The Rudolf Steiner Archive

May main concern yesterday was to show that the human soul is an active being, that she permeates the human organism with creative activity. When contemplating the soul one must always keep in mind that, provided one grasps the human organism in its totality as it appears to external sight, it reveals itself as an expression of the soul. And insofar as the organism is mobile and in constant transformation, it must also be seen as the soul's creation. However, this is only one side of soul life; today we shall begin to investigate the other side.

Let us look for a moment at man in relation to his environment, bearing in mind what was said in the first lecture of this course. The first thing that one notices in this relationship is that man's life of soul is separate, is external to the beings and objects which surround him. It cannot be said that we are within the chair on which we sit or within the table at which we stand. We see the outside of these things, and we are outside of them even with our soul life. In fact, we are just as much outside part of our own organism.

To fully realize this, you need only think through what has often been mentioned in regard to our will impulses: the fact that we first have the thought, the mental picture that we want to lift an arm, then after the thought has disappeared somewhere into the organism, we have the phenomenon of the lifted arm. But what goes on in the organism after we first had the thought, up to the moment when the arm movement is seen—we cannot even say after the thought has worked, for the effect of the thought does not enter our consciousness—lies outside the awareness of the human soul

to begin with. It is, in fact, as much outside the soul as the table or chair. Just as I do not penetrate the chair so do I not penetrate into what takes place within me when a will impulse is carried out. However, as soon as man attains higher, supersensible cognition he becomes aware of what actually takes place. For ordinary consciousness the situation is that man, through his senses, perceives the outside of things: color, sound, warmth and so on. This aspect of things then continues within him; i.e., he forms mental pictures of them. That is the situation when man's attention is directed towards the external world.

When man looks within himself he becomes aware first of all that he retains mental pictures of the things he has observed. These can be called up again, or at least that is how it appears; we have seen that the situation is somewhat different, but for ordinary consciousness that is how it appears. The mental pictures are saturated with feelings which, dream-like, well up from our human nature. In short, we also see a world when we turn our attention inwards; this world presses towards us from within as much as do color and sound from without. In a certain sense we are as much outside of what meets us there as we are outside the things that meet us in the external world.

However, this situation changes both in regard to the external as well as the internal world when we ascend to higher knowledge in the way that has often been described in lectures and in my book Knowledge of the Higher Worlds and its Attainment. The first to be attained is imaginative cognition, then inspired cognition. This may be well known to you. When this happens then the situation that can be called “the-standing-outside-of-things” becomes different.

Through imaginative cognition of the external world we first attain pictures. When these are dealt with appropriately they become pictures of what surrounds us as an external spiritual world. Already at this point inspired cognition must step in. Through inspired cognition we attain insight into an external spiritual world which surrounds us, just as the sense world of color, sound, warmth and so on, surrounds us. When we stand before this whole world, which is now an external spiritual world, we must constantly be aware that it is something which is apart from ourselves. In this spiritual world we discover elemental beings and also beings of the higher hierarchies. All this is something other than what we are ourselves. We do learn to know ourselves ever more as spiritual beings, but we also learn to distinguish ourselves from all other beings.

While we carry out exercises which lead us to knowledge of the external spiritual world, we also make progress in the inward direction. What we first discover is that, from the viewpoint of the soul, we come to value our head with its knowledge rather less. By contrast, we become very aware of that knowledge which is more concentrated in the heart, not so much in the physical heart as in the etheric and astral heart. At this point something of the greatest significance becomes crystal-clear knowledge.

Let me make a drawing of what it is that man discovers when he progresses in the inward direction: Imagine this to be the heart (see drawing, red lines) and above the heart all that which man prizes so highly on the physical plane—his thoughts. This web of thoughts man feels to be located in his head and when without higher knowledge he contemplates his being as a whole, he feels the thoughts to be—what shall I say—the more aristocratic part of human nature. But thoughts themselves do not care particularly about the person as such. Let us say we think of a triangle; we have to devote ourselves to the thoughts concerned with the triangle. His lordship, the thought, does not care whether I have a headache or a stomachache. To him it makes not a scrap of difference what condition I am in. Nor does he care whether I am sad or cheerful, whether something is painful or enjoyable. Within the consciousness of my head the thought of triangle rules supreme with a certain nonchalance, not caring about my subjective well-being. This is the reason why people, whose main concern is their subjective wellbeing, fall asleep when one mentions thoughts that have no concern for their subjective state.

[IMAGE REMOVED FROM PREVIEW]

Well, the life of thought is, in a certain sense, a distinguished world, unconcerned about subjective states. However, when man sends his subjectivity into this distinguished realm, thus making it feel closer to his human nature, then his feelings pass through his heart. Rays from the head shoot, as it were, down into the lower part of man and from there well up again (see drawing, arrows). But what is it that wells up?

From below there arise feelings, instincts, urges, passions; everything active in man's nature bursts forth (red arrows). Within all this subjectivity, which is part of man, wells up also the effect of everything that seethes in the organism itself. The effects of whatever processes that are taking place in the stomach or intestines or in any other bodily function burst forth and come up to meet him together with the instincts and passions, so that one can indeed say that there, above, a distinguished world exists. Distinguished it may be but, as it has no concern for subjectivity, it contains no soul life. Thoughts in themselves are not subjective; for them it is quite immaterial whether Smith thinks of a lion or a triangle or whether Jones thinks of them. Thoughts are not concerned about subjects. The soul aspect only becomes evident when out of man's inner being there well up feelings or instincts which saturate the thoughts. Subjectivity only enters when, for example, Smith, being a hero, thinks of a lion and there well up within him feelings of a kind that make him unafraid of a lion; whereas when Jones, being a coward, thinks of a lion, he immediately wants to flee. The thought “lion” is universal; it contains no soul element, it is spiritual. Soul comes into it when it meets the instinctive element within man. That is what imbues the thought “lion” with a soul content which in Smith's case makes him think of some instrument with which to attack the lion and defend himself, come what may; or in Jones' case makes him think of how fast he can run, and so on. In ordinary life thoughts are imbued with soul because in one way or another the soul element always rays into the spiritual.

However, when the ascent has been made first to imaginative cognition, and then to inspired cognition, things become different. At first there is a great struggle to beat back the instincts and desires which are now all the more in evidence for being undisguised. They must not be allowed expression; they must be vanquished completely. However, something else rises towards the heart, which has now become a wonderful sense organ—a great etheric sense organ as large as the whole blood system. Towards this heart there now rise, not what lives in instincts and passions but another kind of thought complex (white arrows). These thoughts come up to meet the thoughts which have their origin in the external world and have made the head their abode in such an aristocratic manner. But the thoughts now rising through the heart to meet them are mighty pictures which do not in any way express what otherwise rises up within the organism. They express what man was before birth.

Man learns to know himself in his existence within the spiritual world before he was born (or conceived) on earth. That is what comes up to meet him. He is transported into his existence in the spiritual world before he descended into physical embodiment. This occurs, not through what lives in his passions and desires, but through what meets him when he has attained imaginative and inspired cognition. As he learns to know his own being within the spiritual world, he also learns to distinguish himself from what, to imaginative and inspired cognition, otherwise surrounds us as an external spiritual world. In that world we learn to know elemental beings, angels, archangels and so on. Out of the wisdom itself we learn to know our own being, now widened beyond earth existence.

This also leads to a significant insight into the working of the soul. We gradually come to recognize that the soul is completely poured out within the head. It has shaped the head in its own image (see drawing, blue) and organized it for the external world, so that the latter can imprint itself and become mental pictures which we retain in memory, whereas within the rest of the organism, as I indicated yesterday, the soul life does not unite so intensely with the physical; it remains more separate. Therefore, when the heart becomes sense organ we can look down into the flaming, scorching, burning emotions, desires and passions on the one hand, but also into that which lives alongside them, yet never unites with them: our eternal being.

[IMAGE REMOVED FROM PREVIEW]

It now becomes clear that as far as the head is concerned our soul is buried within it; there the soul rests. The head is essentially an external organ, organized for reflecting the physical environment; in the head we grasp the external physical world. We grasp ourselves when we look through the heart into the depth of our being. For ordinary consciousness the waves of emotions are all that are thrust up from that depth. When we gain more insight through higher knowledge then our eternal being comes up to meet us. Then our soul learns to unite itself with that spiritual being which is ourself. We are not part of the spiritual environment which we see outside. We are that which we behold through our heart when it has become sense organ. The path which otherwise led only to the experience of our soul's external side, its urges and desires, now leads us into the eternal soul within us, which is saturated with spirit. The eternal soul is as spiritual as the spiritual environment. We have come into a sphere where soul and spirit are one.

No matter how much you seek within the brain, only what is physical is to be found there; in the head you are yourself physical. Yet the brain is the main field of research for modern psychology. It is said that psychology investigates the soul, but only the brain is investigated. This can be done because the brain is an expression of the soul which lies entombed within it. The soul rests like a corpse within the brain and this corpse is the subject of modern psychology. The soul itself is beneath the heart where it is united with the spirit. Only its external aspect unites with the instincts and desires; the soul's inner being does not.

Now we discover something else. Let us look once more at a sense organ, at the eye; to begin with you look around you with physical sight. Let us for the moment disregard the fact that we usually come together under artificial light. It can easily be proved, in a roundabout way, that that, too, has something to do with sunlight; but for the moment we will disregard this kind of light. Let us imagine a lecture given on a beautiful morning in an open field, where instead of this dreadful light we should have sunshine. Something like that is, after all, a common enough experience. There we would have the sun everywhere, for the sun is more than just the disc or sphere up there, for it radiates everywhere. When its rays fall on a flower they are reflected back to us. The sun penetrates our eyes, and it is thanks to the sun that we see the flower and form a mental picture of it. Everywhere we see objects because of the sun. It is easy enough to recognize that insofar as we see objects illumined it is the sun which, via the eyes and brain, is the mediator of the external physical knowledge we gain of these objects. However, it is not only through our eyes that the sun mediates knowledge of the external world. There is a deep element of truth in the words heard in “Faust target=_blank>Faust”: “The sun-orb sings in emulation mid brother spheres his ancient round.”*¹ This cosmic harmony is indeed present and insofar as it manifests in our atmosphere it is also ultimately a reflection of the sun. Thus, sound, too, comes in a certain roundabout way from the sun. Everything that is perceptible in the external physical world comes from the sun: warmth, sound, everything, only not as directly as light.

And now I must say something which no doubt sounds surprising when first heard. It may, to begin with, be difficult to understand, but not after it has once been thought through as we are accustomed to do in Anthroposophy: We are, in reality, within the sun. We are within the external physical-etheric aspect of the sun in all that which we externally perceive because of the sun's presence, and our senses' inner connection with what the sun enables us to perceive.

However, when we attain imaginative and inspired cognition—that is, when through the heart we penetrate further into our own being—then we experience the sun differently. At a certain point, when inspired cognition begins and we are within a world of pictures which at the same time are realities, we become aware, as if through a sudden jolt of soul and spirit, that we have arrived within the sun.

This is an experience of immense significance. On earth the sun shines on us; as human beings we perceive things around us because they reflect the sunlight. But the moment we ascend to inspired cognition, when for us the heart becomes a sense organ, we suddenly experience ourselves within the sun. We no longer look up and see the sun move in its orbit—I am taking into account only the sun's apparent movement—rather do we feel that with our heart we are within the sun and moving with it. For us the heart is in the sun and the sun becomes our eye with which we behold what begins to appear around us. The sun now becomes our eye and our ear and our organ of warmth. We no longer feel that we are outside the sun; rather do we feel transported into the sun and existing within the light. Formerly we were always outside the light, but now that we have plunged with our being into the heart we have the feeling that our relation to the world is such that we are within the light, that our being is light. Within the undulating, weaving light we touch the spiritual beings with the organs of light which we now possess. We are now, in our soul being, akin not to the world outside the sun, but to the world within it. And I want to emphasize that our being becomes linear, so much so, that we feel we are within the sun's linear path. When we advance just a little further in higher cognition we feel ourselves to be not only within the sun but also to a certain extent beyond it (see drawing). Formerly we were tiny human beings there below and we looked up at the sun. But now that we have come into the sun we feel we are, with our soul being, within the sun and the world which was formerly around us is now within us (see drawing, green).

[IMAGE REMOVED FROM PREVIEW]

Only when this insight has been reached do we begin to understand that this is where our soul being goes when in ordinary life we sleep. We are then where, in order to perceive, we must look through the sun. The reason we see nothing is because we go as souls into a world that can only become understandable to us when it reflects the sun. We have to get further out beyond the realm of the sun sphere; this can be achieved only through inspiration and intuition. Not until we are beyond the sun sphere do we perceive anything; this is because we, as human earth beings, press through all kinds of objects belonging to the earth when we go out of our physical and etheric bodies. We do this from falling asleep till waking. At first, we do not see ourselves. When we have attained spiritual sight, we perceive other beings. We can only perceive ourselves when through schooling we come out into the realm where we were between death and a new birth.

What is it that separates us from the realm in which we live between death and rebirth? There is only one answer: the sun. As human beings we are born into the physical world. Before conception—that is, before we came down—we had no connection with the external physical sun, only with the spiritual behind the sun. We then descended into the physical world, where the sun shines everywhere. And here we take into our thoughts—that is we form mental pictures of—what the sun makes physically visible. The physical sun prevents us from seeing the spiritual. And when, after falling asleep, we are out there among the physical objects which the sun made visible, then we are too weak to see beyond the sun's domain. And we see nothing within its domain because during earthly life we are adapted to our physical body but not to beholding the beings that surround us in the external world—elemental beings and spirits of the higher hierarchies.

So you see from this aspect, too, it is clear that the soul as such can be known only to a consciousness higher than the ordinary one. It also makes it clear that the soul has a deep inner kinship with all that makes up the world. It is intimately bound up with the whole world evolution. When we inhabit our body, then it is the sun that makes the external world visible, audible and so on; but it also prevents us from beholding the spiritual world. When we ascend to the spiritual world we come, in a certain sense, to the other side of the sun. In physical life we are this side of the sun's being, and when we advance to the spiritual world we come to the other side. Our consciousness, in the transition from this side of sun life to the other side, is as I have just described it: We feel ourselves to be within the sun, making with it the passage through the cosmos. Thus, we cannot learn to know the soul without relating it intimately to the whole being and evolution of the world.

Our physical body places us alone, isolated, as it were, at a particular spot on earth. The physical body is adapted to the external sun and prevents us from uniting our soul with the cosmos. Our isolation is due to our organism. In reality, man lives within the sun's radiance. Viewed purely externally we know that sunlight mingles with moonlight. Externally, the sun illumines the moon; on moonlit nights the moon reflects the sunlight. The sun's light then comes to us from the moon. When the sun's light comes from the moon there is a kind of shadowing or dimming of light. This has an effect on everything coming into the world under the influence of the moon.

From the moon comes more than the silvery light which, when reflected by objects, gives them such hazy outlines compared with their sharp contours in daylight. More than reflected sunlight reaches us from the moon; its influence is active in all the beings on earth who are capable of propagation. The moon is active in all reproductive and hereditary forces.

If man were under the influence of the sun only, he could still be man on earth, but he could not bring forth another human being. If sunlight alone were always present the earth would be in a state of permanence, of duration. No being would perish, no new one arise. Neither heredity nor propagation would exist. One can say that the sun is the primordial physical force on earth. It expels soul life from the head and makes everything into pictures. In the ordinary life of soul, we become real human individuals only through our instincts and emotions. In our higher soul life, we attain reality when through the heart we behold the spirit, and when we come outside the sun's domain. In order to prevent the primordial sun force from being all powerful and enduring, and in order to prevent plants, animals and also man from permanence, but enabling them to die away after bringing forth new life, there is intermingled, in the course of world evolution, the moon element with that of the sun. Thus, the moon element, too, is incorporated into man.

When a new human being enters the world, moon forces are always active. The sun forces then do not merely reach the surface but enter right into man's inner being and exclude him from a certain sphere. Thus, we have, on the one hand, the mighty sun power and, on the other, excluded from it, a certain aspect of our external evolution because there the moon element enters.

To illustrate this, I must draw man's being as a diagram with the moon element inserted (drawing, orange). In this part the sun influence is excluded insofar as it is active in man's being as a whole. There the moon influence asserts itself. So, you see that in the external physical world something is taken away from the primordial sun influence. Therefore, what in propagation is under the influence of the moon cannot develop in the external world. That in which the moon forces are most active is withdrawn from the external world—except in the lowest animals, where a part of the process takes place externally in that their eggs are laid in the sun to be hatched.

[IMAGE REMOVED FROM PREVIEW]

However, this moon influence is counter-balanced: what on the one hand is taken away from the sun, to enable earthly propagation and heredity to occur through the moon's influence, is given back to the sun on the other. And in that this is given back the sun is not just the physical entity of which external science speaks. To the sun belongs a spiritual sun, a kind of higher sun (see drawing, orange). This higher sun acts as much on man as does the moon, which is a kind of lower sun. In our age not much that makes sense is known about the moon's influence in earth evolution; but nothing whatever is known about the higher sun. While the moon has a powerful influence on man's physical nature, the higher sun has a powerful influence on his soul nature.

