity – these are the three great ideals that resound from the 18th century. What human heart would not have felt deeply about the three ideals of liberty, equality, and fraternity. Nevertheless, there were always clever people in the course of the 19th century who constructed a contradiction between freedom and equality: How could one be free if, after all, all people had to develop their abilities to the same extent and how that was also not true of fraternity? — Much clever and concise things have been said in favor of the contradictory nature of these three ideals. Nevertheless, we feel them and feel their justification. What is actually at issue here? Well, people have formed the three ideals of freedom, equality and fraternity out of the intense depths of the soul, and these are truly as justified as anything historical and human can be justified. But for the time being people remained under the suggestion of the unitary state. In the unified state, however, these three ideals contradict each other. Nevertheless, they must be realized. Their realization will lead to the tripartite social organism. If one realizes that this is something that can be started tomorrow, that it is thought out and formed out of practice, that it does not remotely have a utopian character like most social ideas, that it is thoroughly practical, if one realizes how the unity state today, out of itself, creates the necessity to divide itself into three parts: then one will also understand the historical and human significance of the three great ideals that have been resonating in humanity since the 18th century. Then we will say to ourselves: the threefold social organism is what first consolidates these three ideals, it is what gives these three ideals the possibility of life. In conclusion, let me express, as a summary of what I wanted to say today about the practical development of anthroposophically oriented spiritual science, how it must come about in humanity: the threefold social organism, Spiritual life administered for itself, economic life administered for itself, and in the middle the state-legal-political life administered for itself. Then, in a genuine, true sense, humanity will be able to realize itself: freedom in spiritual life, equality in democratic state life, brotherhood in associatively shaped economic life.

Answering questions

Question: How can we differentiate in the spiritual-scientific field between human and animal blood? The I expresses itself in human blood, but not in animal blood?

Rudolf Steiner: Yes, the materialistic way of thinking, which had been in preparation since the middle of the 15th century, but which became particularly strong in the 19th century and developed into the 20th, has gradually caused the sense of it to die away, that the external expression [of a thing] is not decisive for the inner structure and for the whole context [in which it stands]. I have to refer to some of this, which of course I cannot explain in detail today. You can find it in the spiritual scientific literature, but I have to say a few words about the question.

We have to distinguish between the physical body, which can be seen with the eyes and which is also considered in ordinary science through anatomy and physiology, for example. We then distinguish the etheric or life body, which we become aware of when we observe something like the release of thinking during the change of teeth; this is how we get to know the life of the etheric body. We must not confuse this with the old, hypothetical life force; it has nothing to do with it. This is the result of direct observation. Then we learn to recognize what part of the soul governs this etheric body, what one can call the soul organism, and the actual I.

These four members, however, express themselves in turn in the physical. For example, the etheric body has a particular effect on the glandular system, the I has a particular effect on the blood system in humans. Now one can raise such a question as the one asked here, but one must first acquire something that I would like to make clear through the following comparison. Imagine someone were to say: a knife is just a knife, it is used to cut meat. You cannot say that. Nor can you say: man has red warm blood, animals have red warm blood – the expression for the I. Suppose someone finds a razor and uses it to cut meat because it is a knife. It is not a matter of how something is outwardly and materially formed, but how it fits into a whole context. For an animal, the red warm blood is the expression of the soul organism; for a human being, the same red blood is the expression of the I, just as the razor is a knife for shaving and the knife on the table is a knife for cutting meat. One should not ask: What is blood as blood? It can be an expression for this in one context and for something else in another context.

Question: Is it also possible in other countries to establish schools like the Waldorf School?

Rudolf Steiner: Whether such schools can be founded in other countries depends on the laws of the country concerned. I have already expressed myself appropriately with regard to the Waldorf School. I said: Before the new democratic, republican school constitution came into being, it was possible to found the Waldorf School. Recent developments have been such that we are gradually forfeiting one freedom after another. And if we in Central Europe were to arrive at Leninism, then the Central Europeans would also get to know what the grave of human freedom means. But it depends everywhere on the laws in question whether you can found schools like the Waldorf School. So it depends entirely on the individual state laws. You can try to go as far as possible. Recently, for example, I was asked to appoint teachers for a kind of initial school in another place, and I said that we would of course have to do a trial first. I initially appointed two very capable teachers for the first class, but they had not taken an exam, so that people could see whether they could implement such teachers. It is certainly not out of the question in a Waldorf school to employ teachers who have not taken the exam. For example, when I was recently asked by a teacher whether it would be possible to employ her even though she had not yet passed her exams, but was on the exam list, I said: That doesn't matter; you will also have the exam one day.

Now, the point is to work towards a real liberation of the spirit and of school life on a large scale. For this, something like a world school association is needed. It must become possible that the question of whether schools like the Waldorf School can be established in different countries will no longer arise, but that this possibility will be created everywhere through the power of conviction of a sufficiently large number of people. We also experienced the same in other areas, as is also beginning today in the area of education. Many people do not agree with conventional medicine, so they turn to those who want to go beyond conventional medicine – not in a quackish way, but in a thoroughly appropriate way. I even met a minister of a Central European state who trumpeted the monopoly of conventional medicine in his parliament with all his might, but then came himself and wanted help in a different way. This is the striving, on the one hand, to leave what the feeling actually wants to overcome, but to leave it and to achieve the other through all possible back doors. We have to get beyond that. We don't have to want to set up private schools, but we have to create the opportunity everywhere to set up a free school in the sense described today. If we do not have the courage to do this, then those who understand these things will not allow themselves to be used to establish private schools or to appoint teachers for them. A great movement should arise in which every person who reflects on the tasks of the time should become a member, so that through the power of such a world federation, what could lead to the creation of such schools everywhere.

But above all, in the case of such a world school association - please allow me to mention this only in passing, in parentheses - a certain idealism in humanity must disappear, I mean the kind that says: Oh, spiritual things, anthroposophy, that's so high, the material must not approach it; it would defile anthroposophy if the material were to approach it. This idealism, which is so idealistic that it uses all kinds of phrases to describe the spiritual and elevates it to heaven, to a cloud-cuckoo-land, while keeping a firm hand on the purse, does not go together with the reasoning of a world school association or the like. Here one must muster an idealism that does not disdain the purse in order to do something for the ideals of humanity. Anthroposophically oriented spiritual science must think its way into practical life, that is, not just into the clouds, but also into the stock market. There are also nooks and crannies there that belong to practical life. —- That is just a characteristic of what a right worldview is.

Question: Are there contradictions between anthroposophical spiritual science and Protestant Christianity?

Rudolf Steiner: There is no need to construct contradictions. Two things must be distinguished: The Mystery of Golgotha is a fact: that a spiritual being from the supermundane worlds descended to earth and united with the man Jesus of Nazareth. This spiritual fact, which alone gives meaning to our earthly development, will be grasped in different ways by each age. Our age needs a new understanding of this fact. We can best grasp this fact if we learn to understand spiritual facts in general. Anyone who believes that some discovery, whether in the physical or spiritual realm, should somehow shake Christianity, thinks little of it. If the official representatives of Christianity, or rather of the traditional denominations, turn so fiercely against anthroposophy today, it only speaks against these official representatives, who do not really have true Christianity in mind, but the rule of their respective church. True Christianity has indeed grasped anthroposophical spiritual science, but only in a supersensible way, through supersensible knowledge. You can read more about this in my book 'Christianity as Mystical Fact' and in other writings.

Question: Does spiritual life have a kind of supremacy over the other two areas in the threefold social organism?

Rudolf Steiner: You can see in my book on “The Core Points of the Social Question” how capital is used in the threefold social organism. It enters into a kind of circulation, like blood in the human organism, and remains with the one who is best qualified to manage it and thus also manages it in the interest of the community. For this, however, spiritual life must constantly interact with the other limbs. This is the peculiar thing about such a natural structure of the social organism as the human organism. The human organism – and this is the result of thirty years of research for me – is tripartite by nature. Firstly, there is the nervous-sensory organism, which is mainly localized in the head; secondly, the rhythmic system, which is localized in the chest as breathing and blood circulation; and thirdly, the metabolic system, which is connected to the limbs. But these three limbs work together in such a way that, in a sense, the head is indeed leading, but in another sense, the other two limbs are leading as well. So one cannot say that something has supremacy, but precisely because of the way the three limbs are structured according to their essence, a harmonious wholeness will arise in the social organism. Question: Should children from seven to fourteen believe what the teacher says, or are they taught freely?

Rudolf Steiner: The nature of the human being demands what I have expressed in the lecture: a certain self-evident authority. This demand for a self-evident authority is based, in turn, on a certain development of human life as a whole. Certainly, no one can develop more feeling for the social rule of human freedom than I, who wrote my “Philosophy of Freedom” in 1892, which is intended to provide the foundations for a liberal, social human life. But still, if a person is to face life freely in the right way, he must develop a sense of authority within himself between the ages of seven and fifteen. If one does not learn to recognize others through this self-evident authority, then the later demand for freedom is something that leads precisely to the impossibility of life, not to true freedom. Just as man only comes to a true brotherhood if he is educated in the appropriate way, by being guided in the right way in his imitation in the childhood years until the seventh year, so the sense of authority is necessary if man is to become free. Everything that is said today about governing school communities in a republican form is only asserted out of party considerations. That would destroy human nature. I say this out of a thorough knowledge of the human being. Such a demand for a healthy, authoritative way of teaching between the ages of seven and fifteen must be made. Only objectivity can be considered. Buzzwords should not be the deciding factor. It is precisely those who stand on the ground of freedom who must demand an authoritative education for this age group.

[ 1 ] Through his different presentations Brentano shows how strongly he strove for a clear separating of the soul element from what is external to the soul. His concept of the soul, which we have described in this book, compels him to do this. In order to see this, let us look at the way he tries to define the soul experience we have in forming a conviction about a truth. He asks himself: What is the source of what the soul experiences as a conviction when it relates this conviction to a content of mental pictures? Some thinkers believe that, with respect to a given truth, the degree of conviction is determined by the intensity of feeling with which one experiences the corresponding content of mental pictures. Brentano says about this:

It is wrong—but it is an error embraced by almost everyone, and one from which I also had not yet freed myself when I wrote the first volume of my Psychology—to believe that the degree of conviction is a level of intensity in judging that could be analogous to the intensity of pleasure and pain. If Windelband had reproached me with this error, I would consider him to be completely right. But now he criticizes me for wanting to accept intensity only in an analogous sense (not in the same sense) in the case of a conviction, and for declaring that in terms of magnitude one cannot compare the supposed intensity of conviction with the actual intensity of feeling. There we have the results of his improved grasp of what a judgment is.

If the degree of conviction in my belief that 2+1=3 were an intensity, how powerful this intensity would have to be! And if now, as Windelband would have it, this belief were made into a feeling—not just something that could be thought of as analogous to a feeling—how destructive for our nervous system the vehemence of a stirred feeling would be! Every doctor would have to warn against the study of mathematics as something shattering to one's health.

If Brentano could have lived more deeply into what worked in him in his striving to discover the nature of conviction, he would have seen the separation that exists between the mentally picturing soul element—which does not experience any intensity within itself when a conviction is being formed—and what is external to the soul—which enters the content of the soul element and which in the intensity of the degree of conviction, also remains something external to the soul while in the soul, in such a way that our inner life does indeed observe the degree of conviction, but does not live in it.

[ 2 ] What Brentano presents in his essay “The Individuation, Multiple Quality, and Intensity of Sense-perceptible Phenomena” (in his book Investigations into a Psychology of the Senses) belongs in a similar sphere of strict separation between the soul element and what is external to the soul. He endeavors to show there that intensity is not inherent to the actual soul element, and that the degree of intensity of soul sensation represents a life of what is felt outside the soul and is now present upon the stage of the soul element. Brentano senses that one absolutely does not need to enter into the "mystical darkness" of nonscience when one is endeavoring to develop further in cognition the seeds planted in such elementary insights. Therefore, he writes at the end of the essay just mentioned:

It is easy to see what the wider significance of this is.

Look how much Herbart's psychology and also psychophysics were founded upon this dogma (he is referring to the dogma of the intensity of the soul element)! All that will be tom down also in its fall. And so we'll see how the correction of a small point in the science of soul sensation will exert a far-reaching reformatory influence.

Even the hypotheses that one has set up relative to the world-all will not remain untouched by it.

To a large extent one has declared that a common analogy prevails between the psychic and the physical realms, without any proof being offered, to be sure, or even seriously attempted. One kept entirely to generalities and so an assigned role sufficed for the thought of intensity as a kind of magnitude belonging to every soul entity just as a spatial magnitude belongs to every physical entity.

But if one declares a common analogy to prevail between the soul element and the physical element, why not go all the way and declare them to be identical or simply substitute one for the other?

In everything analogous to the physical and vouched for in itself only through the evidence of perception, the soul element must render superfluous any hypothetical assumption that anything physical exists.

So, among others, Wundt's psychology also ends up with the thought that, after heuristically attributing an existence to the physical world for a time, one could finally let this assumption of physical existence fall away like scaffolding, in which case the whole genuine truth would reveal itself as a purely psychic world edifice.

This thought, to be sure, until now has had little prospect of ever gaining tangible form or being elaborated in detail. Any hopes in this direction, however, have been completely dashed by the new concept of intensity with its clear proof that nothing could be farther from the truth than calling the magnitude of intensity a universal property of soul activities.

So we will never allow our belief in the true existence of a physical world to be taken away from us, and this belief will always remain for natural science the hypothesis of hypotheses.

The common analogy between the soul element and the physical element, which Brentano rejects, is only sought by someone who does not strive to picture clearly the soul element on the one hand and the physical element on the other, but rather, instead of this—while continuing with his concepts to feel his way along against the physical—attributes to the soul element experiences like that of intensity, whereas, in the purely soul element, nothing of it is to be found. It seems to me that the above thought of Brentano's would have come more clearly into view, if its bearer—in the sense of what was described in this book on page 69f.—had focused his attention upon that characteristic of the physical element which is equal in significance to the intentional element within the soul element.

Nevertheless, it is significant that Brentano dared to extend his view beyond elementary insights out into more far-reaching, cosmic riddles. For, today's way of thinking is disinclined to broaden its views. Here is one example from many. At one place in his Eight Psychological Lectures (Jena, 1869), the eminent psychologist Fortlage shows how close he was with his cognitive inklings to a certain region of seeing consciousness, to the region, namely, of knowledge of the laming power of the soul existence living in our ordinary consciousness. On page 35 he writes:

When we call ourselves “living beings,” and thus ascribe to ourselves a characteristic that we share with animals and plants, we necessarily understand the “living state” to mean something that never leaves us, and continues on in us in sleep and in the waking state. This is the vegetative life of the nutrition of our organism, an unconscious life, a life of sleep. The brain is an exception to this through the fact that this nutritive life, this sleeping life, is outweighed in the brain during the pauses of wakefulness by a consuming life (what I have called “laming down” in this book). During these pauses the brain is given over predominantly to being consumed, and consequently falls into a state that, if extended to the other organs, would bring about the absolute debilitation of the body or death.

And taking this thought to its conclusion, Fortlage says (page 39): “Consciousness is a little, a partial death; death is a large and total consciousness, an awakening of the whole being in its innermost depths.” One can only say that Fortlage stands with his thoughts at the starting point of anthroposophy, even though, like Brentano, he does not enter. Nevertheless, even because of his standing at the starting point, Eduard von Hartmann, who is completely under the spell of today's way of picturing things, finds that a perspective extending out beyond elementary knowledge into the great cosmic riddle of human immortality is scientifically untenable. Eduard von Hartmann writes of Fortlage: “He steps outside the boundaries of psychology when he describes consciousness as a little and partial death, and death as a large and total consciousness, as a clearer, total awakening of the soul in all its depths...” (Please see Eduard von Hartmann, Modern Psychology, Leipzig, 1901)

Although the struggle between good and evil is described throughout the Bible, perhaps the most dramatic and esoteric images of this battle are contained in the Apocalypse. John the Evangelist, to whom these visions were entrusted at age ninety-seven, had been preparing for them all his life. Known to the high priests as Lazarus, a brilliant young nobleman in Jerusalem, he was educated in the wisdom of the Jewish traditions. He was then the first to be initiated by Christ when, at age thirty-three, he was raised from the dead at Bethany. Later known as the “disciple whom Jesus loved,” he was the only one of the twelve disciples strong enough to be present at Christ's crucifixion. His work and suffering on behalf of the nascent Christian church through the next sixty years eventually led him to imprisonment on the island of Patmos during the reign of the Roman Emperor Domitian (A.D. 81–96).

The visions recorded in the Apocalypse were given to him during this imprisonment with instructions that he write them down for others. They are intended to encourage, admonish, instruct, strengthen, and inspire us in the great battle against evil that will continue into the distant future. As in any protracted battle, knowledge of the adversary's plans, indeed, knowledge of one's own leaders' strategic intentions, is essential. In the past the Apocalypse has sometimes been used to inspire fear and to motivate human souls to strive to be better Christians. But such use constitutes misuse. Fear is a tool of the adversary powers, not of Christ and his followers. The Apocalypse received by John is nothing if not a Christian book, and when properly understood, expands our conception of Christianity to cosmic proportions again.

It reveals in images, that is, a kind of picture language, the deepest secrets of earthly and human evolution. John was instructed to pass these images on to humanity so that, through knowledge, we can be better equipped to evolve spiritually and meet the unfolding power of the adversaries. The images themselves contain the power of the Word, the Logos himself, the power of all becoming and evolving. Taken into the soul they transform; over time they can initiate. This is the connection between the Apocalypse and the work of Rudolf Steiner, who said that simply hearing and reading the results of anthroposophical research can gradually transform the human soul and awaken in us the ability to perceive the spirit.

Rudolf Steiner's writings and lectures on the Bible in general and the Apocalypse in particular involve a dimension of our humanity that is underappreciated in traditional religious streams: the dimension of human knowledge. In the ancient past it was known that knowledge of spiritual realities was attainable, although only by initiates. Today, only knowledge of the physical world is considered valid, while people interested in spiritual things must be satisfied with faith. However, faith alone cannot make sense of the Apocalypse, and traditional Christian theologians are not sure what to do with the book. Its source is non-earthly. It is prophecy, but unlike Old Testament prophecy, we cannot look for its fulfillment in the New Testament. The thinking behind it derives from a source either beyond or preceding the modern, scientific mind.

But when modern methods of science, exact thinking and observation, are applied to spiritual questions, then knowledge of the spirit is possible. In his basic books Rudolf Steiner describes the spiritual scientific method with its three steps of Imagination, Inspiration, and Intuition. The results of this method are found throughout Steiner's work. They include, among other things, descriptions of the evolution of the earth including its future. This description of future events provides the basis for Steiner's lectures on the Apocalypse. For this reason, a general knowledge of anthroposophy and Steiner's terminology is required to understand these lectures.

This requirement is especially pressing since these lectures are not transcriptions of complete stenographic reports. They have been reconstructed from notes hand written by individuals who attended the lectures. Hilde Stockmeyer took notes during the first Munich lecture while Mathilde Scholl was responsible for the other three. The notes by an unknown auditor that form the basis for the German edition of the lectures held in Kristiania (Oslo) are the most fragmentary. They are stylistically uneven, with frequent omissions and gaps in the manuscript. The lecture of June 14, 1907, held in Paris comes to us through notes taken by Edouard Schuré. Because of their brevity these lectures are, in a sense, incomplete. The reader would do well first to read Steiner's most comprehensive lectures on the Apocalypse, held in Nürnberg¹ and refer to them again while reading the present lectures. Although there is little contained in these present lectures not already mentioned in Nürnberg, this new volume is quite useful just because of its brevity.

The lecture of May 21, 1909, contains what is probably the earliest mention of Christ's reappearance in Steiner's work. While describing the sixth post-Atlantean cultural epoch from the point of view of the development of manas, the transformed astral body, Steiner says that those who have made themselves capable of recognizing Christ will see him in his etheric body, “for he will come again.” A few months later, on January 25, 1910, the second coming of Christ was predicted for the twentieth century. Eight days hence, on February 2, 1910, it was narrowed down to the decade between 1930 and 1940. We can see from this sequence an example of the way in which Steiner apprehended facts from the spiritual world. After first perceiving some spiritual reality he could narrow his focus and inquire even more closely with his clairvoyant consciousness.

Eventually Steiner pointed to the year 1933 for the appearance of Christ in the etheric, an event made possible only through the expiration of Kali Yuga and through the evolution of certain faculties of the human soul. Human beings will become increasingly able to perceive the surrounding world of formative forces. At first this perception is a “delicate seed that can be trampled to death by brutal materialism.”