[IMAGE REMOVED FROM PREVIEW]

This was known in earlier times through instinctive clairvoyance. It was known that not only can man physically extend his being, as it were, by bringing forth another human being; he can also extend his being on the spiritual side of his nature. This was indicated in the case of especially spiritual people, people gifted with receptivity for true spirituality, in that they were depicted with halos. This was to indicate that they were under the influence of the spiritual sun, that they were therefore more than the result of the influence coming from sun and moon. Just as man in his ability to bring forth his kind extends, on the physical side, beyond the limits of his physical body, so does his being extend also on the spiritual side. Through the higher sun he extends beyond that part of his soul that is bound up with the body. He towers into the spirit and he therefore, in the view of people in earlier times, wore a halo. In later times when halos were indicated they were invariably depicted as caps set on the head, because there was no longer any knowledge of the true connections with man's being. A halo is not a cap, it is something that man attains through the higher sun. It is a widening into the spirit of his own soul to the extent that it becomes visible in the etheric.

[IMAGE REMOVED FROM PREVIEW]

When we learn through Anthroposophy to understand why ancient atavistic clairvoyance depicted the halo we not only gain a deep insight into man's soul and spirit, but also into what could be known through the dreamlike clairvoyance. It gave access to true reality, and modern man is very foolish when he suggests that halos were given certain people merely out of fantasy. That was not the case; they were to indicate that those who wore them were predominantly influenced by the higher sun, the soul-spiritual aspect of the sun. So you see that, on the one hand, man is excluded from the physical aspect of his being where the moon exerts its influence in propagation and heredity. On the other hand, the sun regains in the higher sun what it lost for the earth through the moon; and insofar as man partakes of the higher sun he already, in his etheric body, reaches into the spiritual.

These things must be presented to indicate how intimately the soul of man is connected with the evolution of the world. One simply cannot speak about man's soul without speaking also about world evolution. The moment insight is gained into the true nature of the human soul, insight is also gained into the nature of the sun. Man has an impulse towards physical evolution through his inherent hereditary characteristics; this connects him strongly with matter. On the other hand, through permeating his corpse-like, lifeless head-spirituality with the forces of the higher sun, thus ensouling it, he is connected with the spiritual world. Man's soul nature continually projects into his mental pictures. We saw that in the case of Smith, in whom, because he was a brave fellow, courageous feelings arose into his mental picture of a lion; whereas in Jones, who was cowardly, there arose feelings urging flight. We see here how thoughts become ensouled by what arises out of man's organism; for, in the last resort, what thus projects into man's thought life, arises from the processes going on in his organism. But equally, there streams in from the other side, from the spiritual sun, not urges and passions, but the World Soul.

This is a point on which we must be quite clear: There streams into man's life of thought the outcome of his instinctive animal life. This ensouls the thoughts and mental pictures, which would otherwise remain cold and prosaic (see drawing, red lines). But, equally, what streams into his life of thought from the spiritual aspect of the sun also ensouls his thoughts (yellow lines). It is simply prejudice to maintain that someone who does not live merely in emotion, but is able to receive into his thoughts what streams in from the higher sun, is as dry and prosaic as someone who lives merely in abstract thoughts.

[IMAGE REMOVED FROM PREVIEW]

People are afraid of the spiritual in its pure cosmic aspect. They feel that as far as their thought life is concerned they are already sufficiently cold and arid. They are afraid that if they also take in universal thoughts they will become quite stiff. But the very opposite is the case. One becomes just as inwardly warm; one is filled with just as much enthusiasm—albeit pure, spiritual warmth and enthusiasm—as one does from what rises into the life of thought through instincts and cravings harbored in the animal organism.

In my book, Goethe's World Conception, I have drawn attention to the fact that it is possible to bring warmth into the life of thought by other means than through instinctive life. Certainly passions and cravings make thoughts warm with animal warmth. However, another kind of warmth exists which comes from the world, from the higher sun. It makes one glow, not with animal warmth, but with warmth of the higher hierarchies above man. This I could at least indicate in Goethe's World Conception when I spoke about how wrong it is to regard someone as a dry stick who is filled with thoughts and ideas permeated with a purer warmth, and even be afraid of becoming a dry stick oneself by entertaining such thoughts. This fear stems from the fact that it happens all too often to those who occupy themselves with the arid ideas so prevalent today.

I have tried to describe the nature of the soul in connection with world evolution. Tomorrow we shall look at some special aspects of the life of soul.

• 1. Bayard Taylor's translation. “Sun-orb sings ...,” “Faust I,” Prologue.

If we look again at the three most important phases of elementary school, then we see that they are: first, from entering elementary school at about the age of six or seven until the age of nine; then second, from the age of nine until about the age of twelve; and finally from twelve until puberty. The capacity to reason independently only begins to occur when people have reached sexual maturity, even though a kind of preparation for this capacity begins around the age of twelve. For this reason, the third phase of elementary school begins about the age of twelve.

Every time a new phase occurs in the course of human life, something is born out of human nature. I have previously noted how the same forces—which become apparent as the capacity to remember, the capacity to have memories, and so forth—that appear at about the age of seven have previously worked upon the human organism up until that age. The most obvious expression of that working is the appearance of the second set of teeth. In a certain sense, forces are active in the organism that later become important during elementary school as the capacity to form thoughts. They are active but hidden. Later they are freed and become independent. The forces that become independent we call the forces of the etheric body.

Once again at puberty other forces become independent which guide us into the external world in numerous ways. Hidden within that system of forces is also the capacity for independent reasoning. We can therefore say that the actual medium of the human capacity for reason, the forces within the human being that give rise to reasoning, are basically born only at the time of puberty, and have slowly been prepared for that birth beginning at the age of twelve.

When we know this and can properly honor it, then we also become aware of the responsibility we take upon ourselves if we accustom people to forming independent judgments too soon. The most damaging prejudices in this regard prevail at the present time. People want to accustom children to forming independent judgments as early as possible.

I previously said that we should relate to children until puberty in such a way that they recognize us as an authority, that they accept something because someone standing next to them who is visibly an authority requests it and wants it. If we accustom children to accepting the truth simply because we as authorities present it to them, we will prepare them properly for having free and independent reasoning later in life. If we do not want to serve as an authority figure for the child and instead try to disappear so that everything has to develop out of the child’s own nature, we are demanding a capacity for reason too early, before what we call the astral body becomes free and independent at puberty. We would be working with the astral body by allowing it to act upon the physical nature of the child. In that way we will impress upon the child’s physical body what we should actually only provide for his soul. We are preparing something that will continue to have a damaging effect throughout the child’s life.

There is quite a difference between maturing to free judgment at the age of fourteen or fifteen—when the astral body, which is the carrier of reasoning, has become free after a solid preparation—than if we have been trained in so-called independent judgment at too early an age. In the latter case, it is not our astral aspect, that is, our soul, which is brought into independent reasoning, but our physical body instead. The physical body is drawn in with all its natural characteristics, with its temperament, its blood characteristics, and everything that gives rise to sympathy and antipathy within it, with everything that provides it with no objectivity. In other words, if a child between the ages of seven and fourteen is supposed to reason independently, the child reasons out of that part of human nature which we later can no longer rid ourselves of if we are not careful to see that it is cared for in a natural way, namely, through authority, during the elementary school period. If we allow children to reason too early, it will be the physical body that reasons throughout life. We then remain unsteady in our reasoning, as it depends upon our temperament and all kinds of other things in the physical body. If we are prepared in a way appropriate to the physical body and in a way that the nature of the physical body requires—that is, if we are brought up during the proper time under the influence of authority—then the part of us that should reason becomes free in the proper way and later in life we will be able to achieve objective judgment. Therefore the best way to prepare someone to become a free and independent human being is to avoid guiding the child toward freedom at too early an age.

This can cause a great deal of harm if it is not used properly in education. In our time it is very difficult to become sufficiently aware of this. If you talk about this subject with people today who are totally unprepared and who have no good will in this regard, you will find yourself simply preaching to deaf ears. Today we live much more than we believe in a period of materialism, and it is this age of materialism that needs to be precisely recognized by teachers. They need to be very aware of how much materialism is boiling up within modern culture and modern attitudes.

I would now like to describe this matter from a very different perspective. Something remarkable happened in European civilization around 1850, although it was barely noticed: a direct and basic feeling for rhythm was to a very large extent lost. Hence we now have people a few generations later who have entirely lost this feeling for rhythm. Such people are completely unaware of what this lack of rhythm means in raising children. In order to understand this, we need to consider the following.

In life people alternate between sleeping and being awake. People think they understand the state called wakefulness because they are aware of themselves. During this time, through sense impressions they gain an awareness of the external world. But they do not know the state between falling asleep and awakening. In modern life, people have no awareness of themselves then. They have few, if any, direct conscious perceptions of the external world. This is therefore a state in which life moves into something like a state of unconsciousness.

We can easily gain a picture of the inner connections between these two states only when we recognize two polar opposites in human life that have great significance for education. I am referring here to drawing and music, two opposites I have already mentioned and which I would like to consider from a special point of view again today.

Let us first look at drawing, in which I also include painting and sculpting. While doing so, let us recall everything in regard to drawing that we consider to be important to the child from the beginning of elementary school. Drawing shows us that, out of his or her own nature, the human being creates a form we find reflected in the external world. I have already mentioned that it is not so important to hold ourselves strictly to the model. Instead we need to find a feeling for form within our own nature. In the end, we will recognize that we exist in an element that surrounds us during our state of wakefulness in the external world, in everything that we do forming spatially. We draw lines. We paint colors. We sculpt shapes. Lines present themselves to us, although they do not exist in nature as such. Nevertheless they present themselves to us through nature, and the same is true of colors and forms.

Let us look at the other element, which we can call musical, that also permeates speech. Here we must admit that in what is musical we have an expression of the human soul. Like sculpting and drawing, everything that is expressed through music has a very rudimentary analogy to external nature. It is not possible to simply imitate with music that which occurs naturally in the external world, just as it is not possible, in a time where a feeling for sculpting or drawing is so weak, to simply imitate the external world. We must ask ourselves then if music has no content. Music does have its own content. The content of music is primarily its melodic element. Melodies need to come to us. When many people today place little value upon the melodic element, it is nothing more than a characteristic of our materialistic age. Melodies simply do not come to people often enough. We can well compare the melodic element with the sculptural element. It is certainly true that the sculptural element is related to space. In the same way the melodic element is related to time. Those who have a lively feeling for this relationship will realize that the melodic element contains a kind of sculpting. In a certain way, the melodic element corresponds to what sculpting is in the external world.

Let us now look at something else. You are all acquainted with that flighty element in the life of our souls that becomes apparent in dreams. If we concern ourselves objectively with that element of dreaming, we slowly achieve a different view of dreams than the ordinary one. The common view of dreams focuses upon the content of the dream, which is what commonly interests most people. But as soon as we concern ourselves objectively with this wonderful and mysterious world of dreams, the situation becomes different. Someone might talk about the following dream.

I climbed up a mountain, but just before I came to the peak there was an obstacle that I was unable to overcome. I was therefore unable to reach the peak. As I attempted to overcome that obstacle, I was met by evil, unfriendly animals, beings with demonic forms.

Another person might describe the following:

I was walking along a path and came to a cave. I went into the cave and it grew suddenly dark so I could go no further. I then encountered all kinds of obstacles, but I could go no further and could not reach my goal.

A third or a fourth person could tell still other stories. The pictures are quite different. One person dreams about climbing a mountain, another about going into a cave, and a third about still something else. It is not the pictures that are important. The pictures are simply woven into the dream. What is important is that the person experiences a kind of tension into which they fall when they are unable to solve something that can first be solved upon awakening. It is this moving into a state of tension, the occurrence of the tension, of becoming tense that is expressed in the various pictures.

What is important is that human beings in dreams experience increasing and decreasing tension, resolution, expectations, and disappointments, in short, that they experience inner states of the soul that are then expressed in widely differing pictures. The pictures are similar in their qualities of increase and decrease. It is the state of the soul that is important, since these experiences are connected to the general state of the soul. It is totally irrelevant whether a person experiences one picture or another during the night. It is not unimportant, however, whether one experiences a tension and then its resolution or first an expectation and then a disappointment, since the person’s state of mind on the next day depends upon it. It is also possible to experience a dream that reflects the person’s state of soul that has resulted from a stroke of fate or from many other things. In my opinion, it is the ups and downs that are important. That which appears, that forms the picture at the edge of awakening, is only a cloak into which the dream weaves itself.

When we look more closely at the world of dreams, and when we ask ourselves what a human being experiences until awakening, we will admit that until we awaken, these ups and downs of feeling clothe themselves in pictures just at the moment of awakening. Of course, we can perceive this in characteristic dreams such as this one:

A student stands at the door of a lecture room. He dreams about how another student comes up to him and says such nasty things that it is obvious that this is a challenge to duel. The student dreams that the seconds are chosen, that they go out into the forest, and that everything is prepared. First shot. The student hears this sound and awakens to find that he has knocked over a chair standing next to his bed: that was the shot. That was the only external event.

Thus the entire picture of the dream flashed through his head at that moment. However, what was clothed in those pictures is a lasting state of his soul.

Now you need to seriously compare what lies at the basis of these dreams—the welling up and subsiding of feelings, the tension and its resolution or perhaps the tendency toward something which then leads to some calamity and so forth. Compare that seriously with what lies at the basis of the musical element and you will find in those dream pictures only something that is irregular (not rhythmic). In music, you find something that is very similar to this welling up and subsiding and so forth. If you then continue to follow this path, you will find that sculpture and drawing imitate the form in which we find ourselves during ordinary life from awakening until falling asleep. Melodies, which are connected to music, give us the experiences of an apparently unconscious state, and they occur as reminiscences of such in our daily lives. People know so little about the actual origins of musical themes because they experience what lives in musical themes only during the period from falling asleep till awakening. This exists for human beings today as a still-unconscious element, though revealed through forming pictures in dreams. However, we need to take up this unconscious element that prevails in dreams and which also prevails as melody in music in our teaching, so that we rise above materialism.

If you understand the spirit of what I have just presented, you will recognize how everywhere there has been an attempt to work with this unconscious element. I have done that first by showing how the artistic element is necessary right from the very beginning of elementary school. I have insisted that we should use the dialect that the children speak to reveal the content of grammar, that is, we should take the children’s language as such and accept it as something complete and then use it as the basis for presenting grammar. Think for a moment about what you do in such a case. In what period of life is speech actually formed? Attempt to think back as far as you can in the course of your life, and you will see that you can remember nothing from the period in which you could not speak. Human beings learn language in a period when they are still sleeping through life. If you then compare the dreamy world of the child’s soul with dreams and with how melodies are interwoven in music, you will see that they are similar. Like dreaming, learning to speak occurs through the unconscious, and is something like an awakening at dawn. Melodies simply exist and we do not know where they come from. In reality, they arise out of this sleep element of the human being. We experience a sculpting with time from the time we fall asleep until we awaken. At their present stage of development human beings are not capable of experiencing this sculpting with time. You can read about how we experience that in my book How to Know Higher Worlds. That is something that does not belong to education as such. From that description, you will see how necessary it is to take into account that unconscious element which has its effect during the time the child sleeps. It is certainly taken into account in our teaching of music, particularly in teaching musical themes, so that we must attempt to exactly analyze the musical element to the extent that it is present in children in just the same way as we analyze language as presented in sentences. In other words, we attempt to guide children at an early age to recognize themes in music, to actually feel the melodic element like a sentence. Here it begins and here it stops; here there is a connection and here begins something new. In this regard, we can have a wonderful effect upon the child’s development by bringing an understanding of the not-yet-real content of music. In this way, the child is guided back to something that exists in human nature but is almost never seen.

Nearly everyone knows what a melody is and what a sentence is. But a sentence that consists of a subject, a predicate, and an object and which is in reality unconsciously a melody is something that only a few people know. Just as we experience the rising and subsiding of feelings as a rhythm in sleeping, which we then become conscious of and surround with a picture, we also, in the depths of our nature, experience a sentence as music. By conforming to the outer world, we surround what we perceive as music with something that is a picture. The child writes the essay—subject, predicate, object. A triplet is felt at the deepest core of the human being. That triplet is used through projecting the first tone in a certain way upon the child, the second upon writing, and the third upon the essay. Just as these three are felt and then surrounded with pictures (which, however, correspond to reality and are not felt as they are in dreams), the sentence lives in our higher consciousness; whereas in our deepest unconsciousness, something musical, a melody, lives. When we are aware that, at the moment we move from the sense-perceptible to the supersensible, we must rid ourselves of the sense-perceptible content, and in its place experience what eludes us in music—the theme whose real form we can experience in sleep—only then can we consider the human being as a whole. Only then do we become genuinely aware of what it means to teach language to children in such a living way that the child perceives a trace of melody in a sentence. This means we do not simply speak in a dry way, but instead in a way that gives the full tone, that presents the inner melody and subsides through the rhythmic element.

Around 1850 European people lost that deeper feeling for rhythm. Before that, there was still a certain relationship to what I just described. If you look at some treatises that appeared around that time about music or about the musical themes from Beethoven and others, then you will see how at about that time those who were referred to as authorities in music often cut up and destroyed in the most unimaginable ways what lived in music. You will see how that period represents the low point of experiencing rhythm.

As educators, we need to be aware of that, because we need to guide sentences themselves back to rhythm in the school. If we keep that in mind, over a longer period of time we will begin to recognize the artistic element of teaching. We would not allow the artistic element to disappear so quickly if we were required to bring it more into the content.

All this is connected with a question that was presented to me yesterday and which I can more thoroughly discuss in this connection. The question was, “Why is it not possible to teach proper handwriting to those children who have such a difficult time writing properly?” Those who might study Goethe’s handwriting or that of other famous people will get the odd impression that famous people often have very strange handwriting. In education, we certainly cannot allow a child to have sloppy handwriting on the grounds that the child will probably someday be a famous person and we should not disturb him. We must not allow that to influence us. But what is actually present when a child writes in such a sloppy manner? If you make some comparisons, you will notice that sloppy handwriting generally arises from the fact that such children have a rather unmusical ear, or if not that, then a reason that is closely related to it. Children write in a sloppy way because they have not learned to hear precisely: they have not learned to hear a word in its full form.

There may be different reasons why children do not hear words correctly. The child may be growing up in a family or environment where people speak unclearly. In such a case, the child does not learn to hear properly and will thus not be able to write properly, or at least not very easily. In another case, a child may tend to have little perception for what he or she hears. In that case, we need to draw the child’s attention to listening properly. In other situations it is the teacher who is responsible for the child’s poor handwriting. Teachers should pay attention to speaking clearly and also to using very descriptive language. They do not have to speak like actors, making sure to enunciate the ending syllable. But they must accustom themselves to living into each syllable, so that the syllables are clearly spoken and children will be more likely to repeat the syllables in a clear way. When you speak in a clear and complete way, you will be able to achieve a great deal with regard to proper handwriting for some children. All this is connected with the unconscious, with the dream and sleep element, since the sleep element is simply the unconscious element. It is not something we should teach to children in an artificial way.

What is the basis of listening? That is normally not discussed in psychology. In the evening we fall asleep and in the morning we awake; that is all we know. We can think about it afterward by saying to ourselves that we are not conscious during that period. Conventional, nonspiritual science is unaware of what occurs to us from the time we fall asleep until we awaken. However, the inner state of our soul is no different when we are listening than when we are sleeping. The only difference is that there is a continual movement from being within ourselves to being outside ourselves. It is extremely important that we become aware of this undulation in the life of our souls. When I listen, my attention is turned toward the outer world. However, while listening, there are moments where I actually awaken within myself. If I did not have those moments, listening would be of absolutely no use. While we are listening or looking at something, there is a continual awakening and falling asleep, even though we are awake. It is a continual undulation—waking, falling asleep, waking, falling asleep. In the final analysis, our entire relationship to the external world is based upon this capacity to move into the other world, which could be expressed paradoxically as “being able to fall asleep.” What else could it mean to listen to a conversation than to fall asleep into the content of the conversation? Understanding is awakening out of the conversation, nothing more. What that means, however, is that we should not attempt to reach what should actually be developed out of the unconsciousness, out of the sleeping or dreaming of the human being in a conscious way.

For that reason, we should not attempt to teach children proper handwriting in an artificial way. Instead we should teach them by properly speaking our words and then having the child repeat the words. Thus we will slowly develop the child’s hearing and therefore writing. We need to assume that if a child writes in a sloppy way, she does not hear properly. Our task is to support proper hearing in the child and not to do something that is directed more toward full consciousness than hearing is.

As I mentioned yesterday, we should also take such things into account when teaching music. We must not allow artificial methods to enter into the school where, for instance, the consciousness is mistreated by such means as artificial breathing. The children should learn to breathe through grasping the melody. The children should learn to follow the melody through hearing and then adjust themselves to it. That should be an unconscious process. It must occur as a matter of course. As I mentioned, we should have the music teachers hold off on such things until the children are older, when they will be less influenced by them. Children should be taught about the melodic element in an unconscious way through a discussion of the themes. The artificial methods I mentioned have just as bad an effect as it would have to teach children drawing by showing them how to hold their arms instead of giving them a feeling for line. It would be like saying to a child, “You will be able to draw an acanthus leaf if you only learn to hold your arm in such and such a way and to move it in such and such a way.” Through this and similar methods, we do nothing more than to simply consider the human organism from a materialistic standpoint, as a machine that needs to be adjusted so it does one thing properly. If we begin from a spiritual standpoint, we will always make the detour through the soul and allow the organism to adjust itself to what is properly felt in the soul.

We can therefore say that if we support the child in the drawing element, we give the child a relationship to its environment, and if we support the child in the musical element, then we give the child a relationship to something that is not in our normal environment, but in the environment we exist in from the time of falling asleep until awakening. These two polarities are then combined when we teach grammar, for instance. Here we need to interweave a feeling for the structure of a sentence with an understanding of how to form sentences.

We need to know such things if we are to properly understand how beginning at approximately the age of twelve, we slowly prepare the intellectual aspect of understanding, namely, free will. Before the age of twelve, we need to protect the child from independent judgments. We attempt to base judgment upon authority so that authority has a certain unconscious effect upon the child. Through such methods we can have an effect unbeknownst to the child. Through this kind of relationship to the child, we already have an element that is very similar to the musical dreamlike element.

Around the age of twelve, we can begin to move from the botanical or zoological perspective toward the mineral or physical perspective. We can also move from the historical to the geographical perspective. It is not that such things should only begin at the age of twelve, but rather before then they should be handled in such a way that we use judgment less and feeling more. In a certain sense, before the age of twelve we should teach children history by presenting complete and rounded pictures and by creating a feeling of tension that is then resolved. Thus, before the age of twelve, we will primarily take into account how we can reach the child’s feeling and imagination through what we teach about history. Only at about the age of twelve is the child mature enough to hear about causality in history and to learn about geography.

If you now look at what we should teach children, you will feel the question of how we are to bring the religious element into all this so that the child gains a fully rounded picture of the world as well as a sense of the supersensible. People today are in a very difficult position in that regard. In the Waldorf School, pure externalities have kept us from following the proper pedagogical perspective in this area. Today we are unable to use all of what spiritual science can provide for education in our teaching other than to apply the consequences of it in how we teach. One of the important aspects of spiritual science is that it contains certain artistic impulses that are absorbed by human beings so that they not only simply know things, but they can do things. To put it in a more extreme way, people therefore become more adept; they can better take up life and thus can also exercise the art of education in a better way.

At the present time, however, we must refrain from bringing more of what we can learn from spiritual science into education than education can absorb. We were not able to form a school based upon a particular worldview at the Waldorf School. Instead from the very beginning I stipulated that Protestant teachers would teach the Protestant religion. Religion is taught separately, and we have nothing to do with it. The Protestant teacher comes and teaches the Protestant religion, just as the Catholic religion is taught by the Catholic priest or whomever the Catholic Church designates, the rabbi teaches the Jews, and so forth. At the present time we have been unable to bring more of spiritual science in other than to provide understanding for our teaching. The Waldorf School is not a parochial school.

Nevertheless the strangest things have occurred. A number of people have said that because they are not religious, they will not send their children to the Protestant, Catholic, or Jewish religion teachers. They have said that if we do not provide a religion teacher who teaches religion based solely upon a general understanding, they will not send their children to religion class at all. Thus those parents who wanted an anthroposophically oriented religion class to a certain extent forced us to provide one. This class is given, but not because we have a desire to propagate anthroposophy as a worldview. It is quite different to teach anthroposophy as a worldview than it is to use what spiritual science can provide in order to make education more fruitful.

We do not attempt to provide the content. What we do attempt to provide is a capacity to do. A number of strange things then occurred. For example, a rather large number of children left the other religion classes in order to join ours. That is something we cannot prohibit. It was very uncomfortable for me, at least from the perspective of retaining a good relationship to the external world. It was also quite dangerous, but that is the way it is. From the same group of parents we hear that the teaching of other religions will soon cease anyway. That is not at all our intent, as the Waldorf School is not intended as a parochial school. Today nowhere in the civilized world is it possible to genuinely teach out of the whole. That will be possible only when through the threefold social organism cultural life becomes independent. So long as that is not the case, we will not be able to provide the same religious instruction for everybody. Thus what we have attempted to do is to make education more fruitful through spiritual science.

I have carefully considered for some time whether or not to include today's chapter in this lecture series, for its subject matter can only be presented in outline. But I have decided to include it, even if only to prove once more how greatly such things may be misunderstood. For on the one side, some people have long endeavoured to prove that Anthroposophy and its doctrines are muddled nonsense. Recently, however, it appears to have dawned on some other people that this opinion can no longer be held, but that Anthroposophy appears to correspond with the results of additional research into the ancient mysteries. So the attack is now from the other side: I am represented as a betrayer of the mysteries. Thus people can always find a possibility of accusation and attack, whether on one score or the other. If they can no longer state that these things are false they can at least maintain that it is extremely wrong to say them.

I must first of all repeat that the exclusively physical study of man only surveys a part and a comparatively small part of human nature This is for the simple reason that man contains the etheric body, the astral body and the ego, which are constantly working upon and moulding the physical organism, yet entirely inaccessible to external physical judgment—I use this term with intention and reference to what follows. At the same time it is not impossible for the human being to educate himself and evolve (granting steadfast effort) to the point of acquiring and assimilating a certain degree of clairvoyance into the operation of intellect and judgment. This will not yet mean the attainment of a proper clairvoyance associated with definite visual images, but it will be possible to attain a type of judgment capable of strong and reliable coincidence with the results of clairvoyance.

Now consider this. Let us begin with the ego—as it were the opposite extreme from the physical. The ego works upon the other human vehicles, and at the present stage of evolution its main sphere of action is on the physical body. In mankind today the ego has as yet comparatively little capacity for governing the etheric body. During childhood, it has such power strongly but unconsciously. This ceases later on. Only in those who retain in later life a vivid imagination or fantasy, is there a strong ego influence over the etheric body. In general, however, in all persons who develop their intelligence as distinct from their imagination and become dry intellectualists, there is a strong ego-influence over the physical body and only a slight influence over the etheric.

If you try to visualise this influence over the physical body, you will not need to go much further in order to picture in your minds as the work of the ego an intricate framework extending throughout the bodily organism; a delicate, weblike scaffolding. This scaffolding in the physical body, like a kind of phantom of man, is always present. We human beings carry with us through life, a framework imprinted into us through our ego-organisation; its structure is most delicate, and indeed it is the forces of the etheric body that insert it into the physical. But in the course of our lives, we gradually forfeit the power of consciously contributing to this structure. Only in people with creative imagination we find a half-conscious, dreamlike remnant of such power.

As you will have easily conceived, this weblike framework which the ego “timbers” into the organism of man is actually in some sense a “foreign body.” And there is a constant tendency to resist it. Every night during sleep, the human organism seeks to tear down this structure. Although we remain unaware of it in everyday waking life, do not let us forget this tendency. For this continuous tendency on the part of the ego-framework to break up, to fall to pieces in the organism, is the secret and permanent source of inflammatory conditions.

The concept of this kind of phantom-structure inserted by the ego into the human organism is of great importance, as is the realisation of the constant organic defensive reaction against it as a “foreign body,” and its continuous tendency to break up within the physical organisation. You will arrive at a visualisation which helps your judgment if you study psycho-physiologically the organisation of the human eyes. For all that takes place as between the eye itself and the external world, that is to say, between the soul and the external world by means of the eye, represents par excellence the erecting of this scaffold. There is an intimate interaction between the ego-framework proper and the results of the interplay of the eye with the world around it. I have often had occasion to study this interaction of eye and ego, in blind-born persons and in those who had lost their sight. Such cases reveal very plainly the mutual reactions of that phantom—normal to most people—which becomes incorporated in the organism by the mere fact of sight, and the other phantom which is the result of the ego's activity in the organism.

Suppose that an attempt be made to represent all this in graphic form. Through sight, through the visual process, a phantom is incorporated into the organism: and the other ego-structure lies a little deeper within, a little more inward. (See Diagram 25. Yellow portion and white portion.) The latter, more deep-seated structure is so constituted as to be perceptibly tinged with physical forces. It is an almost physical phantom that the ego inserts and erects; a real scaffold, but what the eye transmits is still etheric. And here we come to a striking difference between short-sighted and long-sighted people. In people of short sight, these two frameworks approach one another; the portion coloured white in the diagram moves inwards, closer to the yellow. In long-sighted persons, on the other hand, the white framework moves outwards, away from the yellow. In fact, if you study the organisation of the eye in any human being you will have the material for a sound judgment of the person's etheric body; the etheric body which is so like what I have just termed a framework. You cannot better train yourself to divine something of the nature of an individual etheric body, than by attentive study of the organisation of the organ of vision. Having once grasped this, you will find that the rest will be easy. Acquire the habit of observing whether individuals focus their gaze at a distance or near by, and let this impression work on you; and you will cultivate a sensibility to the perception of the etheric body. Call meditation to your aid, and it will no longer be so difficult to ascend from a devoted attention to the effects of the eye-organisation to the contemplation of the etheric body itself.

This will convince you that the process linked with the eye organisation is continuous, and it is the normal form of a process which may appear in an abnormal form. It is normal in the life of everyday, and it has its abnormal counterpart in cases of inflammation, indeed in all inflammatory conditions. So that you are justified in stating that a too vigorous development of this framework (which in the physical body is similar to the etheric) give rise to inflammations and to all the sequelæ of the inflammatory states. You can confirm your convictions in this matter by the external use of an animal product, formic acid. The best manner of studying the application of this substance is in its highest possible dilution, e.g., sprinkled in bath water. If the mildest dilution of formic acid is made to work on the human being through bath water, you will cause a consolidation of the ego-scaffold coloured yellow in the Diagram. (See Diagram 25). This consolidation takes place because by means of the formic acid the ego is forcibly compelled to approach the framework so that it becomes penetrated with the ego. And thus it is possible to counteract the tendency to inflammation for the framework only inclines to disintegrate in the inflammatory process if it is not properly permeated by the ego and restrained by it; for the ego and this framework belong together. They may be brought together by the use of bath fluid, but in extremely high dilution—for this stimulates the peculiar properties of formic acid.

A certain amount of attention to symptomatology is necessary, if you wish to enter into these matters. For instance: observe carefully in treating inflammatory conditions, whether or not they appear in persons with a concurrent tendency to obesity. For it is only in such cases, where you find both sets of symptoms, the tendency to inflammations and also to adipose deposits, that any real benefit can accrue from the external formic acid treatment just described. You will always attain extremely good results, if you have sound reason to believe in the disintegration of the ego-framework—which may be deduced from other symptoms, to be described presently—and if there is a simultaneous tendency to excessive fat.

For Spiritual Science is aware of something that shocks and offends contemporary mankind in its simple enunciation. It knows that what has to happen in the human organism, in order that the eyes shall be formed, and formed in the manner indispensable to human evolution—of course in the long run of this evolutionary history—is really a permanent process of inflammation, which is continually transferred into the normal and does not break out. Think of the processes inherent in inflammations, think of them held up, slowed down, and telescoped together, so to speak, and you will have before you the formative process of the human eye in the human organism. You are even able to obtain an idea of individual tendency to inflammatory conditions, or the reverse, by looking at the person's eyes. It is possible to see this if one trains one's judgment. Indeed the experiences we may meet with regard to human sight are closely linked with the observation of the etheric body of mankind. In referring to the existence of the etheric body and its conscious perception, we must distinguish two methods of approach. There is of course that inner process which leads to genuine clairvoyance, by way of meditation. And there is also an educative process working from outside. If we take the trouble to see and estimate the processes of nature aright, we shall acquire a visualisation of these things which is based on judgment. The actual organs of clairvoyance must be developed from within; but judgment is developed in contact with the world outside ourselves. If we develop the finer shades of judgment in the external world, this highly evolved judgment will come towards that more intimate process which passes outwards from within, in meditation.

Perhaps some of you will ask—and quite justifiably ask—“Well, but cannot all these manifestations and reactions be observed in the animal world?” My friends, the fact is simply that the things that concern man cannot be found through the study of animals. I have often stressed this difference in public lectures, and should like to emphasise it still more here. People are in the habit of thinking: an eye is an eye, an organ is an organ, lungs are lungs, a liver is a liver, and so forth. But that is not so, the eye in man is the organ which also exists in the animal world as eye, but with a modification: it is changed by the fact that in man the ego has been incorporated. The same is the case with all other organs. And for the occurrences within the organs, especially in cases of disease, the permeation by the ego is of much greater importance than what happens in the animal's organs, where there is no such permeation. This essential difference is still far too little regarded and men persist in off-hand pronouncements of this sort: “here I have a knife; well, a knife's a knife, isn't it? One knife is the same as another, so both, being knives, must have the same origin.” But suppose that one of these “identical” knives is a table knife, the other a razor. In that case the simple proposition that “a knife's a knife” becomes untenable. It is making the same mistake to explain the human eye and the animal eye by the same methods and terms. It is simply nonsense to seek for the explanation of anything in its mere external aspect; moreover such an approach is entirely barren as a foundation for study. Study founded on animal “material” simply hinders the adequate study of certain conditions in mankind; for it is only possible to form a just estimate of the dissimilarity here, by realising that in man it is precisely the peripheral organs which are the most permeated by the ego and moulded by it.