But the year 1933 appears to have brought something quite other to humanity. Emil Bock in his book the Apocalypse² describes how Rudolf Steiner speaks in 1924 of the work of Christ's opponent, the demon of the sun, called “the beast” in the Apocalypse. In order to grasp the etheric event of Christ's reappearance, it is necessary to encounter the beast, the adversary of humankind who “rises up” in 1933. Steiner considered the simultaneous appearance of Christ and the Antichrist to be a first in world history. The double aspect of the year became apparent: the renewal on a wide scale of Paul's experience of Christ on the way to Damascus, and the opening of the abyss of evil. Human beings have been driven by the struggle against evil in all its forms to the very brink of existence, where they have perceived Christ. Although Steiner almost always stressed the positive, he could certainly also describe the negative, dark aspects of any subject under investigation. The “war of all against all,” for example, is given a full description in the Nürnberg cycle, and is also mentioned here. This great culmination of egotism known as the war of all against all, is to take place at the end of the seventh post-Atlantean epoch, which would place it three to four thousand years from the present. Because of misunderstandings concerning Steiner's statements on the dates for this war, it is important to point out that he did not say this war would occur at the end of the twentieth century. He spoke only of conditions at the end of our century that would be similar to a war of all against all.

He did say, however, that the working of Sorat, the two-horned beast described in chapter 13 of the Apocalypse, was connected to the number 666 and therefore, we could expect an intensification of his influence around the year 1998. Sorat's influence is not to be confused with the war of all against all, or with the incarnation of Ahriman, an event projected to take place in the early part of the third millennium. For a complete discussion of the nature and timing of these events, as well as a clear distinction between the three adversaries of human evolution—Lucifer, Ahriman, and the Asuras—the reader should refer to three outstanding articles by Hans-Werner Schroeder which appeared in the Newsletter of the Anthroposophical Society in America, Summer 1979, Spring 1980, and Summer 1980. Many questions that might arise in reading these lectures will find their answer there.

A note concerning the translation: The terms for intervals of time—period, epoch, age, culture, time, times, and so on—are not used in a consistent, technical manner. Steiner himself did not employ the German terms in this way. The seven post-Atlantean cultural epochs, for example, are designated by a variety of German words: Kulturperiode, Kultur, Zeitraum, Kulturepoche, Zeitepoche, Zeit, and so on. In any given context, readers must discern for themselves which particular time-cycle is meant. It did not seem right to impose a rigid terminology upon Steiner when he himself avoided one.

In the New Testament it says that the second coming of Christ will occur in the realm of the clouds. What Steiner's lectures make clear is that some of these clouds will be very dark, bringing thunder and lightning.

James H. Hindes

• 1. Rudolf Steiner, The Apocalypse of St. John, 4th rev. ed (New York: Anthroposophic Press, 1977).
• 2. Emil Bock, The Apocalypse of St. John (Edinburgh: Floris Books, 1951).

From a conversation with Kurt Englert-Faye

according to his diary entry: Dornach, February 25, 1933

With Dr. Steiner. I asked her to tell me the exact facts about Dr. Steiner's relationship to Freemasonry, since I needed to be clear about this in order to be able to counter the claim from the masonic side: that Dr. Steiner had been a mason and then, after he had come into possession of the “secrets”, had fallen away in order to fight them.

She gave me the following explanation of the context:

In his lectures on the most diverse subjects of anthroposophy, Dr. Steiner also described, among other things, various things that are also contained in the Masonic tradition in a certain way, without regard or reference to it, but out of his own spiritual research; for he only considered the results of his own research work to present. Now, among the many people who gradually found their way into the Society's groups, there were also personalities who were members of Masonic lodges, some of whom even held quite high degrees. These recognized the “maturity” by virtue of which Dr. Steiner spoke and the superiority of his knowledge. They went to him and asked him, as their “master”, to renew the spiritual striving in accordance with today's needs of consciousness, which had been alive as an original impulse in the masonic traditions.

So this demand from the outside world was presented to Dr. Steiner as a karmic task to be solved, no different than his commission at the time to collaborate on the Goethe Archives in Weimar and to edit the scientific writings of Goethe for the great Weimar Edition.¹ And just as Dr. Steiner did not pursue Goethe philology in his Goethe research, but rather further developed the tendencies inherent in Goethe's ideas and thoughts, leading them further in a contemporary and spiritually appropriate “renewal”. He also took the essential core of the former Masonic impulse and allowed its formative forces to unfold further, in accordance with the spiritual laws of our time. Wherever spiritual science takes up an existing tradition, it is never a matter of adopting a tradition, but of realizing spiritual succession. In this case, too, the introduction of renewal took place while observing the given forms, just as it had been the case with the development of Goetheanism into modern spiritual science. On the surface, Dr. Steiner worked in Weimar in the same arena and with the same means as the Goethe philologists, but inwardly something completely different happened. They preserved, but he metamorphosed. Just as Rudolf Steiner was, so to speak, scientifically legitimized for Weimar through the recommendation of Karl Julius Schröer (besides his doctorate), so it was also necessary with regard to masonry to “tie in with what already existed,” as he himself often said later. In this case, this meant that he acquired a charter, the authorization, the external “historical” legitimization to be able to work in this field. (A process comparable, in its way, to acquiring a doctorate from any present-day university in order to obtain all the associated rights.)

The middleman from whom the charter was purchased was now a certain Reuß. It was a providential real-symbolic character that the decadence of historical Freemasonry presented itself personally as this Reuß, who at the time represented the institution as an official representative, fully recognized and authorized. ² It was only later that the Freemasons banned Reuß as a fraud and charlatan.

The only contact between Dr. Steiner and the Freemasons was the acquisition of the charter. Rudolf Steiner himself was never a Freemason and never received any directives from them.

The fact that some Freemasons present a different version of events does not change the facts and may be due to the fact that, as custodians of a traditional “dead” wisdom, the spiritual autonomy and sovereignty of Rudolf Steiner is just as repugnant to them as the Goetheanism, which has been developed into spiritual science, is to the administrators of Goethe's literary estate, who have also taken it upon themselves to discredit Dr. Steiner's achievements as the editor of the scientific writings.

Marie Steiner to C.S. Picht in Stuttgart

the editor of the journal “Anthroposophie”, in connection with the essay “Was Rudolf Steiner a Freemason?”, Dornach, March 11,

... Must all Freemasons be traitors? What about Frederick the Great, Field Marshal Blücher, Wilhelm I and Emperor Frederick, and countless other German princes and generals? Should they all be pilloried, along with the countless still living who have belonged to German Masonic circles?

The first person to destroy the preserved document that gave him the right to work independently was Rudolf Steiner, right at the outbreak of the war. He declared that this work had been irrevocably dissolved. What had it consisted of? In the interpretation of the symbols and some fundamental features of the ceremony from the point of view of spiritual science. In order to be able to do this honestly, he needed to have the right to do so. This right was offered to him by fate, because some Masons thought that it would help them to fill in the gaps in their knowledge. The gentleman bearing the title of Grand Master, who had the right to grant such a document, was not the sort of person with whom Rudolf Steiner would have wished to maintain further relations. So Rudolf Steiner's condition was: no relations of any kind whatsoever, except the payment of the due fees. And that suited the gentleman very well.

But what the detractors want to make of this fact, which is described in Rudolf Steiner's “Course of My Life,” is affiliation with such associations that have political intentions, even those whose goal is the destruction of Germany. It is a shameless, irresponsible lie. But what else can be done in a world where the lie is so powerful than to call it by its own name?

The only time Rudolf Steiner attended a masonic ceremony was the funeral service for Joachim,³ and there were so many military people present, but also ladies, that this is really not enough to be accused of supranational machinations. (...)

Can you refute claims that are plucked out of thin air? In his book, a Mr. Huber calls Mr. Reuß the inspirer of Rudolf Steiner.⁴ If I were to claim that Mephistopheles is the inspirer of Mr. Huber, he could hardly bring me the necessary documents to prove to me that this is not the case. However, it is likely that this is the case to a certain extent, but there was never any inspiration of Dr. Steiner by Mr. Reuss.

Dr. Steiner had to acquire the external right to save a certain spiritual content, which was expressed in time-honored symbols, from complete corruption, in that, let us say, Mephistopheles took possession of these things through people who were subject to his influence and were in Masonic associations. Someone who sees through such things also tries to protect spirituality from being robbed by evil forces, and to do so he makes many sacrifices. Rudolf Steiner was the first to point out certain political intentions behind certain secret societies, and the members of many so-called secret societies, such as the Freemasons, are unsuspecting of them. ⁵ Therefore, objective education was needed, but not fanatical, defamatory agitation that sees ghosts and itself pursues political purposes with it.

Most German Freemasons are certainly quite unsuspecting and incredulous regarding the hidden intentions of a few circles. Their feelings will also turn against Dr. Steiner because he has spoken some serious words of warning about it. Thus, the one who knows must expose himself to the hatred of all circles and let the “crucify him” resound over him.

Freemasonry, too, is accused of blasphemy and denial of Christ. Dr. Steiner's entire life's work is dedicated to the task of bringing the Christ impulse closer to human understanding, to make it come alive again in a time when materialism threatened to suffocate it and the godless movement began. This is indeed proof against many assertions. But one must take the trouble to study such evidence.

The most compelling evidence against everything that is untruthful about him and has been raised by spiteful enemies lies in a serious and conscientious study of Rudolf Steiner's works.

• 1. Cf. Footnote 2) on page 25.
• 2. It should be noted here that Reuß was only recognized by Yarker, but not by regular Freemasonry.
• 3. Cf. footnote 2) on page 97.
• 4. Engelbert Huber, “Freimaurerei. A World Power Behind the Scenes», Stuttgart 1934. This book claims that Rudolf Steiner was commissioned by Theodor Reuß to work out a ritual for the Memphis-Misraim Order in Germany. This is refuted by the documents in the present volume. In addition to this, Rudolf Steiner's remark in the lecture Dornach, October 11, 1915, is worth mentioning: “Occult brotherhoods also made various suggestions to me; and when a very respected occult brotherhood suggested that I participate in the spread of an occult organization that also called itself a Rosicrucian, I left it unanswered.”
• 5. See in particular the lectures from the war years 1916/17 “Zeitgeschichtliche Betrachtungen”, two volumes GA 173/74.

Dear Attendees!

Unlike in previous years when I had the honor of speaking here in this city about subjects of spiritual science, last year I did not venture to speak about a subject of spiritual science in the strict sense, but rather about something that is connected with the spiritual development of the German people, who are currently facing one of the most significant events in world history, with world-historical facts that have no equal in the entire developmental history of modern times. And so, honored attendees, may this evening's reflection also be dedicated to such a topic, the reflection of a certain current in German intellectual life, which I believe, however, not out of a vague feeling, but out of real spiritual-scientific conviction that it contains, in the most essential, in the very most essential sense, German intellectual development, the seeds of that spiritual science as it was always meant, when I was allowed to speak about it here in earlier years.

This spiritual science wants, in the best sense of the word, to be a real science, a real, genuine continuation of the scientific world view that has emerged over the past three to four hundred years in the development of humanity. As a spiritual science, it aims to penetrate into the spiritual realm of the world, just as natural science methodically penetrates into the external world through the external senses and through the mind bound to the external senses, into the mind bound to the external senses and its observations, and into the external senses and their observations.

However, spiritual science requires a certain development of the human soul for its research. It is necessary for this research that what can lead to it is first developed from the human soul. To a certain extent - to apply Goethe's often-used words again today - the spiritual eyes and ears that slumber in man himself must first be awakened from the human soul so that he can look and listen into the spiritual world.

Now, however, it might seem from the outset, esteemed attendees, as if, when speaking of science - and that is the opinion of some; some think that one has no right to speak of anything other than such a thing that belongs to all nations. In certain circles, there is the opinion that one is already thinking unscientifically if one allows oneself the opinion that even that which is the scientific study of the world has its origins in the essence of folklore. However, as superficial as this opinion may be, it is superficial when it comes to the deeper objects of spiritual science.

The moon is also common to all peoples of the earth, but how the thoughts and feelings that the individual peoples have attached to the experiences of the moon differ. One could indeed say: that may relate to poetry. But when it comes to penetrating the deeper secrets of the world, then the different predispositions that exist in different ways in the individual peoples speak. And according to these different predispositions, people penetrate more or less deeply into the secrets of existence.

The German does not need to resort to the clay when speaking of the significance and value of the German national character for the development of the world and humanity, as the opponents of Central Europe are currently doing, using our fateful time not only to vilify the German character in the most hateful way possible, but to downright slander it. The German can quite appropriately penetrate into that which has emerged in the course of his intellectual development. And it will be shown that this appropriate consideration leads precisely to placing German essence, German intellectual life, in the right place in the world development of humanity, not through self-assured arrogance, but by letting the facts speak.

When we consider the events that affect us all so deeply today, that claim so many, so many victims from humanity, that fill us with so much definite hope and confidence, when we consider these events, then there is really only one fact that needs to be mentioned – to strike a chord that will resonate again and again in the future history of humanity: Today, around Central Europe, 777 million people stand, in a row, 150 million hostile. The 777 million people have no reason to envy the size of the land on which the other 150 million live in Central Europe; the people of the so-called Entente live on 68 million square kilometers, and the people of Central Europe live on only 6 million square kilometers!

But leading personalities in particular have repeatedly managed, out of the 777 million, to insult and defame even the best and highest intellectual products of the 150 million.

It is therefore particularly appropriate for the German to reflect on his intellectual life in such a way that it may appear to him as rooted in the actual germinating power of his nationality.

And so, esteemed attendees, we are repeatedly and again and again, although this should only be mentioned in the introduction today, repeatedly and again and again referred to the three great figures within the German world view development, which today, unfortunately, may say, unfortunately, no longer considered in the right, deep way, but whose essence nevertheless lives on to this day, and whose essence wants to rise again, [whose essence] must belong to the best impact forces of German spiritual culture in the future. Three figures are pointed out: Johann Gottlieb Fichte, Schelling, Hegel, those personalities in the development of the German world view who tried to lift the German people in time onto the scene of the development of thought, of the highest, purest development of thought, in the time when, from the depths of this national life, such minds as Lessing, Herder, Goethe, Schiller and all the others who belong to them have worked so that what has come from them after the Greek intellectual blossoming of humanity means a time of the highest intellectual blossoming of humanity for anyone who is unbiased.

And how does Johann Gottlieb Fichte appear in the mind's eye of the human being? That which lived in his soul as feeling made his world view appear to him, who can be called one of the most German of men, as something that he had attained by having something directly in his lonely soul life, something like a kind of dialogue with the German national spirit itself.

This mood of the soul emerged when he delivered his powerful “Discourses to the German Nation,” which sought to reveal all the power and developmental possibilities of German nationality in order to give impetus to the further development of “Germanness,” as Fichte himself put it.

But what is the essence of Johann Gottlieb Fichte's endeavors? It can be said that everything that has been striven for in the best sense from the center of the German soul for centuries appears again in Fichte in the most powerful way. Thus it is that Fichte wanted to gain a well-illuminated world view, an energetic understanding of the world through this. What Fichte strove for was to delve into the human soul, to inwardly experience its deepest powers, to experience them in such a way that in this experience he also experiences what the world as a whole is living through and working through as a spiritual, world-creating entity. [What Fichte strove for was to] experience the spiritual, world-creating essence in one's own soul in such a way that, by unfolding one's own soul powers, one experiences what works and lives and dwells in the innermost part of the world. That was what Fichte wanted: to experience the spirit of the world by making it present in one's own soul.

That was for him the true meaning of the word “knowledge”. That was for him also the content of all truth worth striving for by man – the truth that for him was the direct expression of the divine spirituality that lives through the world, that knowledge, as truth, permeates the human soul so that this human soul can grasp it in an inward, powerful experience. But through this, Fichte felt as if the whole world were pulsating and alive and interwoven with the will of the world, with the divine will of the world.

And as man grasps himself in his innermost being, as he becomes in the truest sense an I-conscious being, an imprint arises within this I, a revelation of the world-will pulsating through the world, which is completely imbued of what Fichte calls the “duties”; those duties that could never reveal themselves to one from a merely material world, that penetrate from the world of the spiritual into the human soul, [which] grasp the will of humanity; so that for Fichte, the external sensual, material world becomes that which, like the material-physical, expands before us, in order to be able to live out the dutiful will and the will-imbued duty in anything.

Not that Fichte diverted his approach from the external sense world, not as if he wanted to escape into a one-sided world free of the senses! It is not like that; but it is the case that everything that the eyes can see externally, that the hands can grasp, for Fichte became the tool, the means of the spirit, so that the spirit could present itself, [so that] the spirit, -the spirit permeated by duty, the duty that man can grasp in his soul, can be represented by an external materiality: a world view that Fichte himself, in the very sense of the word, regards as a world view.

One may say, esteemed attendees, while remaining entirely objective: Nothing stands in such contrast to another as this Fichtean world view stands, say, to the world view born of the spirit of the French Romance language, as it was outlined by one of the greatest French philosophers, Cartesius or Descartes, at the beginning of the seventeenth century, as an embodiment of the French spirit itself – a philosophical embodiment. Descartes, the Frenchman, the Frenchman who, like Fichte from the Germanic, so from the French national character draws and creates, Descartes starts from the fact that man feels himself a stranger to the outer world, that man must start from doubt in his soul. There can be no doubt for Fichte in the sense that Descartes means it, for his knowledge is an immediate co-experience of that which lives and breathes through the world. Fichte does not place himself outside of the spirit of the world by knowing, but inwardly seeks to unite with the spirit.

Descartes, on the other hand, stands before the world as mere observation, as external observation. What kind of world view emerges from this? One need only mention one thing that appears as a consequence of the French Descartesian world view. As I said, it is really not necessary to develop national biases, but one can remain objective when saying this. What is one consequence of Descartes' view of the world? Well, it is enough to mention that Descartes, in his striving, which also emanates from self-awareness, but from mere rational, intellectual self-awareness, not from the living inner life, like Fichte's self-awareness, this Descartes' view of the world imagines the world as a large machine, as a powerful mechanism. And for Descartes, animals themselves are moving machines, inanimate, moving machines.

Everything that developed as a mechanism in later times, as a mechanistic world view, which also took hold in other nations from France, basically leads back to this starting point of Descartes.

You only have to consider the contrast: On the one hand, the Roman philosopher who turns the world into a machine; on the other hand, Johann Gottlieb Fichte, who wants to pour out the soul itself over the whole world from the German folk tradition, so that this soul can experience everything soulful, everything in the world that is pulsating with will – and one has expressed something important about the relationship of the German folk spirit to its western neighbor.

This Descartesian worldview then produced, I might say, one materialistic outgrowth after another. We see how, at the end of the eighteenth century, the worldview that Goethe encountered from France emerged, and of which Goethe, from his German consciousness, said: Oh, how bleak, how desolate! And then the philosopher shows us atoms moving, colliding, pushing each other – a mere mechanism! And all this is supposed to explain the rich abundance of the world in which we live?

It is fair to say – again, entirely objectively: From the abundance and vibrancy of the German mind, Goethe turned away from this merely mechanistic world view, which then, in de La Mettrie's “Man a Machine” at the end of the eighteenth century, had a flowering that of all those who want to build a worldview based on superficial vanity, on that vanity that would be quite satisfied if there were no human soul, but if, like a phonograph, the human mechanical thinking apparatus purred away what man has to say about the world. And well into the nineteenth century, this worldview continued to unfold.

We see it in [gap in transcript], but we also see it in a spirit like – yes, it is still not called French today, but is still called Bergson – like in Bergson, who has found the most shameful thing, again and again, to defame and slander that which wells up from the German soul as a world view. One would like to say: Because he can see nothing else in a world picture that is alive, that is filled with inner life, he believes he can defame it, defames this German world picture as such, which shows - as he repeatedly says in his writings – how the German, from his lofty position at the end of the eighteenth and the beginning of the nineteenth century, has descended and degenerated completely into a mechanistic world mechanism.

It is a pity that this so celebrated Bergson not only drew a picture of the world - I have explained it in detail, not only in my book “The Riddles of Philosophy”, written before the war - but not only drew a picture of the world that was much more powerful, much more forceful, by a German mind, Preuss, who is rarely mentioned and little known, the German thinker, thinker, for example in his book “Spirit and Matter” 1882 [is presented] - of which Bergson either knows nothing, which is an equally big mistake, or does not want to know anything - but not only this, but it has also been shown that entire pages in the so-praised writings of Bergson are simply copied from Schelling or from Schopenhauer! – That is one way of relating to the intellectual life of Central Europe!