In a completely different way is the human ear formed. It is possible to train oneself to a discriminative grasp of the human ear, just as in the case of the eye. And in this manner we then approach the clairvoyant apprehension of the etheric body. We can train ourselves to understand the fact that the ear is incorporated into man as it is in animals, but that its structure is permeated by the human ego. If with this faculty we study the formation of the ear we shall find that it is connected with a process in the deeper interior of the human organism, in the same manner as the eye formation of the etheric body is connected with some more peripheral process. Thus we arrive at the insight that the ego is concerned in the formative process of the ear, just as in that of the eyes. The ego incorporates yet another framework into the organism, differing somewhat from that already described; and akin to this framework is the whole process lying at the base of the ear formation. In order to keep these separate frameworks distinct, I will colour the one just mentioned blue; it lies more inward than the yellow, and it extends less into the limbs, so that if it could be extracted and revealed to the light of day, it would have only stumps in the place of arms and legs. Thus we might say that this framework in its formation has remained at the stage of childhood. It is also much less differentiated towards the head than is the other one. But we shall find that it corresponds to the basic principle underlying the formative forces of the human ear and the whole process of hearing. This latter principle I will color violet in the Diagram. (See Diagram 25). This framework has also its specific characteristic in the human organism. It can become abnormal if the ego works too strongly; i.e., if its activity works too much internally. We have already touched on the reverse case, when the ego's activity is too strong in the periphery.

The following suggestions may be of use, in the study of the problem before us. Again take the external symptoms as a starting point: consider cases where the tendency is to become more or less thin, and never put on fat. In these cases you see before you human beings in whom the ego works too strongly internally, and intensifies this latter framework. This framework, however, has a different tendency from the other one: the tendency to internal exuberance. The first framework inclines to disintegrate or to splinter itself; the last to exuberate internally.

The treatment of this scaffold can proceed on two lines. Firstly, it can be so developed that exuberance does not ensue, because the ego as it were, shimmers out of it. For both exuberance and disintegration of the scaffolds always arise from the inadequate permeation by the ego, from it shimmering away from it. If the ego does this and at the same time is strong enough to keep itself at work within the organism, there arise certain consequences for the soul and the body. The consequence for the soul is hypochondria; for the body, constipation and similar phenomena.

This is the one aspect. On the other hand it may be that the ego is too feeble to hold itself together when it glitters away from the scaffold, that it collapses in its essential quality as ego; and not owing to the faults in its physical vehicle, the scaffold, but to its own. Consider how strange this is: the ego is so feeble that its debris as it were become embedded in the organism. And this occurs because individuals of this particular constitution, when they fall asleep, are not able to take with them the whole of what shimmers and glitters away. Thus the debris remains within the body and proliferates as a sort of soul-like ego. And this type of individual constitution with these exuberations of the soul-like ego, which develop especially during sleep, is one that inclines to tumorous formations. This process is of infinite significance. Persons with tumorous tendencies are those who do not sleep properly, for the reason that remnants of the ego remain after they fall asleep. These remnants and debris are the real excitants of tumours, including malignant growths, and these growths are linked up with the whole complex of symptoms which I have just enumerated. It is a fact that we are faced on the one hand by hypochondria and constipation, and on the other hand, if the organism cannot help itself by making the individual suffer from hypochondria and constipation, it exuberates inwards and the most malignant growths appear. We shall deal with this subject further, but for the moment we are considering merely the general principle.

You can reach the conviction that this is how things stand from a study of the external side, in indications given in a preceding lecture. As I have already remarked, it is possible to deal with the formative tendencies to inflammation by the use of very highly dispersed animal formic acid, in bath water. That is an external application; now try the same substance, suitably diluted, internally, and observe the effects it will have on thin people. It will disperse the tumorous tendencies in thin persons, and counteract the formation of growths.

These matters must be observed macroscopically and they afford striking proof of the need to acquire this macroscopical view. One must learn to have a comprehensive vision of the whole stature and physique of a man, and the many marks of his individual constitutional type, and combine this with all the phenomena emerging in sickness. Thus we shall acquire also a sense of how to divide the treatment into external and internal respectively. To test and trace the effects of the same substance by the two different routes, will furnish most interesting information. Here again, spiritual science reveals something extremely enlightening in respect of these two parts of the organism. It knows that all the formative forces of the human ear are at an early stage on the same path of development as those forces which, finally, when they are allowed to go too far lead to the formation of internal tumours.

The fact that we have a human auditory organ, is due to a process which is kept normal because the tumour-forming force has emerged in the right place. The ear is an internal tumour extended into the region of the normal. Just as the evolutionary process of the eye's formation is akin to the process of inflammation, so that of the ear's formation is allied to the tumorous. It is indeed a wonderful relationship between disease and health in man; for the processes are the same in both, only in the case of normal health they proceed at the right rate, and in the case of disease at an abnormal rate. If the inflammatory process were abolished in nature, no living creature would be able to see. Living creatures have the power of sight only because the inflammatory process is inserted into the whole of nature. But it has a certain velocity, a definite tempo. If it proceeds at a wrong speed then the abnormal process of inflammation results. Similarly, the process of tumorous formation has its significance in nature, at the right rate of development. If it were abolished no being in the world would be able to hear. If the rate is wrong, there results all that happens in cases of myoma, carcinoma, sarcoma. We will deal with this later.

Those who are not in a position to find and recognise the healthy counterpart of every morbid process, cannot understand its place within the human organisation. For the human organisation is founded on the fact that certain processes dispersed throughout the periphery of nature become interiorised and centralised in man.

Many things are discussed in our physiological text books: we should fix our attention elsewhere, on subjects whose existence is admitted but whose significance is constantly under-rated. Here is one instance. You are able to observe—quite macroscopically and as it were in a commonplace way—that the epidermis covers the human body, and has various inward folds or pockets; and its continuing membrane lines the parts situated to the interior. This is very important—the reversal of functions, as, e.g., we find it in passing from the cheeks and the external parts of the face, over the edge of the lips to the interior. There indeed one finds, in the external formation of man, the vestige of the process which where all development really proceeds by means of folding inwards and invaginations. In following up the differences in the reaction of the upper epidermis and the internal mucous membrane to preparations of formic acid, and fully realising the delicate differences in these results, one would reach tremendous results. For all the facts I here set before you are really nothing but specialisations of the elementary structural principle indicated. The study of these facts will bring before you the whole polar opposition of that external lining (also etherically) of the human organism and that which goes inside and becomes central in the same organism.

This is of importance in the following. To what corresponds the second phantom indicated in the rough sketch? (See Diagram 25). The blue phantom is that physical framework within the organism, which tends to exuberate unduly. Its normal form is associated with the formation of the ear. Educate yourselves, train yourselves in the study of man so far as to have regard to this ear organisation and especially its interiorisation, and at the same time to the characteristics of the organ of sight. Then remember that the process of sight occurs in the etheric, the process of hearing in the air. This is a considerable difference. All that lies comparatively low in the ascending scale of ponderable and imponderable is associated and linked with the more deep-seated organs and functions in the interior of man's organism. All that is more akin to the etheric and imponderable, is situated towards the surface and periphery.

The outlines coloured violet (See Diagram 25) define nothing less than that which lives in the human astral body. If you train your power of judgment, through the study of the ear, for the observation of man, you get a kind of substitute or preliminary apperception for the clairvoyant vision of the astral body. To learn to observe sight is training for the observation of the etheric body. To learn to observe hearing is training for the observation of the astral body.

The most interesting observations can be made in persons who have been deaf from birth or have lost their sense of hearing; deeper connections of nature are then revealed. I suggest that you should try to study children who have been born deaf: if they had not been born with that defect, they would develop the most terrible tumours even at that early age. We stand here before outlets supplied by nature itself, and they are rooted not only in the single individual organisation between birth and death; but they reach out into and must be understood from the repeated earth lives in which the compensation is brought about. If we follow up these phenomena beyond a certain point, we shall arrive at some apprehension of repeated lives on earth.

If you attempt to stimulate the peripheral areas in man, you will reinforce what has been dealt with in explaining the relationship of the ego to its framework. If you find it necessary to reinforce the human ego, there is a choice of methods; therapeutic or educational. Wherever it is possible to observe a tendency to inflammation, you will find that it will be necessary to re-invigorate the ego's activity in the individual. If this be done, the ego will insert itself in the proper way into its phantom, its framework; for this framework will not disintegrate where the ego adequately takes hold of it.

An appreciable reinforcement and stimulus to this activity of the ego may be obtained, e.g., by baths containing a very finely distributed solution of rosemary—that is, of the juices extracted from the leaves of the rosemary. This solution stimulates the periphery to such a degree that the ego can act and function better in that which approaches man through the finely distributed rosemary juice. The results are quite remarkable.

Now let us consider the human eye, and its specific insertion into the human organism. The process of sight depends on the power of the human ego to penetrate this isolated part in our organism. There is very little of the animal process in the eye, the sense of sight depends on the fact that man with his soul and spirit nature penetrates a region which has ceased to be animal; so that man can identify himself with the external world, not only with his internal processes. If you identify yourself with a muscle, you identify yourselves from inside, with the formative process of man. But if you identify yourself with the eyes, you really identify yourself with the external world. For this reason, I have already called this organ a gulf which the external extends physiology to neglect the facts, thereby engendering those foolish fairy stories of “subjectivity” and so forth. For it is the fashion today to ignore the fact that “objectivity” is intruded upon us and that within this “objectivity” we share in a part of the processes of the external world. For the last century and a half, every sort of sensory physiology has been founded upon subjectivity because there has been no inkling of the entry of the external world into these organic gulfs, by which we participate, through our senses, in the processes outside ourselves. To understand this rightly means also to understand the action of some foreign substance in this fine dispersal.

Take the human skin, and its pores and all the processes linked with the pores. (See Diagram 26). Sprinkle very mild dilutions of rosemary juice in a bath, immerse the patient in it and you will not be surprised to know that a sensory interaction is set in train between the skin and the minute drops of the Rosemary juice. Through this stimulation, an effect is produced upon the sensory process. This stimulation of the sensory process works on the human ego and it becomes more closely inserted into its framework. A further benefit may accrue from the same method, if it is used in time and not postponed till too late. If the skin of the head is exposed to the stimulation of diluted rosemary juice, you may be able to arrest the peripheral process of loss of hair. Only, of course, it must be applied in the correct manner. Well, there again you have something active on the surface and periphery of the human organism.

Let us suppose now, that the collaboration of the ego with the human organisation suffers a rupture from the outside world. The ego is, of course, not only a point, but a point active around itself; and this working abroad signifies the formative force of the whole human organisation; the ego-organising force spreads throughout the human organisation, permeating it throughout. Let us suppose that an external injury is inflicted on some area, interrupting this mutual action of ego and human organisation; in such cases it will be necessary to attract to this place something springing from the astral organisation (which stands a step below the ego-organisation); something which, working from out of the astral organisation, may so permeate the human organism as to enable the ego to develop its curative forces at the seat of the external injury. The astral body as I have indicated (See Diagram 25) lies nearer the centre of the total organism. Call it to your aid; not this time by means of immersion in any bath, but by a compress of arnica in woolen cloths—a proper arnica compress. The application of arnica compresses to any sprain or dislocation or similar lesion ‘ wherever the injury may have been inflicted—which impairs the efficiency of the ego's function, summons the astral body from inside; calls to it to come to the aid of the ego, and has a compensating effect on the peripheral area.

In these phenomena we have a standard for comparison of the different substances available in the external world. They may have a great tendency towards expansion, and thus be of benefit to the peripheral regions, if administered in baths, for the support of the ego's action. Or again, they may belong to the group which includes especially arnica and are thus indicated when we wish to summon the astral body and draw on its power for the indirect support of the ego.

It is impossible to understand the operation of such substances except as summoners of help from the ego and astral body. To recognise this principle must be indeed fundamental for a theory of therapeutics. both for internal and external treatment.

In this final lecture of our conference on education based on anthroposophic insight into the human being, I would like to speak about the moral and religious aspect in teaching, two related subjects that naturally belong together. Again, there is time for only a few characteristic observations.

There is hardly any other subject that pervades every aspect and branch of education with such an all-embracing and unifying spirit, born from a real knowledge of the human being. Yesterday I spoke to you about physical education, whereas today’s theme must be considered truly spiritual—very much so when we look at it from the spirit of our civilization. I want to emphasize immediately that these two subjects—both physical and spiritual in nature—must flow together and form a unity in the kind of education we are considering here, even though they tend to be treated as two very separate branches in traditional education. It may take time for this to happen in general. But in our Waldorf school, we have tried to make a small beginning in this intimate intermingling of spiritual and physical activities by introducing eurythmy as a required subject in all classes that could be seen as a kind of soul and spiritual form of gymnastics. Eurythmy uses the human physical body as a medium to express whatever it brings. Yet, right down to the smallest detail, every movement is also meaningfully permeated by soul and spirit. Eurythmy depends on the physical organs, as speech depends on the human speech organs, without which there could be no vocal communication. The physical speech organs carry soul and spiritual content.

The spiritual element in language can lead directly into the moral and even religious sphere if we are perceptive enough; there is a reason that the Gospel of St. John begins with “In the beginning was the Word.” Thus we can say, This flowing together of body, soul, and spirit is cultivated by teaching eurythmy in every class of the Waldorf school, though it is not a well known subject and, as yet, employs a somewhat instinctive way. Although directly linked to physical movements, eurythmy is one of the subjects that can show, perhaps more clearly than any other, how the unification of body, soul, and spirit can be practiced methodically within class lessons. In the future, many other activities will have to stand alongside eurythmy, offering possibilities as yet undreamed of by people today, and working even more directly into the soul and spiritual realm. Such possibilities are inherent in what has already been given, and waiting to be realized; the way is there. Even if our first efforts in eurythmy are far from perfect and limited in scope, the principles of eurythmy will eventually overcome all imbalance in gymnastics, which is the result of today’s materialistic influences.

One really feels an inner urge to speak about the ethical and religious aspects of education, even if this can be done only aphoristically. On the one hand, we wish to appeal most strongly to what all human beings share as a common bond, beyond the limits of race and nationality. On the other, it has become obvious that it is almost impossible to speak of matters so intimately connected with people’s inner lives in a way that is both understood and accepted by all nationalities. An example may show how very different moral and religious attitudes are in various regions of the world, and how one thus feels inhibited when trying to reach people on this particular level. In reality, such intimate questions of morality and religion can be approached only through the national and religious background of the people concerned.

In all the previous considerations during our conference, I was able to speak in far more general terms about human affairs than I can today. But the anthroposophic view of the world engenders a strong desire to build bridges across all divisions into nationalities, races, and so on. In its inmost being anthroposophy feels compelled to speak with a voice that is supranational, or international. Nevertheless, we are acutely aware of the difficulties in speaking with a voice of universal humanity about such intimate matters of human life, especially in the contemporary scene, which, after all, is the reality that confronts us. So I must beg you to take what I am going to say with the attitude I just mentioned. It is an example intended to illustrate the deep gulfs dividing humankind.

During these lectures I have mentioned Herbert Spencer, who, regardless of personal opinions of his philosophy, must be considered an exponent of Western civilization. I have indicated that Spencer introduced the world to specific educational principles, one of which may be summarized as follows: It is the goal of humankind to reproduce in kind; consequently, it is in our moral interests to raise and educate our offspring accordingly. We must therefore endeavor to provide suitable parents and educators. Such, approximately, are Spencer’s views, which begin with, and aim at, a physical picture of the human being. He follows the development of the human race with an eye on its reproduction and adapts his educational goals accordingly.

Now let us look at another person who, though living a little later, can nevertheless be seen as representing an Eastern worldview. Let us consider the philosophy of Vladimir Solovyov. Although he expresses himself in Western terminology, a true Russian folk soul speaks through his works. And so we find that the ethical and religious aims of Solovyov have a very different message for humankind, one permeated by the spirit of the East. He tells us that, on the one hand, people must strive for perfection with regard to truth, and, on the other, people must partake of immortality. Here Solovyov does not imply an earthly immortality resulting from fame or glory, but the real immortality of the soul, which rightly belongs to every human soul. He goes on to say that, without this effort toward perfection in truth—in other words, without the attainment of real knowledge—human existence would be worthless. Only if we are able to perfect ourselves more and more will our human life gain in value. But if the human soul were denied immortality, then all perfection, all ability to strive toward perfection, would be nothing but a monstrous cosmic deception. Then, all human achievements in the search for truth would be submerged, and humankind would be cheated of its most precious aspirations by the very cosmic foundations themselves. However, Solovyov claims, this would be the case if, through earthly development, humankind were to consider human reproduction the final and most important goal. Then humankind’s special task in the world would be shunted from one generation to the next, and the human course would be like the spinning of an unchanging wheel, at least in terms of the moral values of existence. In other words, in the spirit of the East, Solovyov clearly rejects the Western ideals of Spencer.

This twofold way of experiencing and judging our human task on earth colors all the many divisions with regard to moral and religious issues. If we wish to understand the ethical and moral aims of humankind, we must first free ourselves from prejudice. Then we need to make an honest effort to understand the various diverging philosophies of life. The opposing views of these two thinkers show how the human constitution differs in terms of the intimate subject of today’s discussion.

The anthroposophic worldview itself is intended to help people, wherever they live on earth, toward knowledge that is beyond all limits of race or national language. Consequently, spiritual science tries to speak a supranational language (not in any physical sense, of course), a language that can be understood throughout modern civilization. For now, we can realize these goals only to a limited extent. But even these initial steps will enable us to appreciate wider issues as well. Once we have a better understanding of what was just said, we will see how little can be accomplished in moral and religious education as long as we introduce religious dogmas and fixed moral concepts to children. At best we can teach them to become Christians, Jews, Roman Catholics, or Protestants, according to our own religious beliefs. But we must eradicate from a true art of education any attempt to indoctrinate young people into our own particular ideology.

A specific problem in education may help illustrate this point and also help us respect matters of human freedom when dealing with children. And we will quickly realize that we must respect the inherent freedom of children if we also recognized that a dull or a bright student, or even a budding genius, should be treated with equal care. What would happen if teachers were to decide that students should take in only what was near to their own souls? In their bodily nature, those of a lower intelligence are born with a heavy burden. A genius, on the other hand, is born with a winged soul. We must admit to ourselves that we are called to help carry the burden of a disabled person. But we must also admit that, as teachers, we may not be able to follow the flight of a young genius. Otherwise, every school would have to be staffed with great geniuses, and this is probably impossible. Our teaching methods must nevertheless ensure that we do not impede the progress of an inherent genius. We must never clip the wings of a genius’s spirit. We can do these things only by developing an art of education that does not interfere with the spiritual forces that must work freely in growing human beings.

All of our previous considerations of this conference were directed to this goal, and once you examine these things in greater depth, you will find it is true. You will also find that the principles of Waldorf education can be implemented in practical life in such a way that teachers need to deal only with what they can develop in children, even in one who will eventually become a genius. Just as a teacher of short stature cannot prevent a student from becoming tall, similarly a teacher’s spiritual limitations need not limit a student’s innate possibilities for spiritual growth. The later lives of students will remain unimpeded by the inevitable shortcomings of teachers as long as we stand on a knowledge of the whole human being, which emanates from the complete human being just as the forces of physical growth do.

Consequently, I welcome the fact that, in the Stuttgart Waldorf school, something has emerged that could easily go unnoticed by a passing visitor; nevertheless it is a concrete reality. I’m speaking of the spirit of the Waldorf school, which exists independently, irrespective of the personal situations of various staff members, whose soul and spiritual lives thrive as a result of communal efforts to cultivate it. This spirit encourages teachers more and more to educate children, even when they have to help carry the heavy burden of the disabled. The teachers’ group study of the human being helps them bear this burden while making every effort to avoid the educational error of hindering a highly gifted student’s free development. This is our ideal, and it goes without saying that it does not exist just in the clouds of cuckooland, because the teachers make concerted efforts to bring it into daily life at the Waldorf school.

When dealing with the moral and religious aspects of education, we cannot draw material from existing ideologies, religious institutions, or established ethics. Our task is to reach the students’ inner being so that, in keeping with their destinies, they will be able to work freely with others in the social sphere. Consequently, we do not begin teaching by appealing to their conceptual faculties. Although knowledge provides meaning, it does not make it possible to go into the intimate regions of the soul in a living way. When imparting knowledge—and we are bound to do this in our school—when addressing the faculty of thinking as one of the three soul faculties, we must realize that thinking, too, must be channeled toward ethical aims. However, when dealing with the moral and religious aspects of education, we must appeal first and foremost to the feeling life of students. We cannot address the will directly, because human activities immediately connect people socially, and social activities are determined largely by the prevailing conditions and demands of the social milieu.

So we cannot turn directly to thinking, which always wants to turn in a certain direction, nor to willing, which must take its impulses from prevailing social conditions. We can, however, always appeal to feeling, which to a certain extent is the private domain of each individual. If we appeal to this element when teaching, we meet forces of the human soul that have a moral and religious quality. Yet, we must go beyond cultivating the students’ thinking, feeling, and willing as though each were a separate faculty. We must try to train the soul forces together. Obviously, it would be wrong to concentrate on training thinking in a lopsided way, just as it would it be wrong to concentrate only on the will. Rather, we must let feeling flow into both thinking and willing.

With thinking, only knowledge of the world and the human being—based on spiritual science—really helps us, because it allows us to build on a physical foundation. With such knowledge, we can safely turn to subjects such as physics and chemistry without the danger of being unable to rise to the level of metaphysics, or spirit. If we reach the suprasensory world along the way, we engage not only thinking but also feeling. The very moment we lift knowledge of the world to a suprasensory level, we begin to achieve a moral relationship with the ground of the world and to suprasensory beings themselves.

The element of feeling is the first of three soul faculties to which we must turn in moral and religious education. If fostered correctly, feeling will be transformed into gratitude. Right from the very beginning of school life, we must systematically develop a mood of gratitude in children—something that modern education allows in only a limited and relatively unconscious way. We must try to engender a mood of gratitude for everything children receive, with every concrete example we take from life itself.

When this feeling is developed properly, it can rise to the highest realms of cosmic laws available to cognition. At such a moment, people feel how the sensory world surrounds them. They come to understand natural laws and see themselves within the sensory realm. They begin to understand that whatever they discover through the senses alone will never make them fully human. Gradually they find a way of knowing the human being that points beyond the limits of the sensory world but, nevertheless, is accessible by scientific methods. They then not only experience the activity of universal cosmic laws in themselves, but divine the existence of spiritual beings. Such awareness changes knowledge into a deep feeling of gratitude toward the suprasensory beings who placed them into the world. Knowledge broadens into gratitude toward divine beings. We know we have given young people knowledge of the world in the right way if it eventually wells up in them as a feeling of gratitude toward the suprasensory world.

Thus, a feeling of gratitude is the first quality within the three human soul faculties that leads into the moral and religious sphere and that we must cultivate in young people. Gratitude itself includes a certain quality of knowing, since we must understand why we are grateful. It is characteristic of this feeling that it is closely related to our powers of comprehension. In the Waldorf school, we do not appeal to faith as handed down by tradition; this is left to our visiting religion teachers. After the ground has been prepared by class teachers, religious teachers are invited to relate what they can give to life in general.

With the students’ faculty of thinking, we first try to create a mood of gratitude. When we turn to feeling, what we find takes us beyond ourselves and out into the world. With the experience of gratitude, we find ourselves facing other beings. And, if we can identify with other beings to the extent of experiencing them as ourselves, then something begins to develop in our feeling life that we call love in the true sense of this word. Love is the second mood of soul that needs to be nurtured in moral and religious life, the kind of love we can nurture at school by doing whatever we can to help students love one another. We can provide a firm foundation for this kind of love by helping children make a gradual transition from the stage of imitation and authority, in the ninth or tenth year, to a genuine feeling of love for their teachers, whose bearing and general behavior at school must naturally warrant it.

In this way we lay the foundations of a twofold human quality; we instill the essence of the ancient call to love your neighbor as you love yourself, while helping to develop a feeling of gratitude that points more to a comprehension of the world. “Love your neighbor as you love yourself ” is complemented by the call to “love Divine Being above everything.”

Such words of truth have a familiar ring to most people today, for they have sounded through the ages. However, knowing them in theory and repeating them is not the point. It is most important to find ways to put them into practice in the immediate present, thus every age sees a renewal of humankind. We often hear the admonition to love our neighbor as we love ourselves, and God above everything, yet we see little evidence of it. Life at school should try to assure that such things are not just talked about but become infused with new life.

There is only one way that offers a firm foundation for the capacity to love in a mature way, and that is the natural transformation of the childhood stages of imitation and authority to that of love. If we work in harmony with children’s natural development toward the attainment of love—whose quality should be self-evident when seen in this light—we will not need to invent the sort of long-winded theories that are fabricated by materialistic thinkers, intended to guide sexually maturing adolescents in their first experiences of love. A whole literature has been written on the subject, all of which suffers from the simple fact that one no longer knows what to do with young people once they reach sexual maturity. The reason for this failure is that children were not prepared properly, because people did not know how to handle the previous stages of childhood. If adolescents have been guided correctly up to this incisive time in their lives, we do not have such difficulties with them.

In children’s life of will, we must guide the developing soul so that feelings flow freely into the will in the right way. Children must naturally express many different will impulses outwardly, but what asserts itself now? If we were unable to use our physical powers to express our will impulses, we would not be human in the physical sense, especially when our actions are seen in the light of morality and religion. By engendering love, we pour ourselves out into the world. By willing, we return to ourselves, and because willing is essential to our lives, we enter the realm of instincts, drives, and emotions. At the moment we look for a path to morality and religion, we must realize that everything that makes us human must now flow into our instincts and desires. This path reveals itself to us when we knowingly contemplate the universe and find the human being there. Ancient tradition put this into words by telling us that human beings are images of the Godhead.

Volition that has an ethical and religious character arises only when we can carry this kind of experience into our deliberate actions—when we can find the image of God even in our instinctive impulses. Thus we know that our true humanity remains alive in the domain of the will. What are we doing when we allow will impulses to enter the world so that, right down to the level of instincts, people recognize a true human being in us? By developing a feeling for our own humanity, which we pour into our will impulses and activities, we reveal the third of the three soul moods. There is no word in German for this third element. So, to make my meaning clear, I have to borrow a word from English—the word duty. There is no German word for duty. Those who can experience how words reveal the genius of language (as described a previous meeting) will be able to sense my meaning. It is true that anyone who, without further ado, translates simply according to what one finds in a dictionary, would translate the word duty into the German word Pflicht. But this word does not meet the need at all. As a noun, formed from the verb pflegen, it comes from a very different region of the soul. One would have to approach this matter very differently if we were to base it on Pflicht. This difficulty of finding the right word presents another example of how differently people are constituted in various parts of the earth. If we aim to be conscientious and correct in our use of language, we cannot translate duty with Pflicht to express the third mood of soul, because it would not reflect the truth. It would be a lie, even if only a technical one.

1. Gratitude
2. Love
3. Duty

Again, it is characteristic that we can use the German words for gratitude (Dankbarkeit) and love (Liebe), but that there is no German word for expressing the third mood of soul. It is characteristic because we find ourselves entering a definite geographic locale as soon as we step from the area of cognition, which links us to humanity (since thought can be shared by all thinking people), and as soon as we leave the realm of love, which can unite people everywhere, and enter the sphere of individual volition. Here we are called on to form our lives and become aware of the individuality being developed in us by our having been placed into a definite location on earth.

However, if we approach students through their life of feeling during their ninth or tenth year, when previous powers of imitation and the inborn sense of authority have gradually changed into new faculties, our teaching will, by its very nature, lead to a moral and religious experience on their part. And when human beings are permeated by the feeling that they want to be truly human, that they must conduct their lives so that, right down to the level of instincts, they themselves and others will recognize true humanity in them, they immediately become messengers, angels of the divine world. Moral life will be pervaded by a religious mood.

If students have been guided properly up to the twelfth year, the introduction of new subjects will lead them into what lies beyond the human realm. This makes them realize that, by observing outer nature, they are entering another world, limited by the senses and obedient to the laws of a lifeless, inorganic world. (We have already described this period and indicated the right pedagogical approach.) At that moment, children feel, deep down, that they want to be truly human, even in their lower nature, at the level of instincts and drives. And then the third mood of soul arises, which is a sense of duty. Thus, through our education and in conformity with the children’s nature, we have guided them to experience the three moods of soul. Naturally, the ground had to be prepared during the previous school years.

At the stage of development toward the twelfth year, a certain loss of inner harmony will manifest in our students’ religious experiences. I mean that, in their religious life, a most important moment has arrived. Naturally, students have to be prepared for this turning point so that they can pass through it in the right way. Educators must not simply accept the “fact” that certain conflicts caused by modern civilization are inevitable. In our time, people have their moral and ethical views, which are deeply rooted in the human soul and without which they cannot imagine human dignity and human values. On the other hand, they find themselves surrounded by the effects of natural laws that, in themselves, are completely amoral, laws that affect human lives regardless of any moral issues and can be dealt with only if questions of morality are left entirely out of consideration.

In educational circles today, there is a widespread tendency to conveniently bypass this issue when children reach this critical point in their lives. In our present civilization, however, this conflict in the human soul is both deep-seated and tragic. This must be resolved one way or another before adulthood. Unless students can reconcile the moral and natural orders of the world so they are seen as part of a unity, they may suffer an inner conflict that has the strength to tear their lives apart. Today such a conflict exists in the lives of nearly all thinking people, but they remain unaware of it. People prefer to fall back on traditional religious creeds, trying to bridge what remains unbridgeable unless they can rise from the sensory world to the spiritual world, as anthroposophy endeavors to do.

For adults, such a conflict is indeed tragic. If it arises in childhood before the eleventh year, it brings disturbances in its wake that are serious enough to ruin the soul life of a child. A child should never have to say, “I study zoology and find nothing about God. It’s true that I hear of God when I study religion, but this does not help explain zoology.” To allow children to be caught in such a dilemma would be awful, since this kind of questioning can completely throw them off their proper course in life. Of course, the education we have been considering during the last few days would never allow such a schism to develop in a child’s soul, because it fully considers the importance of the eleventh to twelfth years and all that follows. Only then (not before) is it time for the student to become aware of the disharmony between life as seen in terms of nature and life seen from the moral point of view. We should not overprotect children by glossing over certain facts of life—such as the fact that, apart from gratitude, love, and duty, the world is a duality seen with human eyes. However, if education is based on the principles elaborated here, students will be able to resolve this seeming disharmony in the world, especially at this particular age. Certain problems will deepen and enrich our students’ religious lives far more than if they were fed only the traditional sorts of religious instruction, which have to be accepted on faith. Such real meaning assures students that a bridge can be built across the abyss they have experienced for the first time, because it is a reality.

Our civilization requires that we let our ethical and religious views play their proper role in life as it is. And in our religious teaching we must take our cue from the critical moments of the students’ developing life of feeling. The difficulties of finding the kind of bridge I have described are highlighted by a book published in London toward the end of the eighties. It is called Lux Mundi, and among its contributors are several authors who represent the official views of the High Church of England. It attempts to take what has crystallized in the Church and integrate it more into social life. Even members of the High Church are at pains to build such a bridge—needless to say, from their point of view. You find people discussing this everywhere, and it could well become the substance of our religious life.

Can we really offer something that is being debated so much today as a subject for growing children? Are we in a position to lead young people into Christianity, while theologians increasingly argue about the reality of Christ? Should it not be our task to find ways to help each person relate to Christianity as a free individual? We must not teach accepted dogmas or fixed formulas as ethical and religious instruction; rather, we must learn to nurture the divine spiritual element that lives in the human soul. Only then shall we guide children correctly, without impinging on their inner freedom to eventually choose their own religious denomination. Only then will students be spared inner uncertainty on discovering that one adult is a member of the High Church while another may be a Puritan. We must succeed in enabling students to grasp the real essence of religion. Likewise, through the cultivation of the three moods of soul, we must succeed in allowing morality to develop freely in the souls of children instead of trying to inculcate them by means of set moral precepts. This problem is at the very heart of the social question, and all the talk or social work related to it will depend on whether we provide the right basis for the moral education of young people. A significant part of the whole social question is simply a question of education.

It was possible to present only a few rough outlines of the moral and religious aspect of Waldorf education, which we have been studying during the last few days. If our educational aims are rooted in a true knowledge of the human being, and as long as we realize that we must refrain from introducing dogmas, theories, or moral obligations into our teaching, we will eventually succeed in laying the right foundation for the moral and religious life of our students.

So we must continue to work toward a true art of education that conforms to the needs of our time. Perhaps I may hope that what I presented to you during the last few days will show that I an not at all against the achievements of general education. Broadly speaking, our present civilization is not lacking in good educational aims and principles, and during the nineteenth century, they were stated in abstract terms by the great educators of various countries around the world. Waldorf education has no intention of opposing or belittling their findings, but it believes it knows that these ideas can be implemented only through the appropriate measures, and that such measures can grow only from a real and deep experience of the human being and the world. Fundamentally, Waldorf education tries to bring about what most people are looking for, though their goals may be somewhat abstract or ill-defined. We are seeking ways to achieve something that everyone would really like to see in education, and if this is the feeling that has arisen among those who have shown genuine interest in an anthroposophically based education as practiced in the Waldorf school, then the right kind of response has been evoked here.

Ladies and gentlemen, it has meant a great deal to me to be permitted to speak to you in this spirit. It is more important to me that you appreciate the spirit from which I have spoken than that you hear the details of what I brought. Details might have to be modified or adapted in one way or another. What matters are not the details but the spirit behind them. If I have succeeded in evoking some experience of the tolerant and humane, yet active spirit behind our education based on spiritual science, then perhaps just a little of what I wanted to bring in these lectures has been achieved.

In conclusion, I wish to emphasize once more my firm conviction that it is of utmost importance to speak from this spirit during our time. I would like to thank you for the interest you have shown during these lectures. I would also like to thank you for spending your time at this conference, especially during this festive season, and I hope that, as you leave, you feel at least some justification for your journey to Dornach. If this is the case, I would like to give you my heartiest farewell in the hope that we may meet again, in the sense in which I spoke to you at the opening of this lecture course.