This intellectual life is contrasted with that of Fichte, an intellectual life that does not want to understand the world as dead, but that wants to understand the world as a spiritual-living entity, down to the smallest parts, and for which knowledge is nothing other than the experience of this spiritual vitality of the world. Just as with the French conception of the world, Fichte, with his energetic grasp of the human ego, in which he wants to experience the world, stands in contrast to the English conception of the world, that English conception of the world that took its starting point from Baco of Verul am, and which, one might say, has found its repulsive sides, its repulsive one-sidedness, precisely in the most recent world view that English intellectual life has produced in so-called pragmatism – in Baco von Verulam. As Goethe, for example, very profoundly remarks, one sees everywhere how [Baco von Verulam] actually regards the spiritual life in such a way that what otherwise [lives] in the human spirit as truth is actually only there to summarize and form the diversity of the external materials and forces of the world, which can be seen with the eyes and grasped with the hands, and to again disassemble them and the like. A means of dominating the external physical world is philosophy, based on Baco von Verulam, basically everything that could be called philosophy. And up to our days, this meaning has been preserved.

What actually appears as pragmatism? Within English intellectual life, something highly peculiar appears as pragmatism – Schiller, James and other representatives of this pragmatism. For these representatives of pragmatism, for these pragmatists, truth is not something that man experiences inwardly like an image of gods or spirits, something that – as in the Fichte in the sense of Fichte, enters the human soul from the spirit that pulsates, lives and weaves through the world, but in the sense of this pragmatism, truth is actually only something that man thinks up in order to have a direction in the multiplicity of external phenomena.

For example, the soul - this concept of “soul”, this unified concept of soul - you cannot see the soul: What is it then for pragmatism? For pragmatism, the unifying concept of soul, the unifying concept of the ego, of self-awareness, is nothing more than a means of holding together the manifoldness of the soul life and its expressions in the body, so that they do not fall apart in contemplation; so that one has, as it were, brackets and bindings. Concepts are created for the external material. How far removed this is from Fichte's world view, drawn from the depths of the soul, for which spirit is the most original of the world and reality, the spirit that flows into the individual human soul life. And by feeling this influx, man knows himself one with the spirit of the world. And then the external world becomes, as Fichte put it, a field for the spirit to unfold in. Exactly the opposite!

Here with Fichte: the spirit is supreme, the actual reality, the highest living thing, for the sake of which the external world of the senses exists, so that the spirit can find its means of expression in it. There: the mind is capable of nothing more than creating binders and clamps in its concepts and ideas, so that it - which is the main thing - can place these concepts in the service of external material reality, and can ultimately find itself in external material reality.

It is indeed necessary, most honored attendees, to consider the interrelations in this very light. Only through this does the German come to a real, enlightened realization of what is actually taking place in the depths of his people.

Then, in one of the most difficult times in German development, Fichte tried to express what emerged to him as a power of consciousness from this soul power, which was connected to his inner life of will, in order to inspire, to strengthen, to invigorate his people. He did this in his “Addresses to the German Nation” to the German Nation» that the true man of world-view does not merely live in unworldly contemplation, but that these contemplations can intervene directly in that which the time demands and what mankind – I would like to say – [in fact] needs in order to be strengthened and invigorated in soul.

And at the appropriate moment, a second personality appears before us alongside Fichte – the second personality who tried no less to grasp the innermost part of the world with his own soul. These spirits sought to grasp the whole, great world spirit with their own souls, investing their entire personality.

In the case of Fichte, I probably only needed to tell you a few details of his life so that you could see how truly what he experienced – I would say – on the icy heights of thought, but which were permeated by pure human warmth in his case, was connected to his personality, to his immediate human being. A picture of the very young Fichte: he is a good student, already devoting himself to his duties at school as a six- or seven-year-old. His father rewards the young boy by giving him the book 'The Horned Siegfried' for Christmas when he is seven. Fichte, the young Fichte, the boy, is completely gripped by what comes to life through the human personality that is in a soul like that of “Gehörnte Siegfried”! And so it turns out that he now needs to be admonished because he is no longer as diligent at school as he was before. One day we see the boy in his blue farmer's smock; he is standing by the stream that flows past his father's house: suddenly he throws the “Gehörnte Siegfried”, which he was holding in his hand, into the water, and he stands there crying and watches as the book floats away in the waves. His father arrives and is initially indignant that his little boy has thrown the book he had given him into the water. Then he has to learn that in this case what Fichte later made the actual core of his philosophical work – the dutiful will – that this dutiful will already lived in the boy Fichte in such a way that he could not bear, by the distracted attention to the “Horned Siegfried”, no longer fulfill his duty as a learner! And everything he experienced as a boy was probably already connected with the innermost workings and nature of his soul.

And once, when Fichte was nine years old, the estate neighbor from the neighboring village came to Fichte's place of residence. He wanted to hear the sermon; but he was too late. He could no longer hear the pastor preach; the church bells had already rung. So it was suggested that the nine-year-old boy could retell the content of the sermon to the estate neighbor. And they sent for him. Young Fichte entered in his blue peasant's smock; and after he had behaved somewhat awkwardly at first, he approached the public figure and developed the thoughts that he had taken in from the sermon with such intimacy that it was clear: he had not only taken something in externally, but had united with his whole soul what he had listened to.

Thus it was that this personality – one might say – that, if I may use the trivial word, it always absorbed everything that affected it with the whole person, out of its own genius, so effectively that everything that came from this person, on the one hand, bore the deepest human character, and on the other hand, rose again to the highest heights of world-historical contemplation.

One beautiful trait of this most German of German thinkers, Johann Gottlieb Fichte, must be emphasized again and again: when Fichte later spoke to his audience as a professor, he did not want to speak like someone else who simply conveyed the content of what he had conquered to his listeners. Someone who knew Fichte well and had often heard him speak said that his words rushed forth like a thunderstorm that discharges in individual sparks; [and he said] that he not only wanted to produce good people, but great people.

And in such a way was also the work-you can not say-set up, the work of this German, because in the thoughts of this German thinker lived something in this lecture, which was much more than presented: He wanted, by mounting the lectern, to carry something up to this lectern, which flowed as a living entity from him into flowed from him into the audience, so that the audience, if they listened attentively and left the lecture hall, took with them not only a content, not only a teaching, but something that was more in their soul than what they had brought into the lecture hall, something that seized their whole humanity, permeated it, inspired it! And truly, Fichte knew how to work in this way, to penetrate so directly to the center of the human soul, that he wanted to bring his listeners, these listeners, in direct contact with his listeners, to revive in themselves what really connected them – one might say – immediately connected them to what the soul could experience of the spiritual that flows and permeates the world.

So, for example, he once said to his listeners: “Imagine the wall.” The listeners turned their eyes to the wall and thought, “That would be easy.” After he had let them think about the wall for a while, he said, “So, now imagine the one who imagined the wall!” At first they were amazed. But now a way had been found to win the hearts and minds of the audience directly for the realization of the secrets of the world, as they can play out in the human soul.

And so, with his whole personality directly immersed in the life of knowledge, was also Johann Wilhelm Schelling, of whom those who saw him – and I certainly knew such people! – who saw and heard him – not only read his books and knew what was in his books – thus they said that something emerged from his sparkling eyes that was like the gaze of knowledge itself!

Schelling, too, wanted to experience directly in his own soul what lives in nature as spirit. For him, the soul was only something like the outer face of a spirit that lives and weaves through the world. And as the human soul approaches nature, it recognizes in nature what it itself is as spirit and soul.

Spirit flows through the world. It forms an external impression by crystallizing nature around itself. In this way, it creates the ground for the spirit itself to appear in the human soul on this ground. Therefore, for Schelling, the spirit of nature and the spirit of soul grew together into a unity. And with such a view, he knew how to rise to wonderful possibilities. He only penetrated them in seemingly dry concepts – incidentally, in concepts and ideas that sometimes rose to the most tremendous, most alert, intuitive glow. He only spoke in seemingly dry terms about nature and about how one can be in harmony with nature and the spiritual world, and how the concepts arise from nature and how one can be in harmony in cognition.

Once he said the word, the word that was certainly one-sided: To recognize nature is to create nature. - Certainly, a one-sided word; one can only recreate nature in the act of recognizing it. But Schelling felt such a close kinship between what takes place in the human soul and what takes place in nature that he could imagine himself to be living as if he were creating natural forces when he believed that the right cognitive drives had been released in the soul. And so, on the one hand, the human form appears to Schelling as the highest natural expression of the natural forces of the spirit and soul, and on the other hand, art [...] that which is the human expression of spiritual striving.

One would like to say: Schelling feels the highest as two halves that only complement each other: what the artist is able to create in art, on the one hand; the human form, on the other hand, as the crown and blossom of nature. And so we see how Schelling developed a world view that is entirely born out of – indeed, itself appears like a rebirth – the rebirth of the human mind. The German mind itself has become the organ of vision in Schelling, to see in nature and in intellectual life that which speaks to the human mind as external sensory objects speak to the human eyes and ears.

But as a result, Schelling has become the one for the German spiritual development who could raise to an enormous height that which, as a spiritual world, could inspire from the Romance world view, for example, Giordano Bruno, but only inspire. How passionately born out of the [Italian] world-feeling the world-picture of Giordano Bruno appears, if we compare it with the world-picture—with the calm world-picture reborn out of the German soul—of Schelling.

And the third is Hegel. Hegel, the third, the philosopher of the Germans who, I might say, lived in the most intimate union with the Goethean Weltanschauung; Hegel, who, I might say, sought on the third of the paths that were possible from the German folk, on the third of the paths to lead the soul to the place where it can directly grasp the spiritual activity and weaving and essence of the world.

In Johann Gottlieb Fichte, it is the will that pulses through the soul and creates expression in duty; in Schelling, it is the feeling, the innermost part of the soul, while a natural will takes hold of it and gives it birth; in Hegel, it is the life of thought - the life of thought that is felt by Hegel in such a way that, as the thoughts that he lets pass through his soul are moved and experienced by this soul, they appear directly as thoughts of the divine-spiritual life of the world itself, which permeates all spaces and all times. So that man, by letting his thoughts live in himself, free from sensuality and without being influenced by the outside world, has the divine-spiritual thinking of the world simultaneously living and revealing itself in him through this experience of thought. Admittedly, this is how Hegel became a spirit who created a world view as if the whole world were built only out of logic – which is one-sided. But he added to what Fichte and Schelling had offered, the third sound from German folk tradition.

It may be said that what makes Hegel appear particularly as a German spirit is that, unlike Descartes, for example - Rosenkranz, a faithful disciple of Hegel, wrote the fine book “Hegel as a German National Philosopher” - what makes Hegel particularly German spirit, is that, unlike Descartes, who also bases everything on thinking but only arrives at a mechanistic view of the world, he does not experience thinking as if thinking were something that arises in the soul and is alien to existence, but rather: the spirit, the world spirit itself thinks itself in man. The world spirit itself sees itself through thinking in man. In his thinking, Hegel feels interwoven with the thoughts of the world spirit.

One can also say that Descartes' one-sided, naked view of the world is given life – if only as a thought – in Hegel's view of the world.

Today, ladies and gentlemen, there is no need to take a dogmatic stand on the views of the three men mentioned. We can go further than that today; to be a partisan or an opponent may perhaps view all that these minds have expressed as one-sided. There is no need to take a dogmatic stand on them; they can be seen as an extension of what lives and weaves in German national character. They are something that has emerged from the flowering of German intellectual life, which will certainly change in many ways over time as it continues to flourish and bear fruit, but which can provide the deepest and most significant insights for anyone striving for spiritual knowledge of the world because a spiritual world knowledge must arise from such a germ within German intellectual life, as was striven for by Fichte, Schelling, Hegel, and basically arose out of the spirit of Goethe.

What is peculiar about these three personalities is that they basically express three sides, three different shades of something that hovers invisibly over them, that was the common expression of the highest peak of German intellectual life at the end of the eighteenth and beginning of the nineteenth century, and that in Goethe and others the great fruits emerge in such a way that one always starts not to seek a knowledge of the world in such a way that one simply applies man as he stands in his powers, but that one first tries to awaken the human powers of knowledge that lie deeply dormant in the depths of the soul, and with the opened spiritual eye and spiritual ear - as I said, these are Goethe's words - then wants to look out into the world and life with the opened spiritual eye and spiritual ear.

This is how Goethe did it. That is why Goethe, following Kant, speaks of an intuitive power of judgment, which he ascribed to himself. And truly, from this intuitive power of judgment emerged the blossoms of Goethe's achievements. “Intuitive power of judgment” - what does Goethe mean? The ordinary power of judgment lives in human concepts. With this power of judgment, man faces things, he faces nature; he looks at it with his senses; with his mind he judges what he has seen with his senses. Goethe says to himself: If one can see the spiritual through the power of judgment, just as the eyes see the sensual, then one lives and moves in the spiritual. - And so Goethe wanted to look at plants and animals, so he wanted to look at human life. And so he observed it! And so he even wanted to be active in the field of physics.

There one comes upon a chapter in which it is clearly shown how German folk-life must express something different about the external facts of physical life than, for example, English folk-life. The time has not yet come, however, to see the connections in this area.

For more than thirty years now, I myself have endeavored – I may say this without immodesty, because it is simply a fact – to show what Goethe actually wanted, from a spiritual view of nature, from an judgment, as [he opposed his] theory of colors to Newton's color theory, which is based on atomism and mechanism, as a theory of life.

Today, physics cannot yet understand this. But once German culture in the spiritual realm truly reflects on itself, one will understand how the German spirit in Goethe had to rebel against Newton's purely mechanical scientific view in the field of color theory as well.

And the chapter “Goethe versus Newton” – by that I mean German science versus the mechanical utilitarian English science. This chapter will reappear. And perhaps it is precisely such a chapter that will show the relationship of the German soul in its depth and in its deeper contemplation of knowledge to the other judgments of Europe's striving for knowledge.

And what place the German national soul has come to occupy in the overall development of German intellectual life is only one particular, special aspect; but this particular, this single, special aspect is the expression of the general that lived in the Goethe , and that lives on into our days, albeit – I would like to say – under the stream of consciousness, but nevertheless clearly in all deeper recognition of the spiritual in the German: to seek the spiritual organ of knowledge.

Fichte called it a “higher spiritual sense” when he spoke to his Berlin students from 1811 to 1813. Schelling called it “intellectual intuition.” To arrive at a higher organ of spiritual knowledge – which is uncomfortable, and which a philosophy based merely on utility or mechanism, like the Romance or British philosophy, cannot achieve – to create an organ of knowledge organ that is built out of the spirit and can therefore look into the spirit; [that] does not see the spirit in abstract, dry, empty theoretical concepts, but grasps it as fully as the outer senses grasp the world of the senses.

And because such striving was so powerfully alive in the development of the German spirit, it was possible that even lesser minds that followed the time of Goethe were seized and imbued with what had germinated and sprouted in the great age of German life that has just been discussed, and that these lesser minds could even create something that is more similar to the paths that are actually the real paths to grasp the world spiritual as a human spirit in a living way, to get something that is even more similar to this real path than what appeared in Schelling, Fichte and Hegel. Because there is so much that is fruitful in this Fichte-Schelling-Hegel worldview, it could have such a fertilizing effect even on lesser minds, who - let us say - like Fichte's son, Immanuel Hermann Fichte, come to recognize how in what sensually to man as a human-like form – also as a sensual animal form, but there it does not have the same meaning – what lives in the sensual human form as in a finer bodily organization in a coarser bodily organization, as we say in spiritual science: an etheric body alongside the coarse physical body; and how in this etheric body [work] the great cosmic forces that give birth to man out of the eternal, just as the physical forces give birth to him physically out of the physical. That is to say, Hermann Immanuel Fichte is already seeking a way to directly access the external physical, not only through thoughts, not only through abstractions, but by directly grasping in a higher, spiritual-sensual way that lies beyond birth and death in man.

And then we see a remarkable spirit, little known, who also walks this path, undoubtedly not as ingeniously and magnificently conceived as Schelling and Fichte, for example, but advancing further along the actual spiritual-scientific path than they, because he was allowed to live after them. Although he wrote his wonderful book “Glimpses into the Essence of Man” in 1811, we can still say that Troxler – for that is who we mean – is one of those who are truly at home in a forgotten chapter of German intellectual life. Because he lived later, Troxler was able to find true paths into the spiritual world when even his greater – greater than he – his greater predecessors could not.

It is remarkable that Troxler, when he presented his “[Lectures] on Philosophy” in 1835, spoke of the fact that man can develop something in his soul if he only wants to, something that relates to the purely intellectual view of the world, which works in theoretical concepts and, so to speak, only collects individual concepts from observation, how something could develop in the human soul, which he calls Ignaz Paul Vital Troxler, an “super-spiritual sense”. “Supra-spiritual sense” - that is a soul power that Troxler refers to as [one that] can only be developed in man, and which does not, I would say, merely grasp things conceptually, not so abstractly as ordinary abstract cognition, but which grasps things so fully, so fully, that they , like the spirit itself, before man; that man thereby beholds a spiritual world, which is not exhausted in concepts, like even Hegel's, but which sees spiritual reality as the senses see sensual reality, so that the world is truly enriched by a new element of its being, by the spiritual. But the spiritual consists of concrete, fully developed entities that stand side by side and interact with each other in such a way that they can be grasped by the senses.

“Supra-sensible meaning” is one soul force. Troxler speaks of the other as the “supra-sensible spirit”. So that one must see in it that which can be developed in the human soul as a special power, so that the soul comes to go beyond the ordinary sensual, and yet not to fall into spiritual emptiness, as for example the mechanical natural science, but [that one comes to a] being filled by the spirit.

“Supersensible spirit”, “superspiritual sense” - for Troxler, these are two faculties in the human soul. He speaks of this in 1835; and one can receive an enormously significant stimulus for that which one can call knowledge of the spirit from these Troxler lectures, which consciously emerged from the depths of German nationality. For it is this German nationality that encourages us not to look at the world merely from the outside, but to really feel again and again, in what the soul can experience most intimately, the flooding through of the soul-spiritual being of the human being and of the whole world itself. Thus this German national character is called upon to develop something that otherwise could not have occurred within a national character in the course of time.

Now let us see how strangely - even if one characterizes quite one-sidedly that which is really in the sense of this national character - can be expressed, and what can be proved about these characterized spirits, let us look at what it is. We must say that we also see mysticism within the spiritual development of France and England, but this mysticism exists alongside other forms of science. It is either condemned to lead a sectarian existence alongside other forms of science or to close itself off as a special spiritual current.

German intellectual life, by rising to something like what Schelling, Hegel, Fichte, Troxler, Immanuel Hermann Fichte have achieved, shows that one can, in the fullest sense can remain in the fullest sense of the word in a scientific spirit and can work precisely out of a scientific spirit, and that which is to be achieved through mysticism, for example, does not stand alongside this scientific current, but can be directly and organically connected to it and can emerge from it.

Therefore, we see how, for example, in Hegel there arises something that lives in the purest clarity of thought – even if many dispute it, it is still so – but there is nothing in the purest clarity of thought that might be just a nebulous mysticism of feeling or what would be a mystic prattling about all kinds of things, but what, with crystal-clear thoughts, at the same time wants to grasp the thinking of the world mystically in its own thinking: we find thought-like mysticism - if the word may be used - in Hegel. And we find this intellectual mysticism spiritualized — because the life of thought is inwardly illuminated by the supersensible spirit, by the supra-spiritual meaning — in such personalities as, for example, Ignaz Paul Vital Troxler.

It is interesting to see how Troxler endeavors to reveal what should lead to a world view from the forces of the soul, how what man knows reveals itself from what actually stands behind what man has in ordinary everyday life for the maintenance and orientation of his life. In Troxler's view, man has faith - faith, which, in the realm of religious belief, supports humanity's highest spiritual supports, but which also plays a major role in other areas of human life: faith. Man has this faith in his soul life. I am not just repeating Troxler's words, but speaking as one would have to think if one took in what Troxler said and developed it a little further. This power of belief is something that the outer physical body must have, something that can be grasped by the soul just as it arises directly in the soul, even without the development of higher cognitive powers. But behind this belief lives, hidden in the soul, [a higher organ of knowledge, so that belief is, as it were, for ordinary daily life, the living out of this higher organ of knowledge. Troxler calls what lives behind faith: spiritual hearing, the supersensible, spiritual hearing. So that in Troxler's sense, faith is to be imagined as the beautiful that flows in from an unconscious or subconscious spiritual part of the soul, which drives faith to the surface. But if it is developed itself, it becomes a spiritual ear that would become hearing in the spiritual world. Spiritual hearing means perceiving in the same way as the sensory ear perceives external sounds that live in the air.