You will not only have to be teachers and educators at the Waldorf School, but if things go well you will also have to be protagonists of the whole Waldorf School system. For, of course, you will know far more exactly what the Waldorf School really means than can be conveyed to the neighbouring or more distant outside world. But to be the true protagonists of the aims of the Waldorf School and of its aims for civilization in general you will have to be in a position to conduct your defence against prevailing opinion wherever this shows itself antagonistic or even merely demurring. Consequently, I must introduce into these pedagogical-didactic reflections a chapter which will quite naturally connect with what we have already so far analysed in our discussions on method.

You know that in the sphere of educational theory, as well as other spheres, much is expected at the present time from the so-called experimental psychology. Experiments are carried out on people to determine an individual's gift for forming ideas, for memorizing, even for willing, although this can naturally only be ascertained by a detour. The will fulfils itself in sleep, and the electrical apparatus in the psychological laboratory can only indirectly discover an individual's experiences during sleep, just as these cannot be observed directly by way of experiment. Such experiments, indeed, are carried out. Do not imagine that I object to such experiments as a whole. They can be valuable as tendrils of science, as offshoots of science. All kinds of interesting things can be learnt from such experiments and I have decidedly no desire to condemn them, lock, stock, and barrel. I should like everyone who is attracted to work of this kind to have the means of acquiring such psychological laboratories and of carrying out their experiments there. But we must consider for a moment the rise of this experimental psychology in the form in which it is especially recommended by the educationist, Meumann,¹ who is really one of the Herbartian school.

Why is experimental psychology practised to-day? Because people have lost the gift of studying man directly. They can no longer rely on the forces which inwardly bind one man to another—or, to the child. So they try to discover by external devices, by external experiments, what should be done with the growing child. Clearly our principles and methods of teaching take a much more inward course. This is, moreover, urgent and vital for the present day and the immediate future of mankind. Granted, then, on the one hand, the urge to experimental psychology, on the other hand, as a result of this experimental psychology, we get the misconstruction of certain simple facts of life. Let me illustrate this by an example.

These experimental psychologists and educationists have lately been particularly interested in what they call the process of comprehension; for instance, the process of comprehension in reading, in the reading of a given passage. In order to ascertain this process of comprehension they have tried to work with “subjects,” as they are called. If we summarize the steps taken in great detail, this is the procedure. A “subject,” a child or an adult, is given a reading passage, and the investigation is now directed as to which is the most effective method for the child, for instance, to adopt, in order to arrive at the most rapid comprehension. It is discovered that the most effective method is first to “dispose” the reader to the reading passage, that is, first to introduce the person concerned to the meaning of such a reading passage. Then, after numerous tests, the “subject” carries out what is called “passive comprehension.” After having dealt with the meaning, by making “scheme” or plan, it is supposed to be passively comprehended. For through this passive assimilation of a reading passage there should occur what is called “learning to anticipate”: repeating once more in free spiritual activity what has just been worked out in scheme or plan and then passively assimilated. And then follows, as fourth act to this drama, the filling in of all that until now has remained uncertain, that is, of all that has not penetrated completely into the life of the human spirit and soul. If you let the subject carry out, in correct succession, first the process of familiarizing himself with the meaning of a reading passage, then of passive assimilation, then of learning to anticipate, then of returning to the as yet incompletely assimilated parts, you then see that a given reading passage is most effectively grasped, read, and remembered. Do not misunderstand me: I mention this procedure because it must be mentioned in view of the fact that people talk to-day so much at cross-purposes, for they may want to imply the same thing with diametrically opposed words. Accordingly, the experimental psychologists will say: “A scrupulously faithful method like this reveals exactly what should be done in education.” But those who have a profounder understanding of the life of the whole being know that this is not the way to true education—any more than you can put together again a living beetle from its separate parts after it has been dissected. It cannot be done. Nor can it be done by trying anatomy on the human soul-activity. It is interesting, of course, and in another connection it can be extremely valuable for science, to practise anatomy on the activity of the human soul—but it does not make educators. For this reason there can proceed from this experimental psychology no new true building up of education; this can only proceed from an inner understanding of man.

I had to say this for fear lest you should misunderstand me when I make a statement which will naturally cause annoyance to a supporter of modern opinion. The statement is one-sided in its way, and its one-sidedness must, of course, be counterbalanced. What do the experimental psychologists get, when they have split up into atoms like this the soul of their subject and have made a martyr of him—this process is not pleasant if it is inflicted on you—what good do they get out of it? According to them they have obtained an extraordinarily valuable result, which is constantly being impressed by italics in educational textbooks as a conclusion arrived at. This statement, translated into decent German, runs roughly like this: You can remember a reading passage better when you have understood the meaning than when you have not understood the meaning. It has been “determined by research”—to use scientific jargon—that it is useful firstly to understand the meaning of a reading passage if you want to learn it easily. And here I must make the heretical declaration that, in as far as this theory is correct, I could have known it before, for I should like to know what person with a normal human intelligence does not know for himself that a reading passage can be remembered better when its meaning has been understood than when this has not been understood. Every single one of the conclusions of experimental psychology is an appalling platitude. The platitudes printed in the textbooks of experimental psychology are sometimes of such a kind that only those people can have anything to do with them who have already trained themselves in the pursuit of science to submit to intense boredom for an occasional striking point. You are easily trained to do this by the drill of the school-system—for even the elementary school has this defect, although it is less conspicuous here than at the universities.

This heretical statement is meant particularly for the educationist: It is to some extent self-evident that one must first understand the meaning of a thing which is to be remembered. But there is this to consider: that what has been assimilated by understanding the meaning, only affects the observation, only affects thought-perception, and that this elevation of the human being to the level of sense-comprehension educates him one-sidedly to a mere observation of the world, to a thought-perception. And if we teach simply and solely in accordance with this theory we shall get nothing but weak-willed people. The statement, then, is in a sense correct—and yet not conclusively correct. It ought, as a matter of fact, to be further expressed in these terms: If you want to do the best possible thing for the thinking perception of the individual you can do it by analysing the meaning of everything that he absorbs. And, in fact, if we were to analyse merely the meaning of things, we could go very far in educating human observation of the world. But we should never educate a man's will—volitional man—for the will cannot be forced by simply throwing the light on the meaning of a thing. The will likes to sleep, and it does not wish to be fully awakened by what I should like to call the perpetual unchaste laying bare of the meaning. And the point is, that the very inevitability of life breaks in upon this simple truth of the value of revealing meanings, so that with the child, too, we must study subjects which do not lay bare the meaning. Then we shall educate his will.

The mischievous effects of the one-sided application of the principles of explaining the meanings have been particularly active in movements like the Theosophical Movement. You know how much I have protested for years against a certain mischievous influence in Theosophical circles. I have even had to see Hamlet, for instance, a pure work of art, explained in terms of theosophical cant like this: “This is Manas, this is the Ego—that is the astral body. This character represents one thing—that one another.” Such explanations were particularly in favour. I protested against them because it is a sin against human life to interpret symbolically what is meant to be taken directly, in its elements, as art. It leads to a mischievous reading of a meaning into things, and this is dragged to the level of mere observation to which it should not be dragged. This all arises from the fact that the actual Theosophical Movement is a decadent movement. It is the furthest-flung offshoot of a declining culture; in its entire attitude it has nothing to do with Anthroposophy. Anthroposophy aims at being the opposite: at being an ascending movement, the beginning of an ascent. That is a radical difference. That is why so much is written in the field of Theosophy which is really an extreme symptom of decadence. But that there exist people at all who contrive to interpret Hamlet symbolically, character by character, is the result of the appalling way in which we have been educated only to look for meanings.

Human life makes it indispensable that we should not only be educated in terms of the meaning, but from what the will experiences in the sleeping life: by rhythm, measure, melody, harmony of colours, repetition, in fact all spontaneous activity which does not seek to comprehend. When you let the child repeat sentences which he is far from understanding because of his tender age, when you encourage the child to take in these sentences just by memory itself, you certainly do not influence his comprehension—because you are unable to enter into their meaning, for that must only dawn later—but you influence his will, and that is what you should do; that is what you must do. You must try first of all to acquaint the child with things which are first and foremost artistic: music, drawing, plastic art, etc.; but on the other hand you must also give the child things which can have some abstract form of meaning in such a way that he does not, it is true, understand this at once, but only later in life. Then he will understand it because he has assimilated it by repetition, and can remember, and later understand, with his greater maturity, what he could not understand before. There you have worked upon his will. And quite especially you have worked upon his feeling—and you should not forget this. Just as feeling—this can be observed of the soul as well as of the spirit—lies between willing and thinking, so does the education of feeling lie midway between the methods of educating the thinking and those of willing. For the thinking knowledge or thinking perception we must definitely practise subjects concerned with revealing meanings: reading, writing, etc.; for action inspired by will we must cultivate everything which does not aim at a mere interpretation of meanings but at a direct impression through the whole being, for instance, of artistic subjects. What lies midway between the two (i.e. thought and will) will chiefly influence the development of feeling, the formation of its disposition. You can produce a strong effect on the education of the feeling nature when the child is made to assimilate something first of all only by rote, uncomprehended, without tampering with its meaning. For only after some time, when he has matured through other processes, and remembers it, can he understand what he absorbed earlier. This is a subtlety of education which must absolutely be respected, if we are to educate people with inner feelings. For feeling plays a peculiar role in life. In this sphere, too, people should make observations. But they do not observe rightly. I will indicate an observation which you can easily, with a little industry, make for yourselves.

Suppose you are trying to get a clear idea of the state of Goethe's soul in 1790. You can do this by studying a selection of the works composed by Goethe in the year 1790. You find, of course, at the end of every edition of Goethe a chronological index of his poems, in their order of composition; so you take out the poems written in 1790 and the plays written in 1790 and study them. You remember that in precisely this year he finished the beautiful essay, Die Metamorphose der Pflanzen (“The Metamorphosis of Plants”); you recall that just at that time he conceived the first idea of the Farbenlehre (“Theory of Colour”); you imagine from all this the state of his soul in 1790 and ask yourselves: “What were the influences active on Goethe's psychic life in 1790?” You will only be able to answer this question if you cast a critical glance on all Goethe's previous experiences from 1749 to 1790 and on what followed after this year—of which Goethe at the time was still unaware, but which you now know—during the period from 1790 to 1832, that is, to his death. Then there emerges the remarkable realization that the actual state of his soul in the year 1790 was a combination of what was to come later, the conquests remaining for the individual to make, and those he had already experienced. This is an extraordinarily significant discovery. People only avoid it because it leads into provinces which they quite naturally do not like to enter for observations of this kind. Try to extend your observations in this way to the soul-life of an individual who died recently and whom you have known for some time. If you train yourself to a more careful study of the soul you will then find this: A man, a friend of yours, died, let us say, in 1918. You have known him for some time, so that you can ask yourselves: “What was the state of his soul in 1912?” If you consider everything that you know of him you will find that the state of his soul in 1912 was such that the preparation for his approaching death was unconsciously reflected in his psychic disposition at that time; it was unconsciously reflected in his feelings. Taken as a whole I call the life of the feelings the psychic disposition, “Mood of Soul” (Seelenstimmung). A man who is soon to die has a quite different inner disposition from one who has still long to live.

You will now understand that people do not like to study these things, for it would create a very unpleasant impression—to put it mildly—if we were to observe the signs of approaching death in people's psychic disposition. These, however, can be observed. But in everyday life it is not wise for people to notice these things. That is why they are usually hidden from this life just as the will is withdrawn, as a sleeping power, even when we are awake, from the waking consciousness. But the educator must, after all, take up a position outside ordinary life to some extent. He must not be afraid to take up his stand detached from his usual life and to absorb truths for his teaching which are rather disturbing, rather tragic, for everyday life. In this connection there is lost ground to cover in the educational system of Central Europe. You know that especially the teachers in the universities in the early decades of this Central European system of education and teaching were people on whom the actual man of the world rather turned up his nose in scorn. Unworldly, pedantic fellows, who could not adapt themselves properly to the world, who always wore long, black frock-coats and never evening dress; these were the former educators of youth, especially the teachers of more mature youth. In these days things have changed. The university professors have begun to wear correct evening dress and to adapt themselves to worldly custom, and it is considered a great mark of progress that their former state is at last a thing of the past. It is a good thing. But it must be a thing of the past in other senses, too; it must in future be a thing of the past to the extent that the detachment from life does not merely consist, as it did formerly, in the teacher's wearing the invariable long pedantic frock-coat when other people did not. The detachment from life can remain to some extent, but it must be bound up with a profounder conception of life than that of people who wear evening dress for dinner. I am only speaking figuratively, of course, for I have nothing against “evening dress.”

An educator must be able to study life more profoundly, otherwise he will never give appropriate and fruitful attention to the growing child. Consequently, he will have to accept, among others, such truths as I have just mentioned. Life itself, to a certain extent, demands the presence of mysteries. We need no diplomatic secrets in the near future. But for education we need the knowledge of certain mysteries of life. The old Mystery teachers withheld such secrets of life esoterically because these could not be revealed directly to life. But in a certain degree every teacher must know truths which he cannot impart directly to the world, because the world would be confused in normal progress, if it had access to such truths all the time. But you do not fully understand how to treat the growing child if you cannot estimate the influence on him of something imparted in such a way that he does not fully understand it at the time. He will understand when it is returned to later, and when he is told, not only what he then realizes, but what he had assimilated earlier. This makes a profound impression on the feelings and disposition.

For this reason the custom should be followed in every school as faithfully as possible—wherever possible—of the teacher retaining his same pupils; of taking them over for the first form, of keeping them the next year in the second form, of going up with them again in the third year, etc., as far as this is possible in conjunction with outside regulations. The teacher, after finishing with the eighth class, should then begin anew with the first class. For one must sometimes be able to come back years later in a positive way to what was instilled into the children's souls years before. In any case, the formation of the disposition or feeling life suffers greatly when the children are passed every year to a fresh teacher who cannot himself develop what he instilled into children in earlier years. It is part of the teaching method itself that the teacher should go up with his own pupils through the different school-stages. Only in this way can we enter into the rhythm of life. And in the most comprehensive sense life has a rhythm. This manifests itself even in everyday decisions, in the rhythm of day to day itself. If you have accustomed yourself, for instance, only for a week, to eat a buttered roll every day at half-past ten in the morning, you will probably feel hungry for the buttered roll at the same time in the second week. The human organism conforms as closely as this to a rhythm. But not only the external organism, but the whole being, is rhythmically organized. For this reason, too, it is a good thing throughout life as a whole—and that is what we are concerned with when we educate and teach children—to be able to attend to rhythmical repetition. For this reason we do well to think that even every year is not too often to return to quite definite educational themes. Therefore select subjects for the children, make a note of them, and come back to something similar every year. Even in more abstract things this method can be followed. You teach, let us say, in a way suited to the child's disposition, addition in the first school year; you come back to addition in the second, and teach more about it, and in the third year you return to it in the same way, so that the same act takes place repeatedly, but in progressive repetition.

To enter like this into the rhythm of life is of quite particular importance for all education and teaching—far more important than continuously repeating: Do build up your lessons according to the principle of meaning—thus inartistically pulling to bits whatever you deal with. You can only divine what is demanded here by gradually developing a feeling for life itself. But you will then part company very markedly, precisely as educationists, from the external experimental aims so frequent to-day even in education. Again, not to condemn, but to correct, certain tendencies which have proved detrimental to our spiritual culture, do I emphasize these things. You can embark on modern textbooks of education where the results are worked out which have been obtained through experiments on memory. The “subjects”—people experimented upon—are treated in a strange way. Tests are made on them to show how they can remember something of which they have understood the meaning; then they are given words written one after the other with no connecting sense, and they have to learn these, etc. These experiments for ascertaining the laws of the memory are practised very extensively to-day. Again a result has been obtained which is committed to formulae in scientific form. Just as, for instance, in physics, the Law of Gay-Lussac, among others, is formulated, people are anxious to formulate such laws in experimental education or psychology. You find, for example, very learnedly expounded, the gist of conclusions about a certain scientific yearning which is quite justified, namely, to prove the existence of types of memory. Firstly, the quickly or slowly assimilating memory; secondly, the quickly or slowly reproducing memory. So a “subject” is tormented to furnish evidence for the fact that there are people who memorize easily and people who memorize with difficulty; then other “subjects” are tormented to prove that there are people who can call back to mind easily, and people who can call back to mind only with difficulty, what they have once learnt. Now it has been determined by research that there are such types of memory; those showing a rapid or a slow assimilation, and those showing an easy or painful recollection or reproduction of what was assimilated. Thirdly, there are also types of memory which can be called “true and exact;” fourthly, there is a comprehensive memory; fifthly, a retentive and reliable memory, in opposition to the type which easily forgets. This answers very satisfactorily to the craving of modern science to systematize. The scientific result has now been obtained. We can ask: “What has been discovered scientifically in exact psychology about the types of memory?” And we learn: firstly, there is a type of memory which assimilates easily or laboriously; secondly, a type which reproduces easily or laboriously; thirdly, there is a true or exact memory; fourthly, a comprehensive memory, that is, there are people who can remember great passages of prose in contrast to those who can only remember short ones; fifthly, a retentive memory, which has perhaps remembered things from years ago, in contrast to the kind which forgets quickly.