Love, a soul power, which we again find as if born out of the soul-spiritual, the most beautiful power of outer human life, love – behind it stands for Troxler – I would like to say: for Troxler's pious mind – a spiritual, a soul power of knowledge. He calls it “soul feeling”, “soul sensing”.

Thus faith is, as it were, the outer expression, the outer image of what lives in the full soul as hearing. Thus love is the outer fruit of what lives in the inner soul as spiritual sensing, as spiritual feeling.

For Troxler, hope is the outer expression of that which lives in the soul as a higher soul power, as a higher soul sense, as a super-spiritual sense in the soul as an inner spiritual eye.

It is a wonderful image, but one that is not born out of fantasy alone, but is based on real facts of the soul life that everyone can develop within themselves. A wonderful image. There stands man within the physical and the spiritual world. There he develops, in relation to what flows through the world as the Divine-Spiritual, and in relation to what flows towards him from people and other beings: faith, hope, love. He develops them because, when he carries within him that which can stand free of the body in relation to the spiritual world, because he carries within him that which hears spiritually, feels spiritually and can see spiritually. And because the human being, that which he is in his soul, has been shrouded for the time between death – or, let us say, until birth with the bodily covering – that which connects him through spiritual hearing to the world-tone harmony , with the spiritual harmony of the world, which connects him to the world, which through grace leans towards him from the spiritual, through spiritual groping, which connects with him through spiritual vision, which wraps itself for him in faith, love, hope. [And so the soul forces that confront us in everyday life and in ordinary soul education are, for Troxler, an expression of a spiritual life that slumbers down there in the soul, that weaves and lives, and that, when developed, can enter into a direct connection with the spiritual-soul life of the whole world that flows around us. In this, the Troxler feels so at home in this, one can say, temporarily forgotten link in German thought and spiritual development.

Beautifully, wonderfully, he expresses this feeling of being at home by expressing himself in connection with other spirits who have striven for something similar. He says:

"Even in the past, philosophers distinguished a fine, noble soul body from the coarser body [or assumed a kind of shell for the spirit in this], a soul that had an image of the body, which they called a schema, and which was the inner, higher human being for them. This view, even if it is only an explanation, was also held by most of the first great church fathers, such as Origen, Irenaeus, Lactantius, Tertullian, and Augustine. In more recent times, even Kant in Dreams of a Spirit-Seer seriously jokes about an entire, inward, spiritual man who wears all the limbs of the outward man on his spirit body. Lavater also writes and thinks in the same way; and even when Jean Paul humorously jokes about the Bonnese under-skirt and the Platner-esque soul-corset, which are said to be hidden in the coarser body rock and martyr's robe, we still hear him asking, “What is the use and origin of these extraordinary talents and desires within us, which, like swallowed diamonds, slowly cut our earthy shell? [Why was I stuck to the dirty lump of earth, a creature with useless wings of light, when I should rot back into the birth clod without ever wriggling free with ethereal wings.] “The inner man,” he even says in another place, “this ‘veiled God in nature, is not himself of stone, like these.] In the stony limbs’

of man

“grow and mature according to a way of life unknown to us. We could”

"we could cite a myriad more similar ways of thinking and writing, which in the end are only different views and ideas in which [the one Evangelical Apostolic idea, which Paul revealed to the Corinthians, , saying: “A body animated by the soul is sunk, and a body animated by the spirit rises, for as there is a body endowed with a soul, so there is also a body endowed with a spirit.” And in this is] contained the true, only doctrine of the individuality and immortality of man.

Troxler wanted a science that approached the world from all the powers of human nature, not just from the intellect and the ordinary, so-called powers of knowledge, but - but a science, a knowledge that the whole personality contributes to the world, so that in turn the whole human personality, the whole human being, can recreate or relive the world within itself. Not only in poetry, Troxler believes, but also in real knowledge it must become so. Therefore Troxler says the beautiful words in 1835:

"If it is now highly gratifying that the newest philosophy, which [we have long since recognized as the one that founds all living religion and] must reveal itself in every instance of anthroposophy, thus in poetry as well as in history,] is now rising, it cannot be be overlooked that this idea cannot be a fruit of speculation, and that the true personality or individuality of man must not be confused either with what it sets up as subjective spirit or finite ego, nor with what it confronts with it as absolute spirit or absolute personality."

Thus, Troxler is faced with the idea of an anthroposophy, as he calls it, an anthroposophy that is not, like anthropology, the study of that which can be observed externally in man with the senses and with the mind from which these senses seem to be drawn, but a higher kind of anthropology ology stands before Troxler's eyes, before Troxler's spiritual eye, which wants to develop an organ in man that is basically only the higher man in man, who then, to use this Goethean expression, directly recognizes and experiences that which is also higher than all nature: the higher nature in nature.

Then, when the whole personality presents itself to the world as a cognitive organ, as a super-spiritual sense organ, as a supersensible spiritual organ – as a “super-spiritual sense, as a ‘supersensible spirit’, [as a] spiritual organ, so that the world comes to life in the whole personality, then, in Troxler's view, ‘anthroposophy’ arises!

Thus, as if in a forgotten aspiration of German intellectual development, anthroposophy lives in the germ. Its blossoms and fruits will sprout from this German intellectual life if one correctly understands German intellectual life. And that they are intimately connected with this German intellectual life - I would like to say: every being, every trait of this German intellectual life shows it to us. It is the case in the world, esteemed attendees, that individual things that flourish in the development of humanity must live for a time, I would say, as if under the stream; the rest of the stream shows something else, something superficial; but under the stream, the deeper things live on. And so it is with what can now sound to us as a faded note from German intellectual life.

Or is it not wonderful, absolutely wonderful, when we see how out of this intellectual life - it was in 1858, when a pastor, a simple pastor in Sachsenberg in the Principality of Waldeck - Pastor Rocholl, published a little book - yes a truly wonderful booklet, in which he wanted to explain how the human spirit must elevate and strengthen itself in order to be able to join that which, as the spirit of the world, permeates and flows through the world. This wonderful, forgotten little book, which in the most eminent sense is, I would say, a document of the just mentioned faded tone of German spiritual life, is called: “Contributions to German Theosophy”. It was published in 1856 by a simple pastor, in whom his theosophical reflections sprouted from his piety. But it is a little book that must be said to rise to a truly wonderful height of spiritual insight and spiritual feeling about the world, even if it may often seem fantastic in relation to what spiritual science has to say today.

One need not be either a supporter or an opponent of these things, but one can simply face them by saying to oneself: they are an expression of what lives in German national culture. And so I could cite many, many more examples, especially from German intellectual life. Everywhere one would find confirmation that this striving for spiritual science is present in German intellectual life, which today has to present itself as half-forgotten – forgotten! And forgotten in such a way that it must be recognized in the course of time. It does no harm for something like this to be forgotten. Why does it do no harm?

Well, dear attendees, the secrets of the world that are in nature do not impose themselves in such a way that they do not need to be explored first! Why should we believe that the spiritual history of mankind does not also contain such secrets that need to be explored first? Why should we believe that only that which - I want to say - has come to light through the favor of the destiny of the time, that only that is the essence of the progress of humanity? In the subsoil of human development lives that which can only be found by those who come afterwards; but that is how it is in the history of ideas; it is also in the history of nature.

But basically, all these minds were more or less aware that – I have already used this image in relation to Fichte – that which lived in them and which was to lead them in their souls to the spiritual secrets of the world, that this was, so to speak, a dialogue with the German folk spirit itself.

And now let me give you another example. I would also mention the remarkable Karl Christian Planck, from whose posthumous writings the Testament of a German was published not so long ago. Karl Christian Planck, who, proceeding from a truly spiritual point of view, sought to place man in the context of the whole of existence. The time will come when such minds will be recognized, minds that have drawn from the depths of the German soul, when there will be full consciousness of the fact that in order that the German spirit may develop fully can fully develop – also in the realm of knowledge, everything foreign, which sometimes – like Newton's theory of colors – is more readily understood by the superficial human soul than the German, for the understanding of which one must first prepare.

What does the earth look like to a modern mind, which is completely sickened by the Romanesque-British-mechanistic in the scientific view, by the world view that is born entirely of the mind, which Schelling even called a mental power in 1803, what does the earth look like to such a view? Now the earth stands as revealed by external mechanical geology: mineral-mechanical.

Before Planck's soul, this lonely thinker in Germany, who had his first books published in Ulm in the 1860s, speaking out of the most genuine German essence, speaking out of the spiritual, but only being recognized by the better minds, how does the earth stand before his mind, before this consciously German mind? Like a mighty organism! Yes, not just like an organism, but like a blessed, spiritualized organism that has shaped its own spiritual-soul out of its own spirit: the human being himself! For Planck, the human being, with all that lives and moves in him, belongs to the earth. One does not fully understand the earth if one does not see man as the flower of the earth. For Planck, to regard the earth as the mere geologist does would be just as if one were to regard the plant only in its root and not to go to its flower. The earth must be regarded in such a way that the possibility of human development lives in the earth itself; that the earth bears within itself something that, out of its forces, out of its being, demands man as its flower!

Thus Planck's world view goes out into the great from its spirit. And how does he speak himself? In 1864, in his “Foundations of a Science of Nature,” he writes wonderful words about the earth:

“What power of deeply rooted prejudices from the previous view of his”

the author

“He is fully aware of the power of deeply rooted prejudices from the previous view of his”

that what must now first fight for its recognition will one day appear as the simplest and most self-evident truth, and that in it not only his cause, but the truly German view of things, will triumph over all still unworthy external and un-German conception of nature and spirit.

What our medieval poetry has unconsciously and profoundly foreshadowed will finally be fulfilled in our nation in the maturity of the times. The impractical inwardness of the German spirit, which has been afflicted with harm and ridicule (as Wolfram describes it in his Parsifal)

written in 1864, before Wagner's Parsifal!

“Finally, in the strength of her unceasing striving, she attains the highest; she looks into the last simple laws of things and of human existence itself; and what the poem has symbolized in a fantastically medieval way in the wonders of the Grail, the mastery of which her hero attains, that conversely receives its purely natural fulfillment and reality in the enduring knowledge of nature and of the spirit itself.”

It is important to realize that such spirits are rooted in German intellectual life. It is not very helpful to keep pointing this out, but they live unconsciously in the best minds of German intellectual life.

Karl Christian Planck – I referred to him as early as 1900 in the first edition of my Rätsel der Philosophie (Mysteries of Philosophy), which at the time was called Über Welt- und Lebensanschauungen (On World and Life Views); now again in the new edition of Rätsel der Philosophie, to show what he means within the overall development of German intellectual life. One can say, dear honored attendees, in such spirits one can grasp how the German spirit has precisely this special cognitive faculty, to let the soul-spiritual experience flow into it, to let that which weaves and lives in the secrets of the world — I would like to say — in the innermost part of nature and of the spirit.

For years, I would even say, it was not given to those who are now surrounding us like a hostile ring, to recognize this, even in its external outlines, [those who now live] on 6 million square kilometers against 68 million square kilometers [within which the German national character develops]. How often the jokes that are heard from everywhere, saturated with hatred and truly defamatory, are cheap in comparison to German intellectual life, which is hated and defamed, and in relation to which one is not aware of the position it must occupy in the world by virtue of its very own strength. One only needs to recall how Emile Boutroux, not long before the war, still traveled around Germany lecturing on the beauty of German intellectual life, on the fraternization of German and Latin intellectual life – and now he repeatedly and repeatedly brings up his so that they can hear again and again that the German spirit is averse to looking at the things of the world; this German spirit imagines that it can carry everything within itself and give birth to the whole world from its own interior.

And in one of his most recent speeches, Emile Boutroux did not disdain to take the following hateful joke into his mouth – and he apparently found listeners – to make the following joke about German intellectual life and its nature. He said: The Frenchman, when he wants to describe animals, goes to a menagerie to look at the animals and then describe them; the Englishman, when he wants to describe animals, travels around the world and describes what he can observe there; the German sits down in his study — he neither travels the world like the Englishman nor goes to the menagerie like the Frenchman — but sits in his study and draws from his own inner being, from what he can experience within himself, the image of the lion and the elephant and so on.

It's just a shame – we are accustomed to the French being a witty people, aren't we? – but it's just a shame that this joke – those who know a little about intellectual history are aware of this – was first made by Heinrich Heine, that even this joke, with which the Frenchman wants to poke fun at German intellectual life, was born on German soil!

And if you wanted to go into the joke: the German would not go to the menagerie or not to the desert, would not observe the animals outside, but would create them from his own inner being. Brehm, if you were to hold Brehm's book with his observations of apes up to such a know-nothing, such a frivolous mocker, he would slander the German people, saying that they create not through world travel but from within. [Let it be said in reply that the greatest work of world travel – which must be recognized by anyone with an open mind as the work that first scientifically discovered America – comes from von Humboldt, the German!

Where it matters to live with nature and observe nature, the German truly does not need the Romance reference. And what this remarkable Frenchman Boutroux, who has become a famous man in France through a few successful sentences, has to say about German inwardness, is truly quite far removed from what this German inwardness turns out to be when you look at it at its core, as we have tried to do today with a few words.

Now, dear attendees, if we try to hear other voices, for example, Eastern voices, the matter becomes even clearer. There one must say: in Eastern Europe, on Russian soil – not only despite the great philosopher Soloviev, but precisely because of the peculiar nature of the great philosopher Soloviev, one can say – in Eastern Europe today there can be no understanding of this peculiar relationship of the human soul to the world-pervading spiritual and living essence; but over there everything is such that there is still no understanding for the experience of the spirit pulsating and permeating the world in one's own inner soul being, that one wants everything to be met halfway, that everything should come only as a revelation, albeit a spiritual revelation from outside. Thus, even the greatest Russian philosophers of the nineteenth and the beginning of the twentieth century opposed themselves completely to the actual essence of Central Europe, and by the way, even to Western Europe.

What they repeatedly had to say, great minds of Russian intellectual culture – the German just did not realize this because he simply took – I would like to say – the extraordinarily vivid description of a Tolstoy, a Dostoyevsky – the German did not realize this at all! Within Russian spiritual life, basically, only the view exists. This whole life, as it has been expressed in Fichte, Schelling, Hegel, in the other Western European minds, is horrible, is repulsive basically, is an abstract life of thought, something that does not reach the heart and mind of the real human being. All this must be replaced by that which lives in the Russian human being. Whether something is categorized as political or not is not the point. The Testament of Peter the Great contains the whole spiritual philosophy of Russia; in the nineteenth century, philosophers express the same basic tenor, which amounts to regarding Western and Central Europe only as something horrible and obsolete.

Megalomania is the direct consequence of such a world view, which fancies itself as mature, but only fancies itself as mature out of immaturity. And so, for example, one can indeed experience the following. First of all - let me explain this in conclusion - an outstanding Russian spirit of the nineteenth century, Yushakov, turns his gaze towards Asia in 1885, because it is imminent that something must grow out of the same nationality in the East, directly like a great, world-historical mission. But this could never arise from the peoples of Western or Central Europe. And so, in 1885, Jushakow wrote a remarkable book, whose gaze is initially directed towards Asia – a remarkable book!

In this book, the following is expressed: When we look over to Asia, we find an old, wonderful world culture in Asia, which has only just grown old. This world culture wanted to understand itself by juxtaposing two spiritual entities: Ahriman and Ormuzd. Ormuzd is revered by these Asians, especially by the Iranian Asians, to whom, for example, the Indians and the Persians also belong, as the spirit that wins the fruits from the earth; but who also brings spiritual striving into the human soul, elevating it and allowing it to experience the spiritual.

In contrast to this stands Ahriman, who is connected with the spirit of the Iranians, the Turanians, who led the Asians through evil in such a way that the blessed conditions of Ormuzd were thwarted by him. And there we see - says Jushakow - in Asia over there Ormuzd and Ahriman fighting out their battle and man placed in this fight.

In 1885, dear attendees, please note that Yushakov wrote this! And he says: Oh, these poor Asians! What have the selfish, decrepit Europeans done to them? What have they let them become!

Yushakov presents the matter as if the Europeans, out of their selfishness and decrepitude, had taken away from the Asians what Ormuzd had brought to them as a blessing. But the Russians, out of their own philosophy of life, must bring the invigorating element of their world view into all its decrepitude. The Russians must come and help the Asians, they must join forces with the Asians. That is what Jushakow says. As I said, the focus is on Asia.

I am not saying this, Yushakov said it in 1885. And Yushakov said something remarkable: the wonderful, blessed alliance of the peasants – the Russian peasants – and the Cossacks will penetrate into Asia and will join forces with the poor Asians against Ahriman, in order to maintain the blessings of Ormuzd.

And who is Yushakov mainly opposed to? In 1885 – I have to keep emphasizing this – he says: Oh, these Asians, they have suffered terribly at the hands of the horrific Europeans, who only wanted to appropriate, in the most terrible selfishness, what Asian civilization, under Ormuzd's fruitfulness and blessing-bringing, has created for humanity. How did the Europeans view the Asians? And which Europeans does Jushakow have in mind? Jushakow, in 1885, has the English in mind; oddly enough. Let us hear what he says: “These Asian peoples are regarded by the English only as if they existed to clothe themselves in English garments, to clothe themselves in English fabrics, to fight with each other with English weapons, to work with English tools, to eat from English vessels and to play with English baubles.” Then he continues – in 1885:

"England exploits millions of Hindus, but its very existence depends on the obedience of the various peoples inhabiting the rich peninsula. I wish

– says Yushakov – my Russian

"Fatherland nothing similar - I can only rejoice that it is ‘

sufficiently far removed’

from this state of affairs, as brilliant as it is sad,

and has nothing to do with this terrible England. So Yushakov in 1885; so a Russian in 1885 looks over to Asia.

This is probably the reason why the Russians allied themselves with England shortly afterwards, not to help the Asians against Ahriman, but to destroy what, with such deep roots, can represent such a spiritual life – in addition to all the other German qualities – as it was allowed to be described.

And so, from the place where 150 million people have to live with 777 million, there must be a powerful awakening of consciousness of what the German essence has fundamentally meant in the development of humanity.

Among those Germans whose gaze was turned to the German character, there was always an awareness of it - an awareness on both sides of the Erz Mountains, in Styria as well as on the Rhine and in the far east of Germany. And just as that which today is being forged together by the great events in Central Europe - basically, among those who understood it, always wanted to forge together - may show us a beautiful word from an Austrian German, a word written in 1862 by the Austrian German Robert Hamerling.

I may well point to these circumstances on the other side of the Erz Mountains, for the reason that I myself have spent almost thirty years of my life under German Austria as a German Austrian myself, taking part in the discussions and struggles that Germans have to face within Austria.

It is the same Hamerling who expressed his attitude towards Austria and Germany in the beautiful words: “Austria is my fatherland, but Germany is my motherland” – words that every Austrian-German who can see beyond external circumstances lives with in the indeterminable. I need not say anything about Robert Hamerling's other intellectual achievements, I just want to point out that in 1884 it was Robert Hamerling who, from Graz, called out heartfelt words to Germany when it was learned that a statue of the goddess Strasbourg was being erected in Paris and that the German flag was being burned at a festival celebrating the goddess Strasbourg. At that time, it was Robert Hamerling who sent the words from Graz to Germany:

Believe in revenge,
And in the victor's wreath of laurels:
Do not hope to steal back
A piece of German land!
You may rave like ravens Around an Alsatian statue,
Strasbourg you will not have,
Strasbourg nevermore.

In 1862, in one of his earlier poems, “Germanenzug”, the same Robert Hamerling had the ancient Germans, the ancestors of the Germans, passing before his spiritual eyes as they moved across from Asia. He leaves them still encamped in Asia, on the borders of Europe. He beautifully describes the image of the evening, the evening image, how the setting sun is above them, how the moon is rising; then he describes how everything falls asleep among the wandering Germans, how only one watches, with blond curls, with radiant eyes, inspired by the essence of his people: Teut. The genius speaks to Teut, who wants to speak of the future essence of Germanness. The genius of the German people speaks, for example, to Teut, the words to the blond, representative youth of the Germanic peoples:

"To whom will the word break out of the depths of the soul one day
Like your people, so rich, so delicate, so powerful?
Who breathes so solemnly into the strings So boldly and strives and fights on all paths?
Whom leads so high, so deep his urge, his foreboding?
Who grasps so faithfully the near as the far?
Where does every earthly and heavenly zone
reflect as in your thinking, O Teuton?

Then Hamerling continues by pointing out that what the Asian sought, and what the ancestors of the Germanic peoples sought in Asia, when they extinguished the human essence and suppressed the ego in order to rise to the spirit of the world, must reappear in a later form. This Asiatic way, which also appears today in Hinduism, can no longer be the present way. Now that the Christ Impulse has entered the world, the human ego must be attached to the world spirituality in a different way. The ego must be elevated, strengthened, as we see in the three - Fichte, Hegel, Schelling - and others; the ego must be strengthened; but in the way it must be, now that the greatest impulse in humanity, as the earth has seen the Christ impulse, as it must be, as the Asian striving must appear on a higher level, so it appeared from the deepest root of the national being. And that is what Robert Hamerling wants to express by also letting the genius speak to the blond Teut, to the blond representative of Germanness.

"But however proudly you may aspire, high above other swarms, you will always retain the ancient, sacred fire: the dream-filled drunkenness of God, the blissful warmth of the heart of of the old Asian homeland. This holy ray of calm existence will be devotion that wants to sink into God."

And that is precisely what the German strives for, what rises from all science, from all knowledge: this carrying over of even what can be known, as if to the altar of a divinized world view itself. Spiritual science does not want to be religion, nor does it want to replace it; it wants to place itself as true science alongside religion – it does not want to affect religion in the least, it wants to accept it – like a current that presents itself as true science, which also only wants to support religion, not replace it in any way. But what spiritual science can achieve is offered at the same time – to use Böhme's expression – in order to experience drunkenness of God, that is, to experience the spiritual of the world in one's own soul being.

That is what was felt by the German philosopher, the German mystic Jakob Boehme, and what may appear as a motto, a guiding principle of the German essence itself, when Jakob Boehme says: When you turn to the deep phenomena of the world and gaze at the stars and the earth, you see your God, and in the same you live and strive and walk, and in this God you will be buried.

This is a world view that has been decided upon from German knowledge, a spiritual world view.

And how do you encounter it? Let us just take a very brief look at Russia, to conclude. Russia needs a new delusion today: the delusion of Europe's decrepitude. It needs this new delusion of Europe's decrepitude to prove that this European intellectual life, and especially the Central European intellectual life, is outdated; a new delusion, as Russia always needed a delusion.

France – yes, one would like to remain completely objective, not to do wrong to anyone. The German has no need to join in the tones in which his enemies are indulging today. So perhaps we can listen to a French poet himself, who, not long before the war, created a dramatic portrayal of his people that is quite interesting: the French have become accustomed over the centuries to everyone listening to them. They have recently come to see themselves as the ones who set the tone in all external culture. And so Rostand himself, the Frenchman himself, believes it in this poetic representation. The Frenchman is like a cockerel: when he crows in the morning, the sun rises. And so he gradually comes to believe that because he crows, the sun rises. And he cannot imagine that the sun would rise even if he did not crow.

The Frenchman needs a new belief; he must be able to believe that nothing can happen in the world if he does not crow. He needs a new belief about his own nature. And basically, you only have to let the historical events since 1870 really affect your soul to see how this new belief has gradually emerged and how it has not left the French national spirit. You can also read about it in my little book, Thoughts During the Time of War. For Germans and those who do not believe they have to hate them.

One would not want to do the English an injustice either. But when one hears how one of the leading contemporary English politicians lets it be known to the Germans across the Channel that “might before right” applies to them, and that this would be a German principle – then one must emphasize: The principle of “might before right” as a truly justified one can be found in the works of the English writer Thomas Hobbes, where it is first mentioned. The phrase “might before right” is a specifically English product, and all law is rooted in might. And so one could find many things; one would not want to do wrong, as I said, but I must say the sentence: All these nations, they need something to numb themselves about what they are actually doing in world history, to numb what they are doing, they need something like a fog that shrouds the truth. England needs a new lie – that can be said, without becoming in any way unobjective, from the facts themselves. And Italy? Yes, before the war a not insignificant Italian politician – for there were minds that were not so naive that they would have believed before the war that Italy would ever stand up for the Central European powers, and so I was not particularly struck by this – when a not insignificant Italian politician told me: We need a war in Italy, because our people have become impotent and lazy and careless; only war can reinvigorate them. So we need the war, a new sensation, a new passion, a tremor in the soul of the people, that is why Europe is worried.

As I said, these are the words of an Italian politician. Therefore, one can say: It will seem understandable that Italy, in order to numb itself to the real truth of the situation, would have to appoint a new saint: the sacro egoismo, the holy egoism - a new saint, a strange saint indeed. And even stranger is his hierophant, the high priest Gabriel d'Annunzio.

However much the image that will arise from these circumstances in the world history of humanity is forgotten, the German can also look at these things with calm confidence, as - let it be said again - on this side and on the other side of the Ore Mountains has always done my dear teacher and friend Karl Julius Schröer spoke the following words in Austria in 1859:

Let Russia and England wisely deliberate,
It may not be unwelcome,
If we get into a little fight here,
If they take away our good right
[You, German brothers, will not - advise here,
The enemy's attack will only unite us
And among us, every ambition will fade
Before: being one people in word and deed.

And if one among us has erred,
If discord has arisen in a German heart,
There is but one thing that now inspires us:
What we have in common, our joys and our sorrows!
So then let us also have in common:]
A German war, if not a German peace.

1859 – spoken in Austria by someone who felt at one with his soul with what lives and breathes in the German national identity. And then he said, the same person, that

A spirit is rising, a giant to behold
[Who will not long gather all his strength
The German spirit rises up aflame with courage
Wherever you look in all German districts.

He has been called a master in many ways,
In art and knowledge, in building systems,
He can be seen for the first time overall,
then he will be recognized by the world] for real.

I am only reading these sentences so that you can see how what the German can feel about the source and root of German national life was not just created today, as there are enough and sufficient people sitting among the honored audience here who know that I spoke about the German essence for years and years before the war, and also about the relationship to other nations. The German need not fall back on the tone that he can now hear from those who hold him as if in a ring, as if in a great fortress. He may quietly look at what he can gain from an objective observation of the nature of his people. For what he gains in this way presents itself to him where it appears like a pure tone in the development of German intellectual life, first as a germ, as a root, which will later bear flowers and fruit. And so the best that is in German intellectual life, which, as we have seen, is not yet blossom and fruit, but only root and germ, will bear blossom and fruit in the future.

And with his soul, the German turns in the present difficult time of trial, which fills us all with sure hopes and confidence, he turns with these sure hopes and confidence that fill him, to the future, in his whole heart united with the view into this future, to what will develop as the flowering and the fruit of the German national character, of German life and of German strength in general, despite all the hateful and defamatory things that are said today against this German essence – what will develop, what may be addressed by knowledge as that which will develop because it must develop!

Without doubt, the questions raised by social problems are among the major concerns of many today. We are dealing with social issues wherever there is a genuine concern with present conditions in humanity's evolution and with the impulses that threaten the future. The contemporary way of viewing and dealing with social issues, however, suffers from a fundamental defect. This is the same defect that afflicts so much of our mental and moral life and indeed our entire civilization: the prevailing intellectualism of our age. The social problems are so often examined merely from the limited viewpoint of intellectualism. Whether the social question is approached from the "left" or from the "right," the overly intellectual aspect of each approach is revealed by the fact that certain theories become the starting point from which it is said that this or that ought to be established, that this or that ought to be abolished. Generally, little account is thereby taken of the human being himself, as if there were no individually distinctive qualities in each human being, as if there were only a generality, "man." No attention is paid to the uniqueness of the individual human being. This is why the entire consideration of social issues has become so abstract, something that rarely affects the social feelings and attitudes that are active between one person and another.

The inadequacy in our consideration of social issues is most clearly evident in the domain of health care, of hygiene. In so far as it is a public matter, concerning not the individual so much as the whole community, health care or hygiene—possibly more than any other social domain—is a subject suitable for social consideration.

It is true that there is no lack of advice, available either in talks or in the literature, concerning hygiene in public health. It should be asked, however, how does such advice about hygiene come into the social life? It must be mentioned that whenever individual rules concerning the proper care of health are promulgated as the result of medical or physiological science, it is generally the trust in a scientific field that provides the basis for accepting such rules, rules whose inner validity one is not actually in a position to test. It is purely on the basis of authority that statements about hygiene emerging from libraries, examining rooms, and research laboratories are accepted by large segments of the population. There are those who are convinced, however, that in the course of modern history over the last four centuries a longing for democratic regulation of all issues has arisen in humanity. Then they encounter this entirely undemocratic belief in authority demanded in the domain of health care or hygiene. This undemocratic attitude of belief in an authority conflicts with the longing for democracy that has reached a kind of culmination today, although often in a highly paradoxical way.

I know very well that what I have just said may seem paradoxical, because issues of health care are often simply not considered in relation to the democratic demand that matters of public interest concerning every mature citizen be judged by that community of citizens, either directly or indirectly through representation. It must certainly be said that it may not be possible for the views concerning hygiene, the hygienic care of public life, to be fully subject to democratic principles, because such matters do, in fact, depend on the judgment of specialists. On the other hand, should one not strive toward greater democratization than contemporary circumstances permit in a domain that is as close, as infinitely close, to the concerns of every individual, and thus to the whole community, as the care of public health?

We certainly hear a great deal today about the necessity for proper air, light, nourishment, sanitation, and so forth, but the regulations laid down to order these things cannot, as a rule, be tested by those to whom they apply.

Now please do not misunderstand me. I would not like to be accused of taking any particular side in this lecture. I would not like to treat in a one-sided way what today is generally treated one-sidedly, in a partisan way or from the standpoint of a certain scientific conviction. I have no desire to uphold ancient superstitions of devils and demons passing in and out of human beings in the form of disease, nor to support the modern superstitions that the bacilli and bacteria pass in and out of human beings, causing the different diseases. We need not occupy ourselves today with the question of whether we are really faced with the results of the spiritualistic superstitions of earlier times or with the materialistic superstitions prevalent today. I would prefer to consider something that permeates the whole culture in our time, especially in so far as this culture is determined by the convictions of modern science. We are assured today that the materialism of the middle and last third of the nineteenth century has been overcome, but this statement is not very convincing to those who really know the nature of materialism and its opposite. The most one can say is that materialism has been overcome by a few people here and there who realize that the facts of modern science no longer justify the general explanation that everything in existence is merely a mechanical, physical, or chemical process taking place in matter.

The fact that a few people here or there have come to this conclusion, however, does not mean that materialism has been overcome, for usually when it comes to a concrete explanation or forming a view of something concrete, even these people—and the others as a matter of course—still reveal a materialistic tendency in their way of thinking. True, it is said that atoms and molecules are merely harmless, convenient units of calculation about which nothing more is asserted than that they are abstractions; nevertheless, the considerations are atomistic and molecular in character. We are then explaining world phenomena out of the behavior or interactions of atomic and molecular processes, and the point is not whether we picture that a thought, feeling, or any other process is connected only with material processes of atoms and molecules; the point is the orientation of the entire attitude of our soul and spirit when our explanation is based only on atomic theory, the theory of smallest entities. The point is not whether verbally or in thought a person is convinced that there is something more than the influence of atoms, the material action of atoms, but whether he is able to give explanations other than those based on the atomic theory of phenomena. In short, not what we believe is essential but how we explain, how we orient our souls within. Here I must say that only a true, anthroposophically oriented spiritual science can help eliminate the defect of which I have spoken.

That this must be the case I would now like to show concretely. There is hardly anything more confusing today than the distinctions that are so often emphasized between man's bodily nature and his soul and spirit, between physical illnesses and the so-called psychological and mental illnesses.¹ This view of the relevant relationships and distinctions between such facts of human life as a diseased body and an apparently diseased soul suffers from the materialistic, atomistic way of thinking. For what is really the nature of the materialism that has gradually come to be the world view of so many of our contemporaries and that, far from being overcome, is today in its prime? What is its nature? The nature of this materialism does not lie in observing material processes, in looking into the material processes that also take place in the human corporeality, in reverently studying the marvelous structure and activity of the human nervous system and other human organs, of the nervous system of the animal or organs of other living beings. This does not make one a materialist. Rather one is made a materialist through omitting the spirit from the study of these material processes, through looking into the world of matter and seeing only matter and material processes.

What spiritual science must assert, however, is this (and today I am only able to summarize this point): wherever material processes appear outwardly to the senses—and these are the only processes that modern science will admit as observable and exact—they are but the outer manifestation, the outer revelation, of activities behind which and in which lie spiritual forces and powers. It is not characteristic of spiritual science to look at a human being and say, "There is his physical body—this body is a sum of material processes, but the human being does not consist of this alone. Independent of this he has his immortal soul." It is far from characteristic of it to speak like this and to build up all kinds of abstract and mystical theories and views about this immortal soul that is independent of the body. This does not at all characterize a spiritual world view. It can definitely be said that, in addition to his body, which consists of material processes, the human being also has an immortal soul, which then enters some kind of spiritual realm after death. This does not make one a spiritual scientist in an anthroposophically oriented spiritual science. We can be spiritual scientists in the true sense only if we realize that this material body with its material processes is a creation of the soul element. We must learn to understand, down to the smallest detail, how the soul element—which was already active before birth, or, let us say, before conception—fashioned and molded the structure and even the substantiality of the human body. We must really be able to perceive everywhere the immediate unity of this body and the soul element and how, through the working of the soul-spiritual in the body, the body as such is gradually destroyed. This body undergoes a partial death with every passing moment, but only at the moment of death is there a radical expression, you could say, of what has been happening to the body in each moment as the result of the soul-spiritual. We are not spiritual scientists in the true sense until we perceive concretely and in detail this living interplay, this continuous influence of the soul in the body, and endeavor to say: the soul element incorporates itself into the entirely concrete processes, into the functions of the liver, the process of breathing, the action of the heart, the working of the brain, and so forth. In short, when we describe the material part of the human being we must know how to portray the body as a direct result of the spiritual. Spiritual science is thereby able to place a true value on matter, because in the separate concrete, material processes it observes not merely what is confirmed by the eyes or yielded by the abstract concepts of modern science through outer observation; spiritual science is spiritual science only when it shows everywhere how the spirit works in matter, when it regards with reverence the material workings of the spirit.

Such a view guards one against all the abstract chit-chat about a soul independent of the bodily nature, for where the life between birth and death is concerned, man can only spin fantasies about this. Between birth and death (with the exception of the time of sleep), the soul-spiritual is so utterly given up to bodily activity that. it lives in it, lives through it, manifests itself in it. We must be able to study the soul-spiritual outside the course of earthly life, realizing that human existence between birth and death is but the outcome of the soul-spiritual. Then we can behold the really concrete unity of the soul-spiritual with the physical bodily element. This is an anthroposophically oriented spiritual science, for then it becomes possible to see the human being with all his individual members as an outcome of the soul-spiritual.

The mystical, theosophical views that evolve all kinds of noble-sounding, beautiful theories about a spirituality that is free of the body can never serve the concrete sciences of life, they can never serve life. They can serve only the intellectual or psychological craving to be rid of the outer life as soon as possible, and then they weave all sorts of fantasies about the soul-spiritual in order to induce a state of inner satisfaction.

In this anthroposophically oriented spiritual movement it behooves us to work earnestly and sincerely to develop a spiritual science that will be able to enliven physics, mathematics, chemistry, physiology, biology, and anthropology. No purpose is served by making religious or philosophical statements to the effect that the human being bears an immortal soul within him and then working in the different branches of science just as if we were concerned only with material processes. Knowledge of the soul-spiritual must be gained and applied to the very details of life, to the marvelous structure of the body itself. You will come across many mystics and theosophists who love to chatter about the human being as composed of physical body, etheric body, astral body, and ego, and so forth, yet they haven't the least inkling what a wonderful manifestation of the soul life it is when a person blows his nose! The point is that we must see matter not simply as matter but as the manifestation of the spirit. Then we will begin to have healthy views concerning the spirit, views that are full of content, and with them a spiritual science that may be fruitful for all the other sciences.

This in turn will make it possible to overcome the specialization in the various branches of science resulting from the materialistic trend of scientific knowledge. I have no desire whatever to deliver a diatribe against specialization, for I am well aware of its usefulness. I know that certain things must be dealt with by specialists simply because they require a specialized technique. The point I would make is that the person who holds fast to the material can never reach a view of the world that is applicable to life if he becomes a specialist in the ordinary sense. For the range of material processes is infinite, both outside in nature and within the human being.

For instance, we may devote a long time—as long, at any rate, as professional people devote to their training—to the study of the human nervous system. If material processes are all we see in the working of the nervous system, however—processes described according to the abstract concepts of modern science—we shall never be led to any universal principle upon which a world view can be based. As soon as you begin to look at the human nervous system, for example, from the viewpoint of spiritual science, you will find at once that this nervous system cannot be considered without your finding the spirit active there, which leads us inevitably to the soul-spiritual underlying the muscular, skeletal, and sensory systems, and so on. The spiritual does not separate into single parts as does the material. Characterized very briefly, the spiritual unfolds like an organism with its members. Just as I cannot truly study a human being if I look merely at his five fingers and cover the rest of him, so in spiritual science I cannot study a single detail without being led by perceiving the soul-spiritual within this detail to a whole. If I were to become a brain or nerve specialist, I would still be able, in observing this single member of the human organism, to form a picture of the human being as a whole—I would reach a universal principle in relation to a world view, and I could then begin to speak about the human being in a way comprehensible to every healthy-minded, reasonable human being.

This is the great difference between the way that spiritual science is able to speak about the human being and the way that specialized, materialistic science is bound by its very nature to speak. Take the simple case of a textbook in common use today that is based on such a specialized, materialistic science. If you do not know very much about the nervous system and try to read a textbook on the subject, you will probably lay it aside. If you do manage to get through it, you will not learn much that will help you to realize the worth and dignity of the human being. If, however, you listen to what can be said about the human nervous system on the basis of spiritual science, you will be led everywhere to the entire human being. Spiritual science so illuminates the entire human being that the idea arising within you suggests the worth, the essence, and the dignity of the human being.

The truth of this is nowhere more evident than when we observe not the healthy human being in his single parts but a person who is ill, where there are so many deviations from the so-called normal condition. When we are able to observe the whole human being under the influence of some disease, everything nature reveals to us in the sick person leads us deeply into cosmic connections. We are led to understand the particular constitution of this human being, how the atmospheric and extraterrestrial influences work upon him as the result of his particular constitution, and we are then able to relate his human organization to the particular substances of nature that will act as remedies. We are thereby led into wider connections. When we add to our understanding of the healthy person all that we are able to learn from observation of the sick person, a profound insight will arise into the interconnections and deeper significance of life. Such insight, however, becomes the foundation for a knowledge of the human being that can be shared with everyone. True, we have not as yet accomplished very much in this direction because spiritual science has only been able to be active for a short time. The lectures given here must therefore be thought of merely as a beginning.² By its very nature, however, spiritual science is able to work upon and develop what is contained in the separate sciences in such a way that what everyone should know about the human being can be introduced to everyone.

Think what it will mean if spiritual science succeeds in transforming science in this way, succeeds in developing forms of knowledge about the human being in health and illness that are accessible to general human consciousness. If spiritual science succeeds in this, how different will be the relations of one human being to another in social life; what a greater understanding one person will have for another, far greater than there is today when people pass one another without the one having the slightest understanding for the particular individuality of the other. Social issues will be removed from intellectual considerations when the most diverse realms of life are based upon objective knowledge and concrete experiences of life. This is evident especially in the domain of health care. Think what a social effect it would have were there to be a real understanding of what is healthy in one person, what is unhealthy in another; think what it would mean if health care were taken in hand with understanding by the whole of humanity. Certainly this does not mean that we should encourage scientific or medical dilettantism—most emphatically not—but imagine that a sympathetic understanding of the health and illness of our fellow man were to awaken not merely feeling but understanding, an understanding that grows from a view of the human being—think of the effect it would have in social life. Then indeed it would be realized that social reform and reconstruction must proceed in their separate realms from expert knowledge, not from general theories—whether from Marx or Oppenheimer—which lose sight of the human being as such and want to organize the world on the basis of abstract concepts.³ Healing can never spring from abstract concepts but only from a reverent awareness of the individual spheres of life. And hygiene, the care of health, is very special because it leads us most closely to the joy of our fellow man through his healthy, normal way of life, or to his sufferings and limitations through what lives in him more or less as illness.

This is something that directs us immediately to the particularly social way in which spiritual science can be active in the domain of hygiene or health care. For let us say that someone nurtures the knowledge of the human being in this way, the knowledge of the healthy and sick human being; if he now specializes to become a physician, and if such a person is placed within human society, he will be in a position to bring about enlightenment within this society, he will find understanding. The relationship of such a physician to society will not be merely the usual one in which, unless one is the doctor's friend or relative, one goes to the physician's house only when something hurts or has been broken; rather a relationship will develop in which the physician is continuously the teacher and advisor for a prophylactic health care. In fact, there will be a continual participation of the physician not only in treating an illness that he discovers in someone but in maintaining a person's health in so far as this is possible. A living social interaction will take place between the physician and the rest of society. In turn, medicine itself will be illuminated by the health of such a knowledge. Because materialism has extended itself even into medical considerations in life we have become truly entangled in some strange conceptions.