This scientific method of observation scrupulously and very conscientiously maltreats innumerable victims, and sets to work most ingeniously to obtain results, in order that education, too, after having tested the children in experimental psychology, may know what various types of memory are to be differentiated. But with all due respect for such a science, I should like to make the following objection. Anyone endowed with a little sound common sense must know that there are people who commit things to memory easily or with difficulty; there are also those who easily or laboriously recall things once known, and again there are people who can recount things truly and accurately, in contrast to those who muddle everything they try to tell. There are people with an extensive memory, who can remember a long story, in contrast to those who can only remember a short one; and there are also people who can remember a thing for a long time, even years, and people who have forgotten everything in a week! It is part, in fact, of the fairly ancient wisdom of sound common sense, but it is discovered again in a science which inspires us with respect, because the methods which it applies are so ingenious.

There are two conclusions to be drawn from this: firstly, let us, above all, prefer to cultivate sound common sense in education and teaching, rather than expend it on such experimenting, which will, it is true, develop ingenuity very considerably, but which will not bring the teacher in touch with the quality of individuality in the child. But we can also draw a second conclusion: our age is actually in a sorry plight if we have to assume that the people who are going to become our teachers and educators have so little healthy human intelligence that they can only learn in this roundabout way that there are the different kinds of memory which we have just mentioned. Moreover, these things must undoubtedly be considered symptoms of the state of our present spiritual standard.

I had to draw your attention to these things. For people will say to you: “Well, you have let yourself be appointed at this Waldorf School. It is only a dilettante institution; the people there don't even want to know anything about the greatest conquest of our time: about the methods of experimental psychology. The study of this experimental psychological method is for experts, but the methods of the Waldorf School are quackery in comparison!” You will have to realize that you will sometimes have to acknowledge the connection of science—which must not be respected any the less for that—with what remains to be built up by us on an inner educational theory and method, but which, compared with the external relations which are set up by experiment, inspires an inner loving attentiveness towards the child. Certainly this quality has not completely disappeared; it prevails even more than is realized. But it definitely prevails in opposition to the ever-encroaching aims of scientific educational theory. To a certain extent it is true that the pursuit of science can destroy a good deal in modern life, but it has not the power to drive out all healthy human intelligence. This healthy human intelligence or sound common sense should be our starting-point, and when this is properly cultivated it will produce an inner connection with the ideals of teaching. We must realize, of course, that we live at the beginning of a new age, and we must completely master this fact. Down to the middle of the fifteenth century the surviving traditions of the Greek and Latin-Roman times were preserved. After the middle of the fifteenth century these are only the clattering after traditional repetition. But the people whose life is in this “clattering” still feel, in certain sub-regions of their consciousness, the craving to return to the Graeco-Latin age, which we can admire profoundly in its place, of course, but whose persistence into our age is no longer a living thing. Just think for a moment how self-satisfied the person is in these days, who has learnt something and can descant on it in the following terms: “A good teacher must not merely bring out the rhythm, and the rhyme in a poem; he must comment technically on the text; he must introduce the meaning, and only when he has unravelled the meaning will the pupils absorb it as an inner activity.” After such a person has long held forth on the importance of starting with the meaning, he concludes with: “As the old Latin said: rem tene, verba sequuntur, if you have understood the question, words will follow of themselves.” These are tactics which you will frequently find in people who imagine that they have learnt a great deal, that they have gone far beyond dilettantism in enunciating something first as a piece of sublime contemporary wisdom, and then following it up with, “as the old Latin said. ...” And, of course, he has only to say it in Greek for people to believe implicitly that it is something quite extraordinary. For the fourth post-Atlantean period of civilization, this attitude was desirable; it is unbecoming in our age. The Greek did not introduce his children, first of all, to old grammar schools where they could learn, let us say, ancient Egyptian; he made them learn Greek. But to-day we begin by introducing people to ancient tongues before their own. That is a fact which must be realized.

• 1. See Dr. C. v. Heydebrand, Gegen Experimentalpsychologie und Pädagogik.

In this lecture I would like to speak about certain colorations regarding the characteristics of the present spiritual life, which our lecture work will have to assume. We must not limit ourselves to focusing our speech merely on understanding the intellectual side of social issues, but we must work to make the world aware of how, with regard to certain things, people must feel differently from the way they currently feel, especially in the supposedly influential circles. For what lives outwardly in institutions, what happens outwardly in people's social actions, depends entirely on the way people think, feel and will. That is why I have emphasized so strongly that the human being as such must be placed at the center of the social as well as the whole view of life and the world. But we ourselves must develop a sense of how misguided and lost the life of feeling has become in the present day. We must have a keen sense that it is precisely through this often quite perverse life of feeling that the civilized world has come to its present situation. We should make such things clear to ourselves by means of examples. And we should also make them clear by means of examples from the world. We can easily find such examples if we just discuss the treatment that the anthroposophical movement is receiving in our time, with a certain objective sense.

When discussing social issues, the moral aspect must always be emphasized. This consists in the fact that the leading people of the immediate past have allowed events of the time to unfold in a rather irresponsible manner. Is it not the case that the leading circles were only concerned with the staging of the course of the world in the sense in which modern technology and the forms of materialism that have emerged in recent times support the course of the world, and how the course of the world is supported by them? And it is quite clear: no attention has been paid to the influence that this course of the world must have on the countless people who, as the proletariat, have been formed precisely by this course of the world. All this has really been allowed to happen with a carelessness that now, of course, appears tragic, but which must be clearly recognized if any improvement is to occur.

A glaring example of this carelessness is, of course, this, which I have mentioned several times before: at the end of the 1960s, Austria had a Minister of Police, Giskra. Even then, there were some people who pointed out that a social question was looming on the horizon of modern civilization. And when certain questions were put to him about the social question, this police minister replied: “Austria knows no social question. That stops at Bodenbach!”

Now, this burying one's head in the sand, this ostrich-like policy, has been pursued to the greatest extent by the leading circles in modern times. And this, my dear friends, must be seen through, it must be sharply brought to the present. For one can say: Unscrupulousness has gradually moved out of the external world and into thinking itself, and there it asserts itself, unfortunately unnoticed by very many people. This results in a coarsening of thinking, and this coarsening of thinking is usually denied, especially by today's intellectual people. I would like to illustrate what I have just said with a recent example.

You see, a certain Count Hermann Keyserling, who founded a so-called “School of Wisdom” in Darmstadt, is still a plant from the circles that have operated with the greatest carelessness and unconcern for the course of world events. His bookshop advertises this “School of Wisdom”. And a booklet has just been published that bears, as you may admit yourself, the rather pretentious title 'The Path to Perfection'. This booklet needed to be advertised by the bookstore. The following is added to this advertisement on the outside of the so-called belly band: 'Responding to Rudolf Steiner's attacks'. The bookshop then adds in its announcement: 'Count Keyserling's position on Theosophy in general and on Steiner's Theosophy in particular is communicated in the 14th chapter of his last book 'Philosophy as Art' under the title 'For and against Theosophy'. Rudolf Steiner found it necessary to respond to these entirely objective statements, which proclaimed the truth, with personal insults.” This is the kind of advertising that the bookstore writes for this ‘school of wisdom’! Now it is really necessary, if a social recovery is to occur in the present, to keep an eye on people like this Count Hermann Keyserling and to really say openly and frankly to the world what has been discovered by looking at them. For the pests of contemporary civilization must be exposed.

What this Count Keyserling's inner and intellectual dishonesty is, may be seen from the way in which he proceeds in this writing, which, incidentally, contains the beautiful sentence: “Only the members of the student community are entitled to longer personal discussions with Count Keyserling outside of the general members' meetings. For them, he is available to speak to, by prior appointment and with the exception of Saturdays and Sundays, if he is not traveling, every afternoon between 3 and 5 o'clock in the school premises at Paradeplatz 2, entrance from Zeughausstraße. Should anyone, without being a student, wish to take advantage of the headmaster's time in matters of wisdom, the management reserves the right to charge special consultation fees for the benefit of the school in such cases."

My dear friends, it is certainly justified to laugh at such things; but the things are not ridiculous. It is precisely in these things that the original damage to our social life lies. For you will find the following sentence on page 47: You know that I have, with a certain ruthlessness, but it is necessary in such cases and is well considered, characterized the dishonesty of Count Hermann Keyserling with regard to my dependence on Haeckel, which he has maintained, here in a public lecture, in due form characterized the untruthfulness of Count Hermann Keyserling with regard to my dependence on Haeckel. In response to this characterization, he writes the following sentence: “.... and instead of correcting a possible error on my part, which I would gladly accept, because I did not have time for special Steiner source research... Steiner simply accuses me of lying...” So, this man has the nerve to suggest that anyone can write any untruth and get no other kind of a rap on the knuckles for it than to have it corrected! Just imagine this intellectual laxity, almost working towards it: you can write anything, and the other person is obliged to correct it. If we were to work in this way, we would end up in the social mire. And to write in such a way: “I have no time for too much specialized research into Steiner's sources...” what does that really mean? It really means: I am not taking the time to check exactly what I am writing. And such a man claims that as his good right!

My dear friends, we must have a sense of the perverse intellectualistic sentiments of the present. If we do not acquire this sense, we cannot confront the present with the exposure of this swamp, and then all the rest of our talk is in vain. I must keep repeating that mere defense is of no use. We must take what is used as an attack against us only as a symptom, in order to characterize the intellectual decay that exists. For humanity must know how it is actually being led spiritually today.

This is in contrast to the beautiful denunciation carried out by a Basel university professor who always pops out of the woodwork like a brownie in the night and is perhaps called Professor Heinzelmann for this reason. Dr. Boos has indeed struck out in a somewhat sharp manner in a reply to certain attacks. It was claimed in Swiss newspapers that anthroposophy was borrowed from various ancient writings; something was said about the Indian Vedic and Vedanta literature, the Bhagavad Gita was mentioned, and among the things that were mentioned was also the Akasha Chronicle! Now, you see, Dr. Boos was probably right when he said: to claim something like that is to provide proof that one is telling a deliberate untruth; because the person who says something like that must know that if he goes to the bookcase, he cannot take out the Vedas, the Bhagavad Gita and then the Akasha Chronicle one after the other. That was how the matter was presented. So they must know that they are writing a falsehood. That “Brownie” from Basel now writes, after I have characterized it accordingly, that my characterization is a “completely new definition of knowing untruthfulness”; I would have provided the definition on page so and so much, an objective untruthfulness is present where one incorrectly asserts something that one should actually know; this contradicts the previously familiar definition of “knowing untruth,” which consists in asserting something “against better knowledge.”

So this university professor writes that there is a definition on that page. But there is no definition at all! I only said that what he says about the Akasha Chronicle is really asserted against better knowledge. So, it is simply lied that there is a definition on that page. People are being hoodwinked by being distracted from the real issue: that it is precisely the assertion against better knowledge that matters.

You see, these are seemingly pedanticities. In reality they are not, but they are what is most necessary today in the moral relationship: that we assert the point of view to the leading personalities, how morally marshy thinking has actually become. And this moral marshmallow is basically spread over the whole of intellectual life today.

Now it is true that this moral decay comes from two sources: firstly from scientific life itself, and secondly from journalism. But that cannot prevent us from seeking out these things wherever they assert themselves and bringing them to people's attention again and again.

And if we want to make it clear, especially to the people of the present day, who are so difficult to understand, how necessary it is for intellectual life to become independent, we will be able to do so by pointing out what has become of intellectual life under the leadership of the state and the economy. It is quite natural for us to present these things in a purely descriptive way, without becoming polemical, and I might say with the same tone with which we endeavor to present any other objective fact. This does, of course, presuppose that we care about such things. And we must be able to have that in general: a clear, open view of what is happening, of what is going on around us. I have already emphasized this from other points of view.

It will not be difficult to show the harmfulness of much of what is found in this brochure by Count Keyserling. Because, isn't it true, in this brochure, where the talk is of that blissful atmosphere into which those who devote themselves to the School of Wisdom in Darmstadt are welcomed, sentences of this caliber can be found: “This” - the atmosphere - “will soon mean such a factor of power that the mere stay in its rooms will be enough for the receptive novice to grasp emotionally what is striven for in it.” Then further: “But the creation of a certain cultural atmosphere does not mean the main intention underlying the School of Wisdom. The atmosphere is the basic prerequisite for achieving more important things. This, however, consists in promoting the called individual not only through the involuntary unconscious influence of a certain lifestyle and the level of being of the leading personalities, but also through intensive private treatment.” And again: “He may hold any world view, adhere to any political program, believe in any faith, pursue any interest; he may be young or old, man or woman: in the School of Wisdom he will learn to relate any ‘being’ to a deeper ‘being’.” At another point, it is emphasized how beautiful the School of Wisdom is because it does not concern itself with whether, for example, people who speak of free money are right or not, or whether other directions are right or not; the School of Wisdom in Darmstadt considers it a small matter whether anyone is right or not in any direction. Rather, all these directions should come together on the ground of the Darmstadt parquet! Because all these arbitrary interests, arbitrary beliefs, arbitrary human conditions are caused there to “refer an arbitrary existence back to a deeper being.”

You see, basically this is only the dark side of something that cannot really get any better unless spiritual life is placed on a completely new and free foundation. For anyone who wants to talk about the recovery of social conditions today must be fully aware that we are at an important moment in the development of humanity in world history, that certain things are simply being sought by working them out of the depths of the human soul. And one of the most important impulses to work out of the depths of the human soul is to overcome the old compulsions in the relationship between people.

Please note this formula: overcoming the old compulsions in the relationship between people. We look back at the social conditions of humanity. We find that in ancient times there existed the institution of effecting social stratification on the basis of mere blood; by virtue of being born of this or that tribe, of this or that family, one was lord, the other servant, one the commanding, the other the dependent. The further back we go in the development of mankind, the more we find that social life was built on such blood and hereditary relationships. They have partly been preserved in the consciousness of the people. What still exists today as the class consciousness of the nobility ultimately stems from ancient times and is essentially a continuation of those social demands that were based on blood in ancient times.

Now, in more recent times, another stratification has been superimposed on this social stratification. And this other one is based on economic power. The social stratification that arose from blood ties has been joined by another stratification that arose from modern economic conditions: the stratification that arises from economic power. Those who are economically powerful belong to a different class from those who have nothing, who are economically powerless. This has been superimposed on the old. Basically, much of our present social conditions are still based on the survival of the old constraints. Today's human consciousness is rising up against this. And basically, a large part of what we call the social questions is based on this democratic rebellion against the old constraints. Therefore, the question arises: how should we act in this regard?

And here we must realize that without the emancipation of the free spiritual life from the other members of the social organism on the ground that I have just characterized, a lasting social state cannot be created. If the spiritual life is really placed on its own ground, then there can be no social coercion in this spiritual life, but only the relationship of free recognition. And this free recognition will arise of its own accord within social life. To put it crudely: You would hardly hire someone as a music teacher who had never played a musical instrument in their life, and democratic sentiment will never demand that absolute equality should prevail among all people with regard to appointing a music teacher. Rather, in completely independent free recognition, someone will be appointed as a music teacher who knows and is able to do the things that are necessary to be a music teacher. And one will not be able to deny recognition to the one who knows and is able to do the things, when there is nowhere something that is practiced by force; recognition will arise all by itself.

In a free spiritual life, there will be a great deal of things that are similar to building on authority. But it will be a building on self-evident authority everywhere. For what is the rebellion of countless people in the present time against all authority based on? This rebellion is based on nothing other than the fact that people perceive that economic conditions impose forced subordination on us, and we do not recognize that economic conditions impose forced subordination on us. Nor do people recognize that forced subordination is imposed by political or blood relations. And this is opposed by the historical element, which I have characterized as the democratic feeling that is now emerging from the depths of humanity. And since, of course, the broad masses have learned from intellectuals and spiritual leaders not accuracy but superficialities, they take history to mean that they reject all authority in economic life. And now the third, intellectual life, is also taken into the bargain, because it does not appear before the soul-eyes of men in its own particular essence. It can only do so when it stands actually in direct free self-administration. The necessity for the liberation of intellectual life must be made clear to people from the most diverse backgrounds.

And we must also emphasize the following: there must be a sphere in which people can truly feel equal. This is not the case today because, on the one hand, the state has absorbed spiritual life and, on the other hand, economic life draws it in, so that it draws the authoritative from both sides into its being and there is actually no ground on which people who have come of age can feel completely equal. If the ground is there on which people who have come of age can feel completely equal, can someone really feel: I am equal to every other human being as a human being. - Then he will also recognize authority in the area where he cannot feel it because it is an absurdity, or he will recognize associative judgment.

Something will arise again – it is not yet opportune to tell people this today, but I am telling you – something will arise that is like what played a certain role in ancient times from different circumstances. Take a village in ancient times: the pastor was a kind of deity in the truest sense of the word. But there were occasions when the pastor appeared purely as a human being among other human beings. They valued this very much. If we now have, on the one hand, spiritual life with the recognition, the free recognition of self-evident authority, and on the other hand, economic life with group judgment, which is based on the confluence of the judgments of associated human beings, and in between a place where people meet without distinction of the rest of the authoritative - and that would be the case if the threefold social organism were there - then it would actually have a real effect in the very deepest sense on solving the social question. But in the deepest sense it must be the case that the teacher, the spiritual person - I mean this symbolically now - takes off his toga when he appears on the ground of the social state life, and that the worker can take off his blouse when he the ground of the social life of the state, so that in fact people meet from both sides in the same uniform, which need not be a uniform in the ordinary sense, but can be equivalent when it is based on the legal-state.