Thus on the one hand we have all the physical illnesses. They are investigated by observing the abnormalities of the organs or the various processes that are thought to be of a physical nature and are to be found within the boundaries of the human skin. Then the goal is to seek to rectify what is found to be wrong. In this case, the view of the human body in its normal and abnormal conditions is completely materialistic. Then, on the other hand, there are the so-called psychological or mental illnesses.' As a result of materialistic thinking, these are considered to be merely diseases of the brain or nervous system, although efforts have also been made to find their causes in the organ systems of the human being. Because there is generally no conception of the way in which the soul and spirit work in the healthy human body, however, it is impossible to arrive at a conception of the relationship of mental illness—so-called men-tal illness—to the rest of the human being. Thus mental illness is even thought about materialistically by that curious hermaphroditic science, psychoanalysis, though it definitely does not understand the material either. Mental illness stands there without our being able to bring it together in any meaningful way with what actually takes place in the human organism. Spiritual science is now able to show—and I have recently drawn attention to this—that what I have been speaking about here is not merely a program but is something that can be pursued in detail, as has been attempted during the opportunities offered here in the recent course for physicians.⁴ Spiritual science is able to show in detail how all so-called psychological and mental illnesses have their source in disturbances of the organs, in organ deterioration, in enlargement and shrinking of the organs in the human organism. A so-called mental illness arises sooner or later whenever there is some irregularity in an organ, in the heart, in the liver, in the lungs, and so on. A spiritual science that has penetrated to the point of knowing the spirit's activity in the normal heart is also able to discover in the deterioration or irregularity of the heart the cause of a diseased life of spirit or soul, called mental illness today.

The greatest fault of materialism is not that it denies the existence of the spirit; religion can see to it that due recognition is given to the spirit. The greatest error of materialism is that it provides us with no knowledge of matter itself, because, in effect, it considers only the outer side of matter. It is just this that is the defect of materialism, that it lacks insight even into matter. Take, for example, psychoanalytical treatments where attention is merely directed to something that has taken place in the soul and is described as a "complex,"" which is a pure abstraction. A more appropriate way to pursue this would be to study how certain soul impressions, which were made on a person at some period of his life and are normally bound up with the healthy organism, have come into contact with defective organs, e.g., with a diseased rather than a healthy liver. It must be considered that this may have happened long before the moment when the defect becomes organically perceptible.

There is no need for spiritual science to be afraid of showing how so-called psychological or mental illness is invariably connected with something occurring in the human body. Spiritual science must show emphatically that when merely the soul element, the soul "complex""—a deviation from the so-called normal soul life—is studied, the most that can be achieved is a one-sided diagnosis. Psychoanalysis, therefore, can never lead to anything more than something diagnostic, never to a real therapy in this domain. In mental illness, therapy must proceed by administering therapy for the body, and for this reason there must be detailed knowledge of the ramifications of the spiritual in the material. We must know where to take hold of the material body (which is, however, permeated with spirit) in order to cure the disease of which abnormal conditions of soul are simply symptoms. Spiritual science must emphasize again and again that the root of so-called mental or psychological illnesses lies in the organ systems of the human being, but it is possible to understand abnormal organ function of the human being only when the spirit can be pursued into the minutest parts of matter.

Looked at from the other side, all those phenomena of life that seemingly affect merely the soul or work in the soul element—for instance, all that is expressed in the different temperaments and the activity of the temperaments in the human being, what is expressed in the way the child behaves, plays, walks—all this is studied today only from a soul-spiritual point of view, but it also has its bodily aspect. Faulty education of the child may come to expression in later life in some familiar form of physical illness. In certain cases of mental illness, we must often look to the bodily element and look for the cause there; however, in certain cases of physical illness, we must look to the spiritual in order to find the cause. The essence of spiritual science is that it does not speak in abstractions about a nebulous spiritual aspect as do mystics or one-sided theosophists; rather it traces the spirit right down into its material workings. Spiritual science never conceives of the material as modern science does today, but it always penetrates to the spirit in all study of the material. Thus it is able to observe that an abnormal soul life must inevitably express itself in an abnormal bodily life, although the abnormality may, to begin with, be hidden from outer observation.

On all sides today, people form entirely false pictures of a serious, anthroposophically oriented spiritual science. This may have a certain justification when they listen to people speak who do not truly penetrate to what is actually important but speak only of abstract theories such as that the human being consists of such and such, that there are repeated earthly lives, and so forth. These things are, of course, full of significance and beauty; but the point is that we must work earnestly in this spiritual scientific movement, truly entering into a particular subject, into the individual spheres of this life.

In the widest sense, such a spiritual scientific movement leads again to a socially minded community of human beings, for when one is able to perceive how a soul that appears sick radiates its impulses into the organism, when one can really feel this connection between the organism and the soul that appears to be ill—feels this with understanding—and when on the other hand one knows how the general ordering of life affects the physical health of the human being, how the spiritual, which apparently exists in social arrangements only outwardly, works into the physical care of health of the human being, then one will stand in a completely different way within human society.

A true understanding of the human being will be gained, and we will treat each other quite differently. Individual character will be understood quite differently, knowing that one person possesses certain qualities and another possesses quite different ones. We will learn how to respond to all variations, to see them in relation to particular tasks; it will be known how to make use of the different temperaments in human society in the right way and particularly how to develop them in the right way.

In relation to health care or hygiene, one domain of social life in particular—that of education—will be most strongly influenced by such a knowledge of the human being. We cannot, without a comprehensive knowledge of the human being, evaluate the consequences of allowing our children to sit in school with bent backs so that they never breathe properly, or the repercussions of never teaching children to speak the vowel or consonant sounds loudly, clearly, and in a well-articulated way. As a matter of fact, the whole of later life depends on whether the child in school breathes in the right way and whether he is taught to speak clearly and with good articulation. I say this merely by way of example, for the same thing applies in other realms. It is an illustration, however, of the specific application of general hygienic principles in the sphere of education. The whole social significance of hygiene is revealed in this example.

It is also apparent that, rather than further specialization, life demands that the specialized branches of knowledge be brought together to form a comprehensive view of life. We need something more than educational norms according to which the teacher is supposed to instruct the child. The teacher must realize what it means for him to help the child to speak clearly and articulately. He must realize what it will mean if he allows the child to catch his breath after only half a phrase has been spoken and does not see to it that all the air is used up in the phrase being uttered. There are, of course, many such principles. A proper appreciation and practice of them, however, will live in us only when we are able to measure their full significance for human life and social health; only then will they give rise to a social impulse.

We need teachers who are able to educate children on the basis of a world view that understands the true being of man. This was the thought underlying the course I gave to the teachers when the Waldorf School in Stuttgart was founded.⁵ All the principles of the art of education that were expressed in that course strive in the direction of making human beings out of the children who are being educated, human beings in whom lungs, liver, heart, and stomach will be healthy in later life because as children they were helped to develop their life functions in the right way, because, in effect, the soul worked in the right way.

This world view will never give a materialistic interpretation to the ancient saying, "A healthy soul lives in a healthy body"" (Mens sana in corpore sano). Interpreted materialistically, this means that if the body is healthy, if it has been made healthy by every possible physical method, then it will, of itself, be the bearer of a healthy soul. This is pure nonsense. The only true meaning is that a healthy body shows me that the force of a healthy soul has built it up, has molded it and made it healthy. A healthy body proves that an autonomous, healthy soul has worked in it. This is the true meaning of this saying, and only in this sense can it be an underlying principle of true hygiene. In other words, it is quite inadequate to have, in addition to teachers who are working from an abstract science of education, a school doctor who turns up every fortnight or so and goes through the school with no real idea of how to help. What we need is a living alliance between medical science and the art of education. We need an art of education that teaches the children in a way conducive to real health. This is what makes hygiene or health care a social issue, because a social issue is essentially an educational issue, and this, in turn, is essentially a medical issue, but only if medicine, hygiene, are fructified by spiritual science.

These matters are extraordinarily significant in relation to the theme of hygiene or health care as a social issue. For if one works with spiritual science and if spiritual science is something concrete for the human being, then one knows that contained within spiritual science is something that distinguishes it from what is contained in mere intellectualism—and natural science in the present is also mere intellectualism—from what is contained in mere intellectualism or in a merely intellectually developed natural science or in a merely intellectually developed history or jurisprudence today. All the sciences today are intellectualistic; if they claim to be experiential sciences, this is based only on the fact that they interpret intellectually their experiences based on sense observation. What is offered in spiritual science is essentially different from these intellectually interpreted results of natural science; it would be most unfortunate if what lives in our intellectualistic culture were not merely a picture but a real power that worked more deeply on the human being. Everything intellectualistic remains only on the surface of the human being. This sentence is to be taken very comprehensively.

There are people who study spiritual science only intellectually, who make notes: there is a physical body, etheric body, astral body, ego, reincarnation, karma, and so forth. They make notes of it all, as is the custom in modern natural or social science, but they are not sincerely devoting themselves to spiritual science when they cultivate this way of thinking. They are simply carrying over their ordinary way of thinking into what they encounter in spiritual science. What is essential about spiritual science is that it must be thought in a different way, felt in a different way, must be experienced not in an intellectual way but quite differently. It is for this reason that by its very nature spiritual science has a living relationship to the human being in health and illness, but a relationship altogether different from what is often imagined.

By now, some people must be sufficiently convinced of the impotence of our purely intellectual culture in dealing with those suffering from so-called mental illnesses. One who suffers from such an illness may say to you, for example, that he hears voices speaking to him. No matter what intellectual reasoning you use with him, it proves useless, for he makes all kinds of objections, you may be sure of that. Even this might indicate that one is dealing here with an illness not of the conscious or unconscious soul life but of the organism.

Spiritual science teaches, moreover, that one cannot come to grips with these so-called psychological and mental illnesses by means of the kinds of methods that take recourse to hypnotism, suggestion, and the like; one must rather approach mental illness by physical means, which means by healing the organs of the human being. This is exactly where a spiritual knowledge of the human being is essential. Spiritual knowledge knows that so-called mental illnesses cannot be affected by soul or spiritual procedures, because mental illness consists precisely of the fact that the spiritual member of the human being has been pressed out, as it were, as is normally the case only in sleep. As a consequence, the spiritual member grows weak, and we must cure the bodily organs so that the soul and spirit may be taken up again in a healthy way.

When, as a result of spiritual scientific work, Imagination, Inspiration, and Intuition arise, they are able to penetrate into the whole organism, as they proceed not from the intellect or the head alone but from the entire human being.⁶ Through real spiritual science, the physical organization of the human being may be permeated with health. The fact that there are dreamers who feel ill or show signs of the opposite of health in their spiritual scientific activities is no proof to the contrary. There are so many who are not really spiritual scientists at all but who simply amass intellectually vast collections of notes about the results of spiritual science. Spreading the real substance of spiritual science is in itself a social hygiene, for it works upon the whole human being and regulates his organic functions when they develop extreme tendencies in one direction or another, either toward dreaminess or the reverse. Here we have the overwhelming difference between what is given in spiritual science and what appears in merely intellectual science. The concepts arising in the domain of intellectualism are far too weak to penetrate the human being and to work healthily upon him, because they are merely analogies. Spiritual scientific concepts, on the other hand, have been drawn from the entire human being. Lungs, liver, heart, the entire human being and not the brain alone have participated in building up spiritual scientific concepts, and what they have derived from the strength of the entire human being adheres to them, penetrates them, as it were, in a sculptural way. If one then permeates oneself with such concepts, if one receives them cognitively through the sound human intellect, they work back again onto the entire human being in a hygienic, health-engendering way. This is how spiritual science can penetrate and give direction to hygiene, health care, as a social concern.

In many other ways too—now I can only offer an example—spiritual science will be able to lay down guidelines for the life of humanity in the domain of health, if it gains a firm footing in the world. Here let me give just one brief indication. The relationship of the waking human being to the sleeping human being, the great difference between the human organization in waking and sleeping, is one of the subjects that spiritual science must study again and again. How the spirit and soul act in waking life, when they permeate each other in the bodily, soul, and spiritual aspects of the human being, how they act when they are temporarily separated from each other in sleep—all these things are studied conscientiously by spiritual science. Here I can do not more than refer to a certain principle that is a well-founded result of spiritual scientific investigation.

In our life we occasionally see so-called epidemic illnesses that affect whole masses of the population and are therefore essentially a social concern. Ordinary materialistic science studies these illnesses by examining the physical organism of the human being. It knows nothing of the tremendous significance that the abnormal attitude of the human being to waking and sleeping has for epidemics and the susceptibility to epidemic illnesses. What takes place in the organism during sleep is something that, if it becomes excessive, predisposes the human being to so-called epidemic illnesses. There are people who, as the result of too much sleep, initiate certain processes in the human organism, processes that ought not be set in motion because waking life should not be broken up by such long periods of sleep. These people have a much stronger predisposition to epidemic illnesses and are less able to resist them.

You yourselves can assess what it would entail to explain to people the proper proportion of sleeping to waking. Such things cannot be dictated. You can, of course, tell people that they must not send children with scarlatina to school, but you cannot possibly dictate to people in the same way that they must get seven hours of sleep. And yet this is much more important than any other prescription. People who need it should have seven hours of sleep, and others for whom this is not necessary should sleep much less, and so on.

These matters, which are so intimately connected with the personal life of human beings, have a tremendous effect upon social life. How these social effects come about, whether a larger or smaller number of people are obliged, owing to illness, to be absent from their work, whether or not a whole region is affected: all these things depend upon the most intimate details of man's life. Here hygiene plays an immeasurably important part in social life. Regardless of what people may think about infection or non-infection, with epidemics this element really plays a part in social life. Here external regulations are of no avail; the only thing you can do is to educate people within society so that they are able to understand the physicians who are trying to explain prophylactic measures. This can give rise to an active cooperation in the maintenance of health between the physician who understands his profession and the layman who understands the nature of the human being.

I have described here an aspect of hygiene or health care as a social issue that is utterly dependent on a free spiritual life. We must have a spiritual life in which within the spiritual realm there are those engaged in nurturing this spiritual life, even in so far as it extends into the various practical domains such as hygiene; they must be completely independent of everything that does not yield pure knowledge, that does not bring about the nurture of the spiritual life. What the individual can achieve for the greatest benefit of his fellow man must grow entirely out of his own capacities. There should be neither governmental norms nor a dependence on economic powers. The individual's achievements must be placed entirely in the sphere of the intimate, personal connections that only exist between individuals, in the trust, based on understanding, that those who require the services of a capable person can bring to that person. There, a spiritual life is needed—independent of all authority, governmental or economic—which is active in a manner that arises purely out of spiritual forces. If you consider what can bring about a hygiene intimately united with insight into human nature and social behavior, you will also recognize that the spirit obviously must be managed by those who nurture it; not the specialists active as experts in governmental agencies but rather those active in spiritual life must be the sole managers of this spiritual life. This becomes especially clear if one goes into the individual branches of activity, such as hygiene, with real experience, as is required by the separate, concrete realms "“ and this could be shown to hold good in other realms as it does for hygiene. When hygiene or health care exists as a real social institution, based on social insight arising from the free spiritual life, then the economic aspects of such a hygiene can be handled in a totally different way, especially if the independent economic life is constituted as I have described in my book The Threefold Social Order.⁷

If the forces for the nurture of hygiene or health care that are latent in society, resting in its womb, as it were, are taken up with human understanding, if they result in social institutions, then out of the independent economic life, without consideration of dependence on profit or governmental impulses, can emerge what is necessary to support a genuine hygiene. Only then will the kind of idealism enter economic life that is necessary for the nurture of hygiene in human life. If the mere profit motive prevails in our economic sphere, it always has the tendency to become increasingly incorporated into the political state, and the generally accepted opinion is that one must produce what yields the most profit. If this idea continues to prevail, then the independent impulses of a free spiritual life cannot manifest in the domain of hygiene or health care, and spiritual life will then become dependent on political or economic forces; then the economic will govern the spiritual, but the economic must not prevail over the spiritual. This fact is most evident to one who wants to arrive at what the spirit demands in the economic life, to one who wants to serve a genuine and true hygiene.

The forces of the free spiritual life in the threefold social organism arrive at the insight which becomes a matter of public concern; an understanding of the human being becomes a public concern in the threefold social organism. The human being must stand within a free spiritual life in order that a firmly grounded hygiene can be nurtured. On the other hand, people must develop the idealism through which the products of the economic life are met with an understanding that results not merely from a sense for profit but out of insights emerging from the free spiritual management of hygiene or health care. Once this insightful, social human understanding has arisen, this human idealism, there will emerge a willingness to work economically simply because the social situation of humanity requires hygienic service. If these requirements are met, people will be able to meet democratically in parliaments or other such gatherings. For then, out of a free spiritual life, the recognition emerges of the necessity for hygiene as a social phenomenon; attention to what is necessary for hygiene as a social issue emerges from an impartial and professionally managed economic life through the high intentions that would be developed within it. Then mature human beings will deliberate on the ground of the economic life out of their insight and understanding of the human being as well as out of their relations to an economic life at the service of hygiene. Then people will be able to meet as equals within the legislative, rights, or economic life concerning the measures that are necessary regarding hygiene and the care of public health.

Were all this to come about, however, laymen or dilettantes would not do the healing; rather, the mature person will encounter as an equal and with understanding whoever advises him on matters of hygiene, namely, the experienced physician. For the layman, the understanding of the human being that is nurtured in social life, with the help of the physician, makes it possible to meet expert knowledge equipped with understanding, so that in a democratic parliament the layman is able to say "yea"" with a certain understanding and not merely out of pressure from authority.

When we consider impartially how the spiritual, legislative, and economic members of the social organism work together in such a special domain, we discover the complete justification of the idea of the threefold nature of the social organism. This idea is met with disapproval only when it is understood merely abstractly.

Today I was able to give you no more than a sketchy indication of what speaks for the necessity of the threefolding of the social organism if one thinks correctly about a particular, concrete domain such as hygiene. If those paths are followed, toward which I have only been able to point today in their beginnings, one will see that whoever meets the impulse of the threefold social organism with abstract concepts will work against it in a certain way. Such a person will generally bring up the obvious objections. Whoever enters the various domains of life with a full inner understanding, however, entering into the individual realms that matter so much in social life, whoever truly understands something in a concrete realm of life and takes the trouble to understand something about true practical life in any domain, will be led again and again in the direction that has been suggested by the idea of threefolding the social organism.

This idea did not arise out of a dreamy or abstract idealism; it arose as a social demand of our time and of the near future, especially out of the concrete and sober observation of the individual domains of life. By penetrating these individual domains of life with what is active out of the impulse for threefolding the social organism, one will find for all these domains just what they so desperately need today. This evening I only wished to give a few indications concerning how what emerges out of spiritual science regarding the social life can penetrate human society as a social concern, arising out of a socially nurtured understanding of the human being. Striving for a realization of the threefold social organism can fructify what can be accepted today only on the basis of belief in authority, through a completely blind subjection. Through the enrichment that hygiene or health care can receive from a medicine fructified by spiritual science, it can become a social, a truly social concern. It can become a democratically nurtured, common public concern in the truest sense.

In the discussion following the lecture, Rudolf Steiner added the following comments in response to prepared questions.

In matters such as I have discussed today, it is essential that one be able to enter into the whole spirit of what has been expressed. For this reason, it is difficult at times to give appropriate answers, for the questions have already been formulated in such a way that they bear the stamp of contemporary thinking and attitudes. Before answering such questions, it may first be necessary to reformulate them or at least to provide some sort of appropriate explanation. Having said this, I will begin at once with the question that may appear to many of you to be so exceedingly simple that it ought to be able to be answered with a few sentences or even with one sentence:

"How can a person rid himself of the habit of sleeping too long?"

In order to answer this question appropriately, it would be necessary for me to give an even longer lecture than I have already given, because I would first have to bring various elements together. It is possible to say the following, however. The intellectual attitude of soul is almost universal in humanity today. It is particularly those who believe they are judging or living out of feeling or who believe, for one reason or another, that they are not intellectual who are most subject to the intellectual attitude of soul. The fundamental character of the intellectual soul and organ life is that through it our instincts are destroyed. The correct instincts of the human being are destroyed. It is actually so that one must point to primeval humanity, or even to the animal kingdom, to discover instincts that are not yet entirely destroyed. On another occasion a few days ago, I pointed to a very telling example. There are birds who, out of greed, feed on certain insects, for instance spiders. After consuming these spiders, which are poisonous to them, the birds get convulsions, seizures, and die a miserable, agonizing death soon after swallowing the spider. If henbane is in the vicinity, however, the bird flies there, sucks the healing sap from the plant, and thus saves its own life.

Now, just think how there we see developed something that in the human being is shriveled down to the few reflex instincts such as the movements we make without any deep deliberation to encourage the departure of a fly that has alighted on our nose. A defensive instinct arises in response to this insulting stimulus. In the bird feeding on the spider, the consequence of the effect the spider has in the bird's organism is a defensive instinct to this insult, driving it to do something very reasonable. We would still be able to find such instincts among ancient populations if only we interpreted history properly. In our time, however, we have different experiences.

It has always been exceedingly painful to me, accustomed as I am to seeing a fork, knife, and spoon next to a plate, to see instead a scale next to the plate of someone sitting down to eat. This really happens! Such a person weighs the piece of meat and only then knows how much meat he should eat for his particular organism. Just think how bare of all truly original instincts humanity has become to require such a measure! The important thing, then, is that one not remain stationary within intellectualism but rise instead to a spiritual scientific way of knowing. You will now believe that I am speaking pro domo, even if also pro domo of this great house, but I am not speaking pro domo. I am really speaking about what I believe to have recognized as the truth, quite apart from the fact that I myself represent this truth. It can readily be seen that if one penetrates not only into what is intellectual but into what needs to be grasped by way of spiritual science and which therefore confronts humanity more in a pictorial sense, it becomes noticeable that by taking hold of knowledge not accessible to the mere intellect one is again led back to healthy instincts, if not in a single life then perhaps -more so in those matters that lie in the underpinnings of life. Whoever concerns himself, be it ever so briefly, with developing this completely different soul attitude, which must be developed if one really wants to understand something of spiritual science, will again be led back to healthy instincts in matters such as the proper requirement for sleep. Animals do not sleep too much under normal conditions, and primeval man did not sleep too much either. It is only necessary to educate oneself again to have healthy instincts, which were lost by virtue of the intellectual culture prevalent today. It can be said that a truly effective means of ridding oneself of the habit of sleeping too long is to be able to take up spiritual scientific truths without falling asleep as a result. If a person falls asleep at once upon hearing spiritual scientific truths, then he will be unable to rid himself of the habit of sleeping too long. If one succeeds, however, in being truly present inwardly while working through spiritual scientific truths, then this inner human aspect will be activated in such a way that one can actually discover the exactly appropriate time needed for sleep for one's own organism.

Again, it is exceedingly difficult to give intellectual rules prescribing the amount of sleep an individual person requires who is suffering, let us say, from a kidney or liver disorder that has not made him ill in the ordinary sense. As a rule, such a prescription would not lead to anything of consequence. To induce sleep in an artificial way is not the same as when the body, out of its own need for sleep, refuses the entry of the spirit only for as long as is necessary. It can thus be said that a proper hygiene emerging out of spiritual science will also bring the human being to the point at which he can determine in the right way the proper amount of sleep for his own organism.

The other question that was posed here also cannot be answered so simply: "How can a person know how much sleep he needs?"

I would like to say that it is not at all necessary to reach the answer through discursive thinking; that is not necessary at all. It is necessary to acquire those instincts that can be acquired not by receiving collections of notes out of spiritual science but by the way in which one understands spiritual science if it is understood with full inner participation. Once this instinct is achieved, a person is able to discern in an individual way how much sleep is appropriate for him. This is what can be said as a rule in response to such a question. As I said, I can give only a kind of direction for how questions like this can be answered; this may not be what is expected, but what is expected is not always what is right.

"Is it healthy to sleep in a room with the window open?"

Such a question, too, cannot actually be answered in general terms. It is certainly conceivable that for one person, sleeping in a room with an open window is very healthy, depending on the particular construction of his respiratory organs; for another person, however, it might be better to air out the room before sleeping and then close the windows while sleeping. What is necessary, in fact, is to gain an understanding of the relationship the human being has to his environment in order then to be able to make a judgment in each individual case in accordance with this understanding.

"How, from a spiritual scientific point of view, do you explain the development of mental disturbances associated with crimes that are committed, that is, how, in such a situation, can one recognize the bodily illness which lies at the foundation of the mental disturbance?"

If one were to try to deal with this question thoroughly, it would really be necessary to enter into a discussion of all criminal and psychiatric anthropology. I would simply like to say the following: first, in considering such matters, one must presuppose that the organic predisposition of someone who becomes a criminal is abnormal right from the outset. In this direction, you need only follow up the relevant studies by Moriz Benedikt "“ the first really significant criminal anthropologist⁸ "“ and you will see how in fact the pathological investigation of the forms of single human organs can be brought into connection with this predisposition to criminality. There you already have an inherent abnormality, although materialistic thinkers, such as Moriz Benedikt, naturally draw the wrong conclusions from their findings, because it is certainly not an absolute requirement that whoever shows signs in this direction is inevitably a born criminal. What is important is that one is definitely able to work on the defects within the organism "“ I mean the organ defects, not the already existing mental illness, but the organ defects "“ and to have an effect especially through education and later through the appropriate spiritual element, if only the state of affairs is studied from a spiritual scientific point of view. Therefore the conclusions arrived at by Benedikt are not correct. Such organ defects can already be discovered, however.

Then one must also be clear about the fact that there are also non-intellectual elements in ordinary human life, more in the realm of feelings or emotions, which set off reactions. These work first on the glandular activity, the secretory activity, but from there they have an influence on the other organs. In connection with this issue, I would advise you to read an interesting little book concerning the mechanics of emotions that has been put out by a Danish physician.⁹ There you can read much that is of value for the topic under consideration. Take the bodily predisposition that can be traced in everyone who truly comes into consideration as a criminal; add to that everything that has had consequences for the apprehended criminal, consisting of emotional disturbances and the continuation of these emotional disturbances into the organs; then you have the path by which to seek for those defective organs which as a consequence bring forth mental illness, specifically the mental illness associated with committing a crime. In this way, we must attempt to obtain a clear idea about such connections.

"What is the relationship of theosophy to anthroposophy? Is the theosophy which was presented here previously no longer fully recognized?"

I would simply like to say that nothing has ever been presented here other than an anthroposophically oriented spiritual science, and what has been presented here today has always been presented in this way. The common identification of our presentations with so-called theosophy is simply based on a misunderstanding. This will remain a misunderstanding because, within certain limits, anthroposophically oriented spiritual science moved for a time within the framework of the Theosophical Society; even in the framework of that society, however, the representatives of an anthroposophically oriented spiritual science never presented anything other than what is presented here today. This was tolerated in the Theosophical Society only so long as matters didn't look too heretical. The anthroposophists were thrown out, however, as soon as it was noticed that anthroposophy was something completely different from the abstract mysticism manifested so often in theosophy. This expulsion was undertaken by the other side, but what is presented here never had any other form than it has today. Of course, those who concern themselves with matters superficially and who listen only to those who haven't gotten beyond a superficial comprehension as members of the Anthroposophical Society "“ for one needn't always be outside in order to understand anthroposophy superficially or to confuse anthroposophy with theosophy; one can also be in the Society "“ those who therefore achieve only a superficial knowledge of what is going on get confused about the issues. What I have characterized here today regarding a particular area has never been presented here in any other way.

Of course there is continuous work, and certain things may be said today in a much more precise, thorough, and intensive way than was possible fifteen, ten, or even five years ago. This is just the nature of working, that one progresses in the formulation of making oneself understood in such difficult matters as spiritual science. It is really unnecessary to engage in any discussion with those who, out of ill will, attribute to us all kinds of changes of world view because of a more recent, more complete expression of something said incompletely on an earlier occasion. Discussions with such ill-willed persons are really a waste of time, because spiritual science, as it is meant here, is something living and not something dead. And whoever believes that it cannot progress and wants to nail it down where it is and where it once was, as happens so often, does not believe in what is living; he would prefer to make it into something dead.

"Would you please say something about the origin of an epidemic such as influenza or scarlet fever? How does it come about if not by the spreading of bacteria? In many illnesses the causative agent has been scientifically determined. What is your position in relation to this issue?"

If I were also to deal with this question concerning which I have indicated that I do not wish to take sides, I would have to give another entire lecture. Nevertheless, I would like to direct your attention to the following: a person may be impelled, in accordance with his knowledge, to direct attention to the fact that for illnesses accompanied by the occurrence of bacilli or bacteria, there are deeper causes "“ acting as primary causes "“ than the mere occurrence of bacteria; such a person does not assert that bacteria don't exist. It is one thing to assert that bac-teria exist and that they increase during the course of an illness; it is quite another to seek the primary cause of the illness in the bacteria. What needs to be said regarding this I have developed in great detail in the course that is being held here now [4], but it takes time to deal with the issues properly. This also applies to certain elements that must be considered before this question can be dealt with, and this cannot be done so quickly in a question-and-answer period such as this. Nevertheless, I will point out the following, the human constitution is not such a simple matter as one often imagines. The human being is a multi-membered being. Right at the beginning of my book, Riddles of the Soul,¹⁰ I stated that man is a threefold being. First there is what can be called the nerve-sense man, then the rhythmic man, and thirdly the metabolic man. This is the human being. These three members of human nature work into one another and may not, if the human being is to be healthy, interact with one another without in a certain way maintaining a separation of the different realms. For example, the nerve-sense man, which is far more than contemporary physiology imagines it to be, may not extend its influence without consequences on the metabolic man, unless its effects are mediated by the rhythmic movements of the circulatory and respiratory processes which, as is well known, extend into the outermost periphery of the organism. This working together, however, can be interrupted in a certain way. This working together is brought about by something very specific. (When such questions are posed "“ if you will pardon me "“ one must also answer in accordance with the facts; I will attempt to be as decent as possible, but it is nevertheless necessary to say a few words that must also be listened to as related to the facts.) It is so, for example, that in the lower man processes occur that are incorporated into the entire organism. If they are incorporated into the entire organism, then they will work in the right way; if, however, they are heightened by various processes, either directly in the lower body, so that they become more active, or through the corresponding processes, which are always there in the human head or in the human lung being diminished in their intensity, then something very curious takes place. Then it becomes evident that, in order to have a normal life, the human organism must develop processes that may develop to the extent that they are integrated into the entire human being. If a process is heightened excessively, however, then it becomes localized; a process arises, for example, in the lower body of the human being, through which there is an improper separation of what goes on in the head or lung, which corresponds to certain processes in the lower body. Processes always correspond to one another in such a way that they proceed parallel to one another; thereby what ought to be present in the human being only to a certain extent, whereby he maintains his vitality, the soul- and spirit-bearing vitality, is brought beyond a certain level. This then encourages an atmosphere, as it were, in which all kinds of lower organisms, all kinds of tiny organisms, can develop. The nurturing element for these small organisms is always present within the human being, only it is spread out over the whole organism. If it becomes concentrated, it provides the life soil for small organisms, for microbes. The reason they can thrive there, however, must be sought in the exceedingly fine processes in the organism which then prove to be the primary cause.

I am really not speaking out of an antipathy for the bacillary theory. I certainly understand the reasons people have for believing in the bacillary theory. You must believe that if I did not have to speak this way because of the facts I could well recognize these reasons. Here, however, we have a knowledge that necessarily leads to the recognition of something else which impels one to speak in the following way: I see a certain landscape in which there are many exceedingly beautiful and well cared-for cattle. I now ask, why are there favorable conditions in that area? They come from the beautiful cattle, I determine. I explain the conditions of life in this area by explaining that beautiful cattle have moved in from somewhere and then spread over the landscape. "“ Don't you agree that such an explanation does not correspond with the facts? Instead, I must look for the primary causes: the diligence, the understanding of the people in that area, and they will explain to me why such beautiful cattle develop on this soil. I would give quite a superficial explanation if I were to say: here it is beautiful, a nice place to live, because beautiful cattle have moved in. The same logic is applied when I find a typhus bacillus and then claim that a patient has typhus because typhus bacilli have moved in. To explain typhus, entirely different factors are necessary than merely to draw attention to the typhus bacillus. In submitting to such erroneous logic one is led astray in many other ways. The primary processes that provide typhus bacillus with the foundation for its existence certainly bring about all kinds of other problems that are not primary. And it is very easy to confound completely or even interchange what is secondary with the actual original form of illness. This is as much as I can say now that could lead to a proper perspective on these issues and show what must be done in order to put in its proper place what is justifiable within limits.

Maybe you can see, nevertheless, from the way in which I have given this answer "“ even if I have done so only sketchily and could easily be misunderstood "“ that I am not at all concerned here with the popular hollering about the bacillary theory; we are interested rather in studying these matters very seriously.

"Please give us a few examples of how bodily organic disturbances bring about soul-spiritual illnesses."

This question would naturally, if it were answered thoroughly, lead much too far, but here, too, I will point out just a few things. You see, in the historical development of medical thinking it is not, as is presented today, that the healing art began with Hippocrates and then developed further. So far as can be traced, very curious things are found in Hippocrates' writings, and rather than the mere beginnings of contemporary intellectual medicine we have in Hippocrates remnants of an ancient, instinctual kind of medicine.

In addition, we find something else, however. In this ancient, instinctual medicine, as long as it was still valid, one did not speak of psychological depressions of a certain kind, which is indeed a very abstract kind of expression; rather one spoke of hypochondria, i.e., cartilage in the lower body. It was known, therefore, that when hypochondria occurred, one was dealing with disturbances in the lower body, with a hardening in the lower body. One cannot say that the ancients were more materialistic than we are.

Similarly, it can very easily be shown that certain chronic lung defects are definitely connected with what could be called a false mystical sense of the human being. And so one could point to all kinds of things completely apart from what the ancients suggested for the organic realm with the temperaments, again all corresponding to a proper instinct. For them, the choleric temperament originated out of the white gall; the melancholic temperament arose out of the black gall and whatever the black gall brings about in the lower body; the sanguine temperament arose out of the blood; and the phlegmatic temperament arose out of the phlegm, what they called phlegm. When they saw deviations of the temperaments, these suggested deviations in the corresponding organic aspects. How this was regarded in the instinctual medicine and hygiene may again become part and parcel of a soul attitude in a strictly scientific way and can be supported from the standpoint of our contemporary knowledge.

Here is another question concerning which great misunderstandings can arise: "Do you know about iris diagnosis? Do you acknowledge it as a valid science?"

It is generally correct that in an organism, and especially in the complicated human organism, conclusions regarding the whole can be arrived at out of all kinds of details, if these details are looked at in the right way. Furthermore the role that the isolated part plays in the human organism is very significant. What the iris diagnostician investigates in the iris is on the one hand very isolated from the rest of the human organism; on the other hand, it is inserted into the rest of the organism in a remarkable way so that it is actually a very expressive organ. Especially in such matters, however, one ought not to schematize, and the error in such matters often lies in the fact that a schema is made. It is definitely so, for example, that people with different soul and bodily constitutions show different signs in the iris from other people. A prerequisite, then, for a meaningful application of this technique would be such an intimate knowledge of what happens in the human organism that whoever had this knowledge actually would no longer need to look into a single organ. To be dependent on an intellectual adherence to certain rules and schemas is of little, if any, value.

"What relation do diseases have to the course of world history, especially those that have arisen more recently?"

A whole chapter of cultural history! Well, I will only comment on the following: in order to study history one must have a sense for what can be called symptomatology; that is, much of what is taken today as history can be considered only a symptom for what lies much deeper, that is, the spiritual stream carrying these symptoms. Thus what resides in the depths of the development of humanity is also symptomatic or comes to expression in this or that disease of an era. It is interesting to study the relationships between what works in the depths of the evolution of humanity and what takes its course in the symptoms of this or that disease. The existence of certain diseases may point to impulses in historical development that could elude a symptomatology not applying such a method.

This question, however, could lead to something else, which is "˜also not unessential when one pursues the history of humanity. Diseases, regardless of whether they occur in a single person or in a society by way of an epidemic, are in many instances also reactions to other excesses. From the point of view of public health, these other excesses may be taken as much less serious; from a moral or spiritual point of view, however, they are nevertheless considered to be very serious. But you must not apply what I just said to the question of healing or hygiene, for that would be very wrong. Diseases must be healed. In hygiene, it is important to be active in furthering or helping the human being. One may not say, "I will first see whether it may be your karma to have this illness. If so, I must let you have this illness; if not, then I can cure it." This way of looking at the issue is not valid if one is concerned with healing. What may not be valid regarding our intervention in the case of helping another human being, however, may nevertheless be objectively valid in the world outside. And there it must be said that much of what develops as a disposition to moral excesses engraves itself so deeply into the organization of the human being that reactions then appear in certain diseases and that the disease is the suppression of a moral excess.

In the individual person it is not of much significance to pursue these things, because the individual ought to be allowed to go through his individual destiny, and one really ought not to meddle in this, just as one doesn't meddle with the personal mail of other persons, unless, from the viewpoint that is so close at hand, it is "opened by government decree in times of war." Just as little as one ought to snoop into other people's personal mail, so little ought one to meddle with another person's individual karma. With the history of the world it is a different matter, however; there one ought to be concerned, because there the individual human being plays, you could say, only a statistical role. One must always point out that statistics are very helpful in letting life insurance companies know what the mortality rate is according to which they can determine their rates. These things are quite accurate. The calculations are correct and everything is very scientific. But one needn't simply die at the moment that has been specified by statistics; one also needn't live as long as has been calculated. Other issues arise when the individual human being comes into consideration. If groups of human beings, or even the whole historical development, come into consideration, however, it can be very helpful not to be superstitious but rather to be very scientific. If one studies to what extent symptoms of an illness occur that are corrective for other excesses, then one can, in fact, already look for certain repercussions of the illness or at least a calling forth by the illness of something that would have occurred in a completely different form if the disease had not arisen.

These are only a few indications of how something might be considered that is touched on by this question.

Now, however, our time has progressed so far that we will follow the others who have already left us.

• 1. In German, these illnesses are called Seelen-oder Geisteskrankheiten, diseases of the soul or spirit as opposed to diseases of the body. As Steiner is speaking here of the role of soul and spirit in bodily phenomena, it may be helpful to keep in mind the thought of soul-spiritual illnesses, though in the translation we have chosen the more commonly used English equivalents, psychological and mental illnesses.
• 2. Rudolf Steiner is referring here to a number of lectures given by various scientists during the medical course at the Goetheanum in Dornach.
• 3. Karl Marx (1818-1883); Franz Oppenheimer (1864-1944), an economist.
• 4. Rudolf Steiner, Spiritual Science and Medicine, 20 lectures given in Dornach, 1920, Rudolf Steiner Press, London, 1975.
• 5. Rudolf Steiner, The Study of Man, lectures given at the founding of the Waldorf School in Stuttgart, 1919; Rudolf Steiner Press, London, reprinted 1981.
• 6. See chapter five in Rudolf Steiner's An Outline of Occult Science, Anthroposophic Press, Spring Valley, N.Y., reprinted 1984.
• 7. Rudolf Steiner, The Threefold Social Order, Anthroposophic Press, Spring Valley, N.Y.
• 8. Moriz Benedikt (1835-1920), professor of neuropathology at the University of Vienna; founder of criminal anthropology.
• 9. Carl Georg Lange (1834-1900), professor of pathology in Copenhagen.
• 10. Rudolf Steiner, Von Seelenrätseln, 1917; excerpts of this are published in English under the title, The Case for Anthroposophy, Rudolf Steiner Press London, 1970.

One spring day in 1860, an autocratic Hungarian magnate, a certain Count Hoyos, who owned several large estates in Austria, dismissed his game-keeper, because this game-keeper, Johannes Steiner wanted to marry Franziska Blie, one of the Count's innumerable housemaids. Perhaps the old Count had a foreboding as to what a great spiritual revolution would be born of this marriage. (The baroque palace of Hom, where it happened, is still in the possession of the Hoyos family, and stands today just as it was one hundred years ago.) So Johannes Steiner had to look for another occupation, and got himself accepted as a trainee telegraphist and signalman by the recently opened Austrian Southern Railway. He was given his first job in an out-of-the-way request stop called Kraljevic (today in Yugoslavia), and there his first child, Rudolf, arrived on February 27, 1861. On the same day the child was taken for an emergency baptism to the parish Church of St. Michael in the neighboring village of Draskovec. The baptismal register was written in Serbo-Croat and Latin, and the entry still can be read today as of one Rudolfus Josephus Laurentius Steiner. “Thus it happened,” Rudolf Steiner writes in his autobiography, “that the place of my birth is far removed from the region where I come from.”

In later life, particularly in his lectures on education, Steiner frequently made the point that the most prodigious feat any man achieves at any time is accomplished by him in the first two or three years of his life, when he lifts his body into the upright position and learns to move it in perfect balance through space, when he forms a vital part of his organism into an instrument of speech and when he begins to handle and indeed to fashion his brain as a vehicle for thought. In other words, when the child asserts his human qualities which set him dramatically apart from the animals.

This initial achievement the boy Rudolf performed in Kraljevic. Kraljevic (meaning King's Village) is situated in the western outskirts of the vast Hungarian plain, the Puszta. Even today endless fields of maize and potatoes extend in every direction, and the solemn monotony of the country is more enhanced than relieved by the lines of tall poplars flanking the primitive, dead straight roads. It is basic three-dimensional space at its severest, domed over by the sky, which local people say is nowhere else so high nor so blue as over the Puszta. One might almost say that nature provided laboratory conditions in which the boy learned to stand, to walk, to speak and to think. One could justifiably say of Rudolf Steiner what the biographer, Hermann Grimm, said of Goethe: “It seems as if Providence had placed him in the simplest circumstances in order that nothing should impede his perfect unfolding.”

From the severity of the Puszta the family moved, when the boy was two years old, into one of the most idyllic parts of Austria, called “the Burgenland” since 1921. Comprising the foothills of the eastern Alps, it is of great natural beauty, very fertile, and drenched in history. It takes its name from the many Burgen, i.e. castles which at different times of history were erected on nearly every hill. During recent excavations coins bearing the head of Philip of Macedonia, the father of Alexander the Great, have been found near Neudörfl, where the Steiners now settled, and where a daughter and a younger son were added to the family.

The management of the Austrian Southern Railway seems to have taken a sympathetic view toward the promising boy, and agreed to move father Steiner as stationmaster to several small stations south of Vienna, so that the eldest son was able to attend good schools as a day student, and finally in 1879 could matriculate at the Technical University of Vienna, then one of the most advanced scientific institutions of the world. Until then Rudolf Steiner's school life had been fairly uneventful, except that some of his masters were rather disturbed by the fact that this teen-ager was a voracious reader of Kant and other philosophers, and privately was engrossed in advanced mathematics.

In his first year at the University Rudolf Steiner studied chemistry and physics, mathematics, geometry, theoretical mechanics, geology, biology, botany, and zoology; and while still an undergraduate two events occurred which were of far-reaching consequence for his further development.

In the train in which the young student travelled daily to Vienna he frequently met a curious personality, an herb-gatherer, who turned out to be a latter-day Jacob Boehme. He was filled with the most profound nature lore to which he had first-hand access. He understood the language of plants, which told him what sicknesses they could heal; he was able to listen to the speech of the minerals, which told him of the natural history of our planet and of the Universe. In the last winter of his public life, in December 1923, Steiner provided something of a historic background for this wisdom, notably in his lectures on the Mysteries of Eleusis. Steiner immortalized the herb-gatherer in his Mystery Dramas, in the figure of “Father Felix.” But “Father Felix” was instrumental in bringing Steiner together with a still more important and mysterious personality.

“Felix was only the intermediary for another personality,” Steiner tells us in his autobiography, “who used means to stimulate in the soul of the young man the regular systematic things with which one has to be familiar in the spiritual world. This personality used the works of Fichte in order to develop certain observations from which results ensued which provided the seeds for my (later) work ... This excellent man was as undistinguished in his daily job as was Felix.”

While these fateful meetings occurred on the inward field of life, a very consequential relationship developed on the outward field. The Technical University of Vienna provided a chair for German literature, which was held by Karl Julius Schröer, a great Goethe enthusiast and one of the most congenial interpreters of Goethe. Schröer recognized Steiner's unusual gifts, and anticipated that he might be capable of doing some original research in the most puzzling part of Goethe's works, i.e. his scientific writings.

Only two years ago, Dr. Emil Bock, of Stuttgart, Germany, one of the most eminent Steiner scholars, discovered the correspondence between Professor Schröer, Steiner, and the German Professor Joseph Kürschner, who was engaged in producing a monumental edition of representative works of German literature from the 7th to the 19th century. In the first letter of this correspondence, dated June 4, 1882, Schröer refers to Steiner as an “undergraduate of several terms standing.” He says that he has asked him to write an essay on Goethe and Newton, and if this essay is a success, as he thinks it will be, “we have found the editor of Goethe's scientific works.” Steiner was then twenty-one years of age. Schröer's letter is reminiscent of the letter Robert Schumann wrote to the great violinist Joachim, after he had received the first visit of the then twenty-one year old Brahms: “It is he who was to come.”

The introductions and explanatory notes to the many volumes of Goethe's scientific works which Steiner was now commissioned to write were much ahead of their time. They blazed a trail into the less familiar regions of Goethe's universal genius which only today begins to be followed up by other scholars.

The young Steiner wrote these, his first works, in outward conditions of great poverty. The family lived in two rooms, which are still shown today. The larger one of the two was kitchen, dining, sitting and bedroom for the parents and his younger brother and sister, and off this larger room a few steps led into a narrow, white-washed, unheated cubicle where the young Steiner worked as in a monk's cell. No wonder that a Viennese celebrity of the time refers to him in his memoirs as one “who looked like a half-starved student of theology.”

However, this first literary success led to Steiner's call to the central Goethe Archives at Weimar, where despite his youth he now became one of the editors of the great Standard Edition (Sophien Ausgabe) of Goethe's Complete Works. This concentrated occupation with Goethe, continued for seven years in Weimar, from 1889 to 1896, had a profound effect upon the unfolding of Steiner's own mind and philosophical consciousness. Goethe was the catalyst which released new mental and spiritual energies in Steiner s own personality. It was during these years that Steiner's fundamental philosophical works were conceived and written.

In 1886 he published An Epistemology of Goethe's World Conception. In 1891 his small concentrated thesis on Truth and Science earned him his Ph.D. In 1896 his comprehensive Philosophy of Spiritual Activity opened a completely new approach to the understanding of the human mind and the nature of thought. It represents the first really fresh step in philosophic thought and in the philosophic interpretation of the human consciousness since Kant. It is no wonder that in those years Steiner began to be looked upon in Germany as “the coming philosopher” upon whom before long the mantle of the dying Nietzsche would fall. But his genius led him a different way.

In his thirty-sixth year—“Nel mezzo del cammin di nostra vita,” as Dante calls it, Steiner moved to Berlin, and the next seven years were perhaps the most dramatic period in his life. His new position in Berlin was that of editor of the weekly, Das Magazin für Litteratur, founded in 1832 (something equivalent to the London Saturday Review). He wrote the leading article and the dramatic reviews, occupying in Berlin a position somewhat similar to that of Bernard Shaw (who was five years his senior), with his weekly dramatic criticism in the Saturday Review. This assignment brought Steiner into close social contact with the intellectual and artistic élite of Berlin at the time, and for some years he pitched his tent among them. In the last years of his life, during rare moments of relaxation, he would at times tell stories of this exciting and often amusing period.

Side by side with these literary circles, or perhaps in polarity to them, Steiner was also drawn by objective interest and personal attraction into the camp of Haeckel and the militant monists. To move in this manner abreast of the spirit of the time would be a most interesting experience for anyone. For Steiner it was more. And I must now touch upon that side of his life about which I shall have to speak presently in greater detail. From childhood while for others such “being involved in this or that fashion of thought would be no more than an ideology,” for anyone standing in the spiritual world it means, as Steiner says in his autobiography, that “he is brought close to the spirit-beings who desire to invest a particular ideology with a totalitarian claim.” Steiner refers to his experience as a “Soul's Probation” which he had to undergo. (He later chose The Soul's Probation as the title of one of his Mystery Dramas.) He speaks of the “tempests” which during those years in Berlin raged in his soul, a rare expression in the otherwise very even and dispassionate style of his autobiography. At the end of those “forty days in the wilderness”—which were in fact four years—the thunderclouds lifted, the mist cleared, and he stood, to use his own phrase. “in solemn festival of knowledge before the Mystery of Golgotha.” He had come to a first-hand experience of Christ and His active presence in the evolution of the world.

We have now reached the point where we must venture into the great unknown: Steiner the seer, the Initiate.

It is a plain fact that in some form or other spiritual knowledge has existed throughout the ages. Secret wisdom has never been absent from human history. But in Steiner it assumed a totally new form. In order to appreciate this revolutionary novelty, we must first have a picture of the old form.

The faculty of spiritual perception and secret wisdom is obtained through certain organs in the “subtle body” of man, to borrow a convenient term from Eastern Indian medicine. In Sanscrit these organs are called “chakrams,” generally translated into English as “lotus flowers.” They fulfill a function in the “subtle body” similar to our senses in the physical body. They are usually dormant today, but can be awakened. We can disregard for the moment the rites of Initiation which were employed in the Mystery Temples of the ancient world, and confine ourselves to the survival of more general methods which today are still practiced in many parts of the world. They all have one thing in common: they operate through the vegetative system in man, through bodily posture, through the control of breathing, through physical or mental exercises which work upon the solar plexus and the sympathetic nervous system. I realize that I am presenting a somewhat crude simplification. But nevertheless I am giving the essentials.

Steiner broke with all this. He began to operate from the opposite pole of the human organism, from pure thought. Thought, ordinary human thought, even if it is brilliant and positive, is at first something very weak. It does not possess the life, say, of our breathing, let alone the powerful life of our pulsating blood. It is, shall we say, flat, without substance; it is really lifeless. It is “pale thought,” as Shakespeare called it.

This relative lifelessness of our thoughts is providential, however. If the living thoughts filling the Universe were to enter our consciousness just as they are, we would faint. If the living idea in every created thing simply jumped into our consciousness with all its native force, it would blot us out. Fortunately, our cerebro-spinal system exerts a kind of resistance in the process; it functions like a resistor in an electric circuit; it is a sort of transformer, reducing the violence of reality to such a degree that our mind can tolerate it and register it. However, as a result, we see only the shadows of reality on the back wall of our Platonic cave, not reality itself.

Now one of the magic words in Steiner's philosophy with which he attempts to break this spell, is “Erkraftung des Denkens.” It means putting force, life into thinking, through thinking, within thinking. All his basic philosophic works, notably the Philosophy of Spiritual Activity, and many of his exercises, are directed to this purpose. If they are followed, sooner or later the moment arrives when thinking becomes leibfrei, i.e. independent of the bodily instrument, when it works itself free from the cerebrospinal system.

This is at first a most disturbing experience. One feels like a man who has pushed off from the shore and who must now strive with might and main to maintain himself in the raging sea. The sheer power of cosmic thought is such that at first one loses one's identity. And perhaps one would lose it for good, if it were not for a fact which now emerges from the hidden mysteries of Christianity. One does not finally lose one's identity because He Himself has walked the waves and extended a helping hand to Peter who ventured out prematurely. Gradually the waves seem to calm down, and a condition ensues which Steiner expresses in a wonderful phrase: “Thinking itself becomes a body which draws into itself as its soul the Spirit of the Universe.”

This is a stage which, broadly speaking, Steiner had attained at the point of his biography which we have reached. Now he made a discovery which was not known to him before. He discovered that this “living thinking” could awaken the chakrams from “above,” just as in the old way they could be stimulated from “below.” Thought which at first in the normal and natural psychosomatic process “died” on the place of the skull, but which through systematic exercises had risen again to the level of cosmic reality, could now impart life to the dormant organs of spiritual perception which have been implanted into man by Him who created him in His image. From about the turn of the century Steiner began to pursue this path with ever greater determination, and gradually developed the three forms of Higher Knowledge which he called Imagination: a higher seeing of the spiritual world in revealing images; Inspiration: a higher hearing of the spiritual world, through which it reveals its creative forces and its creative order; Intuition: the stage at which an intuitive penetration into the sphere of Spiritual Beings becomes possible.

With these unfolding powers Steiner now developed up to his death in 1925, in twenty-five momentous years, that truly vast and awe-inspiring body of spiritual and practical knowledge to which he gave the name “Anthroposophy.” (Incidentally, this word was first coined by Thomas Vaughan, a brother of the English mystical poet, Henry Vaughan, in the 17th century.) Anthroposophy literally means wisdom of man or the wisdom concerning man, but in his later years Steiner himself interpreted it on occasion as “an adequate consciousness of being human.” In this interpretation the moral achievement of Steiner's work, his mission, his message to a bewildered humanity which has lost “an adequate consciousness of being human,” to which Man has become “the Unknown,” is summed up. This monumental work lies before us today and is waiting to be fully discovered by our Age—in some 170 books and in the published transcripts of nearly 6,000 lectures.

Three characteristic stages can be observed in Steiner's anthroposophical period. In a lecture given at the headquarters of the German Anthroposophical Society at Stuttgart (on February 6, 1923) he himself described these stages. Stage one (approximately 1901-1909): to lay the foundation for a Science of the Spirit within Western Civilization, with its center in the Mystery of Golgotha, as opposed to the purely traditional handing down of ancient oriental wisdom which is common to other organizations such as the Theosophical Society. Stage two (approximately 1910-1917): the application of the anthroposophical Science of the Spirit to various branches of Science, Art and practical life. As one of the milestones for the beginning of this second stage Steiner mentions the building of the Goetheanum, that architectural wonder (since destroyed by fire) in which his work as an artist had found its culmination. Stage three (approximately 1917-1925): first-hand descriptions of the spiritual world. During these twenty-five years of anthroposophical activity, Steiner's biography is identical with the history of the Anthroposophical Movement. His personal life is entirely dedicated to and absorbed in the life of his work.

It was during the last of the three phases that Steiner's prodigious achievements in so many fields of life began to inspire a number of his students and followers to practical foundations. Best known today are perhaps the Rudolf Steiner Schools for boys and girls, which have been founded in many countries and in which his concept of the true human being is the well-spring of all educational methods and activities. There are some seventy Steiner schools in existence with well over 30,000 pupils. A separate branch are the Institutes for Curative Education which have sprung up both in Europe and Overseas, and whose activities have been immensely beneficial to the ever increasing number of physically and mentally handicapped children and adults. Steiner's contributions to medical research and to medicine in general are used by a steadily growing number of doctors all over the world, and his indications are tested and followed up in a number of research centers and clinics. Another blessing for humanity flowed from his method of Biodynamic Agriculture, by which he was able to add to the basic principles of organic husbandry just those extras which, if rightly used, can greatly increase both fertility and quality without those chemical stimulants which in the long run poison both the soil and its products.

In the field of Art there is hardly an area he did not touch with the magic wand of creative originality. The second Goetheanum which replaced the first one destroyed by fire shows the massive use of reinforced concrete as a plastic material for architecture a generation before this use was attempted by others. Steiner's direct and indirect influence on modern painting with the symphonic use of color, on sculpture, on glass-engraving, on metal work and other visual arts is too far-reaching for anyone even to attempt to describe in condensed form. Students and graduates of the Steiner schools for Eurythmy and for Dramatic Art have performed before enthusiastic audiences in the cultural centers of the world, ably directed by Marie Steiner, his wife.

To those who have been attracted to this present publication by its title and its reference to Christianity, it will be of particular interest to hear that among those foundations which came into being during the last phase of Steiner's anthroposophical work was a Movement for Religious Renewal, formed by a body of Christian ministers, students and other young pioneers who had found in Rudolf Steiner “a man sent from God,” able to show the way to a true reconciliation of faith and knowledge, of religion and science. This Movement is known today as “The Christian Community” and has centers in many cities in the Old and New World. Apart from the inestimable help this Movement received from him in theological and pastoral matters, Rudolf Steiner was instrumental in mediating for this Movement a complete spiritual rebirth of the Christian Sacraments for the modern age and a renewal of the Christian priestly office.

Christianity as Mystical Fact and the Mysteries of Antiquity holds a special place in the story of his remarkable and dedicated life. The book contains the substance of a series of lectures Rudolf Steiner gave in the winter of 1901–1902 in the “Theosophical Library” of Berlin at the invitation of the President, Count Brockdorff. This series had been preceded by another on the German mystics from Master Eckhardt to Jacob Boehme (published in the Centennial Edition of the Written Works of Rudolf Steiner under the title Mysticism at the Dawn of the Modern Age) in which Steiner had ventured for the first time to present publicly some measure of his spiritual knowledge.

After these lectures on the mystics which was something of a prelude, Christianity as Mystical Fact now ushered in a new period in the understanding of the basic facts of Christianity as well as in Steiner's own life.

Compared with the free flow of spiritual teaching on Christianity offered by Steiner in his later works, the book may appear somewhat tentative and even reticent in its style. But it contains as in a nutshell all the essential new elements he was able to develop and unfold so masterfully in his later years.

Steiner considered the phrase “Mystical Fact” in the title to be very important. “I did not intend simply to describe the mystical content of Christianity,” he says in his autobiography. “I attempted to show that in the ancient Mysteries cult-images were given of cosmic events, which occurred later on the field of actual history in the Mystery of Golgotha as a Fact transplanted from the cosmos into the earth.”

It will not be out of place to round off this biographical sketch with a few personal reminiscences of the last four years of his life when I met Steiner as man and Initiate among his friends and students, and saw quite a good deal of him.

What was Rudolf Steiner like?—In the first place there was nothing in the least pompous about him. He never made one feel that he was in any sense extraordinary. There was an astonishing matter-of-factness about him, whether he spoke at a business meeting of the Anthroposophical Society, presided over faculty meetings of the Waldorf School^*, lectured on his ever increasing discoveries in the spiritual field, or spoke in public discussions on controversial subjects of the day.

I attended small lecture courses of less than fifty people, heard him lecture in the large hall of the first Goetheanum, was present at large public meetings when he expounded his “Threefold Commonwealth” ideas in the electric atmosphere of the Germany of 1923, during the occupation of the Ruhr and the total collapse of the German Mark. He was always the same: clear, considerate, helpful, unruffled. In those days he could fill the largest halls in Germany, and his quiet voice was strong enough to be heard without artificial amplification in the last rows of the gallery.

His hair remained jet black to the end; I cannot remember a strand of grey in it. His brown eyes, they sometimes had a shimmer of gold in them, looked with sympathy upon everything. And he possessed a wonderful buoyancy of carriage.

From 1913 Steiner lived permanently at Dornach, near Basel, Switzerland, in a house known locally as “Villa Hansi.” However, he spent most of his time in his studio, which was really nothing but a simple wooden building adjoining the large carpentry-shop where much of the woodwork of the first Goetheanum was prefabricated. In this studio he received an unending stream of callers. One would, perhaps, be shown into the room by a helping friend, but at the end he would always conduct one to the door himself. He put one at ease with such courtesy that one was in danger of forgetting who he was. And he gave the impression that he had no other care nor interest in the world than to listen to one's immature questions.

He would sit on a simple wicker chair, his legs crossed, perhaps occasionally moving one foot up and down. On the lapel of his black coat one might see a slight trace of snuff, because he indulged in the Old-World pleasure of taking snuff, but he neither drank nor smoked. I have never met anyone, and I am sure I shall never meet anyone who seemed so constantly at rest and in action simultaneously, all the time perfectly relaxed and absolutely alert.

The last summer of his life, in 1924, was the most prolific of all. He gave specialized courses on agriculture, on curative education, on Eurythmy. Then followed a summer school in August at Torquay in England; and when he returned to Dornach in early September, he increased his activities still further and gave as many as five, sometimes six different lectures each day. There was a daily course on the New Testament Book of Revelation for the priests of the Christian Community, another on pastoral medicine for priests and doctors combined, another on dramatic art, where I remember him one morning acting singlehanded the whole of Dantons Tod, a drama of the French Revolution by the German writer, Buchner. On another morning he acted the Faust fragment by Lessing. And in addition to all this, he also held lectures for the workmen of the Goetheanum.

Besides these specialized courses, the general lectures and other central activities of the Goetheanum School for the Science of the Spirit continued without interruption.

But the inevitable moment approached when even his resilient body showed the strain of his immense work. Sometimes for the period of a whole week he would hardly sleep more than two hours each night. I believe that he knew what he was doing. He well knew why he burned the candle not only at both ends but also in the middle.

My last memory of him is of the night when I was privileged, together with another friend, to keep vigil at the foot of his bed on which his body was laid out. It was the night before his funeral. The bed stood in his simple studio where he had been confined during the last six months of his life. Looking down on him was the great wooden statue of Christ which he had carved and nearly finished. Even in the literal sense of the word he had laid down his life at the feet of Christ.

The dignity of his features was enhanced by the marble whiteness of death. In the stillness of the night, with only a few candles burning, it was as if ages of human history converged to do homage. With a deep sense of reverence I wondered who he was. I am wondering still.

ALFRED HEIDENREICH

London, England
August 1961

• *. The first Rudolf Steiner School was called the “Waldorf School” because it was sponsored hy the Waldorf Astoria Cigarette Factory in Stuttgart, Germany, and its managing director, Dr. Emil Molt.