We must attach great importance to the fact that such, I would say, moral impulses, which also live externally, really do come back into human society. For savagery and barbarism would undoubtedly occur if what a true Marxist regards as the ideal social order were to be realized. On the other hand, we can be quite certain of one thing: if the broad masses of the people, after the experiences they have had in Europe in the last few months, listen in the right way, unperturbed by their leaders, long enough, to what the meaning of the threefold social organism is, then a light must finally dawn on them.

But at the same time as this action is being taken, something else must be done: the moral decline, as I have just characterized it, must be brought to consciousness in the judgment of the present. We must prove quite palpably where people simply fall out of morality in their judgments, as is the case with Count Hermann Keyserling. For the man is to a high degree a sand-in-the-eyes-scatterer, and one must only place such a specimen of a human being in front of the contemporaries in the right way. Then one has done something extraordinary morally.

You see, after Count Hermann Keyserling had done, or had done through his bookstore, all that I have mentioned to you, he then accomplished the following. He says: “I only touch on the case in order to make it quite clear by his example how carefully one must distinguish between ‘being’ and ‘knowing’. I cannot possibly have a favorable impression of Steiner's being; noblesse oblige – by this he means: noblesse oblige one not to call a liar a liar – “... but as an expert I still find him very remarkable and advise every critical mind with a psychic disposition to take advantage of the rare opportunity of the existence of such a specialist to learn from and with him. I am familiar not only with his most important accessible writings but also with his cycles, and from them I have gained the impression that Steiner is not only extraordinarily gifted but actually has unusual sources of knowledge at his disposal. He lacks any finer organ for the sense, and therefore must find all wisdom abstract and empty that does not relate to phenomena; but what he presents about such phenomena deserves serious examination, however absurd some of it may sound at first and his style as a revealer of his essence inspires so little confidence, which is why I deeply regret that his action against me, which came as a complete surprise to me, deprives me of the opportunity to make personal contact with him. For it remains true, as I wrote in the same essay that provoked Steiner's anger in defense against his opponents, that an important person should be judged solely by his best qualities; interest in his knowledge and abilities must not be affected by his infirmities and faults. On the same day that I received Steiner's diatribe, I recommended to a student of mine the serious study of his writings and even joining his society, since this seemed to me to be his path and I did not consider contact with the questionable aspects associated with Steiner to be dangerous in his case. One should never forget that every being is multifaceted, that no bad quality devalues the good; and that the character of a society depends entirely on the spirit of its predominant members. The Anthroposophical Society can still have a future if it abandons dogma and sectarianism, if it gives up its dirty agitation and truly becomes what it is supposed to be according to its statutes.

So, as you can see, for those who, unfortunately, are also numerous in the Anthroposophical Society, there is plenty of opportunity to say: Yes, what does Steiner want? Keyserling praises him to the skies! But for me it is not about whether he praises me, but whether he is a pest of civilization or not. Because it seems to me that everything Keyserling says in the end is such that I can only characterize it by saying: This man tries to cover up everything that his superficiality inflicts on the world behind what I can't call it otherwise in this case, adulation. I say this simply because I am fully convinced that Count Keyserling does not have the slightest organ for understanding the things he praises here.

And this must be much more important to us: to go into this objectively, to show the world in our lectures – I have only cited Count Keyserling as an example today – what superficiality and unjustified aspirations there are today. If the world realizes what kind of people are leading it, then it will gain an understanding for the liberation of the spiritual life. For it will be impossible for such heroes to emerge from a free spiritual life. Quite certainly, my dear friends, the earthly life that man spends between birth and death will never produce anything but angels. And only someone like Professor Rein in Jena can make the strange claim that anthroposophical morality is actually meant for angels, as he once did in an article. But even if there are bound to be all kinds of strange eccentrics in the free spiritual life, the majority will not be able to do so, but the majority will be educated differently, precisely because of the inner strength and impulsiveness of the spiritual life. Of course, it is easy to give the world the kind of empty thoughts that Count Keyserling gives, if one has acquired one's social position through old blood ties, as Count Keyserling has, and if one perhaps receives some support from other quarters, which need not be mentioned here, for the establishment of such “schools of wisdom”. But such folly will never be able to arise in a free spiritual life. Because there will certainly be enough people who reject such ideas.

You see, what was important to me in that lecture was to point out the emptiness and abstractness of Keyserling's arguments, the lack of reality in them. And anyone who remembers well will know that I first characterized this emptiness and abstractness, this insubstantiality, this empty verbiage, and then added: Anyone who indulges in empty abstractions and empty verbiage is then compelled, when he encounters something of substantial content, to resort to untruth. That was the context. And at that time, it was the context that was essential. And what has been made of it now? It would be interesting to hear what a man who has been accused of suffering from emptiness, from intellectual and spiritual shortness of breath, has to say in his defense. But the count has the following to say in his journal “The Way to Perfection,” “Communications from the Society for Free Philosophy,” “School of Wisdom.” He says, and he means me, that he finds my wisdom bloodless, abstract and empty and claims that he can always say in advance what people of my ilk might bring forward; the essence of my philosophy is “spiritual shortness of breath, an inner gasping for air,” and I “don't have a clue about anthroposophy, not even a blue one.” So you see, the way I have given this characteristic characterizes Count Keyserling himself. But in this respect he is really only an example. It is precisely that which is contained in the present spiritual life as the main tone that ultimately leads back to such things.

The development of abstract intellectual life in recent centuries has indeed given us the opportunity to see outstanding scholars in various fields who, when it comes down to it, are unable to formulate a single correct and meaningful thought. A good example of this is the excellent biologist Oscar Hertwig from the University of Berlin. When you read his book criticizing Darwinism, you cannot help but say: This is a person who must be considered completely significant in his field. And the book 'The Development of Organisms', it is said, is a good book. But one needs nothing to write such a good book as to be immersed in the mechanism of thoughtless experimental research, to be diligent, to be promoted a little - he was indeed pushed into a certain clique as a Haeckel student - and can be a very important person there if the circumstances are favorable. He is so important that he was even chosen to add something to the wisdom of the former German Emperor Wilhelm II in Berlin, and he was allowed to present him with particularly sensational findings from research into lower organisms! Now, soon after the book on Darwinism by Hertwig was published, which is an excellent book in its field, Hertwig also published a book on social issues. This is nothing more than a compilation of pure nonsense, line after line. Why? Well, you see, with the book 'The Becoming of Organisms' you didn't need to think. One was completely immersed in the mechanism of modern scientific endeavor. But to make a sound judgment in the social sphere, it is necessary to begin thinking for oneself. So it turned out that the great scholar cannot think in the simplest, most primitive way.

We have to grasp the fact that we live in a so-called scientific and intellectual life that can basically be conducted to the exclusion of any real independent thinking. And as such a spiritual life became more and more prevalent, real thinking, meaningful, substantial thinking, increasingly disappeared.

And then we experienced the strange phenomenon that people wanted to test children's abilities with experimental psychology, by incorporating some nonsense words into their memory in order to determine this memory, or similar gimmicks that are passed off as “exactly scientific”. These are even more rampant in America than in Europe, but they have already come up quite high in Germany. By introducing this into school life, it means nothing more than that we have so strongly emphasized the human being out of social life that the teacher no longer has a relationship with the child, that he no longer comes from the child, but that he has to determine through apparatus what the person in question is capable of. And if Bolshevism continues in Russia for a long time, this method will perhaps be used in Russia to a very considerable extent instead of examinations. Children will be tested like machines to see if they are good for anything in life. This is one of Lunacharsky's ideals.

These things must be characterized impartially, then perhaps, little by little, we will evoke in the people of the present day a feeling that so palpably shows how we need a renewal, a fertilization of intellectual life, and how this renewal, this fertilization, can take place on the basis of the isolation of the intellectual from the other social elements. We must try to illustrate these things in terms of contemporary phenomena, which we present in all their starkness.

My dear friends! Today I would like to say a few more words in continuation of what was said yesterday and the days before, and then I would ask you to use the next discussion hour in such a way that all the individual questions that are on your minds are actually put forward, so that we can then turn the hour into a real discussion. Today I would like to do it differently for the reason that what I said yesterday makes it absolutely necessary to look at the whole thing from the other side as well, namely to also consider the subjective process of redemption. We have, so to speak, set out what belongs to the act of redemption outside of man and must now say something about the other part of the question, about how redemption looks in the Lutheran sense, in the anthroposophical sense and so on, and that in relation to redemption, insofar as it is something subjective.

The first question that arises, my dear friends, is what are we to be redeemed from, what do we need to be redeemed from, what is it about human beings that is in need of redemption? I must confess that I have actually found the most inaccurate ideas about this question in the sphere of Christianity, and this is because people today do not like to go into things in detail and ask questions quite seriously. You know, of course, that the act of redemption is actually something outside the course of the ordinary external development of the world. This can already be seen from all that I said yesterday. Therefore, the relationship between the act of redemption and the human being must also be something that leads the human being out of his subjectivity. Now, the concept of original sin already suggests something that leads out of the human being's subjectivity, because essentially it is about redemption from original sin. Of course, this raises the big question: what is original sin? Now, however, one finds that in many conceptions of original sin there is actually, one can say, in the truest sense of the word, blasphemy. For if one is convinced that everything that works and lives within creation owes its origin to the divine Creator, then one must ascribe to God the presence of a sin that is, as it were, injected into the course of the world. Such such ascribing of sin to God is in fact nothing less than blasphemy, and there is no way to maintain original sin on the one hand and on the other hand to speak of a God who, as the unified Creator, underlies everything. If you want to have any chance of arriving at a concept in this area that does not involve blasphemy, then you have to be able to hold on to the tri-personality of God.

The tri-personality of God does not at all imply a transition from monotheism to a polytheism, to a tri-theism, but it is absolutely, if it is understood, properly compatible with a thoroughly monotheistic world view. But the question arises: by what subjective power do we humans come to a sense of the deity? It may be said that within the mystery, the Christian mystery and the mystery outside of Christianity, no other view of how to reach God has ever been accepted than that God lives in love. And it is actually a matter of clear insight, in the sense in which I expressed it this morning, of complete human insight into the sentence that God lives in love. This sentence can only be understood if we ask ourselves: what other paths could there be to God than the one that, if I may put it this way, is paved with love? What other paths to God could there be, or rather, in what imaginations could we see God except in the imagination of love?

There are two other ways to approach God through inner experience, besides love. There are two other possibilities, namely the way of wisdom and the way of power. And from there one could have the three judgments: God lives in wisdom, God lives in love, God lives in power. After all, something like this has emerged from certain confessional backgrounds, which already lack the full human clarity in this area: all differentiations have been swept aside, so to speak, and God is worshipped or prayed to as the Almighty, the All-loving, the All-knowing. It is impossible to arrive at a pure and correct relationship between human beings and humanity and God for our time after the Mystery of Golgotha if one starts from the sentence: God is attainable through wisdom. It was one of the most profound sentences that has been spoken through the Gospel: God is not attained through wisdom. Of course, God lives in wisdom, but this must not be revealed to humanity in such a way that humanity in this day and age simply wants to find God through wisdom. For if we imagine the wise God, then, if we attach any real, concrete value to the idea, we must imagine this wisdom of God, which then works in the world, as surpassing all human wisdom; and then we immediately come to find no bridge to God by the way of wisdom. We lack the bridge if we want to seek God on the path of wisdom, because God's wisdom must infinitely outshine all human wisdom and we could never enter into the weaving and essence of God if we wanted to build the bridge with human wisdom.

We will always find an abyss, my dear friends, if we want to seek God on the path of wisdom, the abyss at which we must absolutely stop. It is not the case that we cannot regard our human wisdom as a gift from God, it is. But we must not seek God on the path of wisdom, nor must we seek God on the path of power. For if we were to seek God by the way of might, the might of God would tower so high above all in the one seeking Him that all individual freedom would be excluded. And so it would be impossible for any freedom of the human being to develop on this earth if we were to seek God only by the way of that which is truly involved in Him as Almighty.

The only way that truly leads to God, that connects the creature with the Creator, is the way of love, the love that man freely gives to God, which is nothing other than the universal human understanding of the love that God gives to man. This is the one thing that really does not lead us to an abyss, but rather leads us to finding a way to God, so that we do not have to look for some image when it is said that God lives in love, but that we have to imagine this as a reality before our soul. I am not speaking of something individual, my dear friends, but of something that, as I said, is the mystery wisdom of all times, whether it is brought out from the beginning of all knowledge or not, that is not important at this moment. What is important is that this knowledge: God is love – or: God lives in love – is the common mystery wisdom of all times.

Now, when we understand this in a living way, it has a certain consequence that we can visualize when we look at the overall development of man on earth. We live in a certain state of consciousness in our time. You already know from the lectures of the past few days that this state of consciousness has not always been there in the development of mankind, but that the present state was preceded by a much duller, dream-like state, which was, however, brightened up so that at that time man could perceive the divine in images which were like images in a dream, and that the actual dream-like awareness of God in all of nature has ceased around the time of the Mystery of Golgotha, so that a new approach, a new way of finding the path to the divine has become necessary. We must therefore clearly distinguish the path that the human race has taken up to the proximity of the Mystery of Golgotha, from generation to generation, where consciousness was by no means awakened in the same way as it is today. Of course, for external activities it was similar to our present state of consciousness, but [people were] always able to put themselves, as it were, into states that lie between waking and sleeping and that led them to the divine through direct atavistic, imaginative contemplation, through contemplation of the divine in images. The oldest documents speak a great deal about this way of approaching the divine; that was the way, my dear friends, to approach the divine through wisdom, through human wisdom.

Why was it possible in those days to approach the divine through human wisdom? Yes, you see, the state of consciousness was subdued; as a result, man was protected from experiencing in the fullest sense, with the intensity that exists today, those qualities in his organization that are inherited qualities, that is, from experiencing everything that comes into the individual human being through inheritance. Of course, even in ancient times people attached importance to their inherited characteristics, to racial characteristics, to consanguinity and similar things, but this was always counterbalanced by the assumption of a spiritual element in these inherited characteristics. One has to imagine that, by entering the earth, man has come into such a community with the physical process of development that he had to absorb inheritance into himself, so that something is actually inherited through the blood. But man had not yet reached the stage of consciousness where he could fully live by these inherited qualities. In fact, man experienced the inherited qualities of original sin within himself when he was dreaming. These were the impulses that constantly pushed him away from the divine, constantly urging him to sink below the level of his humanity. But he had, as it were, the counterweight in the atavistic clairvoyance, so that he did not completely merge within this hereditary current. That he entered into this hereditary current with full consciousness only became clearly established around the time of the Mystery of Golgotha; there man enters into this hereditary current more deeply and more intensely. Thus one can say: In the course of his evolution, man was led down to the experience of original sin, and he became in need of redemption from this inherited evil; but he only needed this redemption from the moment when the Mystery of Golgotha approached in the evolution of mankind. When man — if I may use the biblical image — entered the earthly element on earth through Adam's [fall into sin], he was lowered into the region of inherited qualities, but his consciousness was not yet so far advanced that he could be carried away by all that comes from inherited qualities. Original sin also developed, and so did being pushed into the inherited qualities. This is something that is given to the whole human race. It is something that lives in evolution as an impulse for the whole human race. This had to be counteracted by another impulse, which can now lift human consciousness up again, out of the sphere of inherited traits. This impulse was to be given by the Christ impulse. In a spiritual-soul way, man was to become acquainted with everything that he had previously experienced only in the blood, in the succession of generations, but which had become so that he was no longer allowed to experience it only in the blood.

Thus, in ancient times, mankind was allowed to seek the way to God through wisdom, and that is through human wisdom, which had not yet been fully entangled in original sin. This was corrupted in the last phases of paganism, and it was also corrupted in the last phases of Judaism; it is just that actually the historical records report only on these last phases and not on what preceded them.

What is it, then, that actually carries a person down into the region of inherited qualities within the earthly world? Let us ask what it is. We come across concepts that, I would say, are quite embarrassing for today's earthman, because one comes to speak about an area that today's man either very easily helps himself with all sorts of tirades, or or that he understands it in the sense in which it has become customary in recent times — as it can only be understood by anthroposophy as the culmination of the recognition of sin — in the psychoanalytical sense. We come to an area where the lowest phase of love life must be touched upon — only with regard to world orientation the lowest — that is, sexual love life. From the same source that a person is born human, from the same source arose what a person experienced in ancient wisdom. Only in this ancient wisdom, I would say, was the human being not fully awakened to life in the impulses of inheritance. Man is fully awakened here on earth through love, first of all as sexual love, and as a continuation of sexual love through child love and parental love, which, as long as they are bound by blood, always have something that pushes man deeper down than he should actually be in the world according to the original divine intention.

And so it becomes necessary, starting from love itself, to sanctify this love by replacing the blood ancestor, the blood-ancestral rule, with the ancestor to whom one professes allegiance, not because of inherited qualities but because of one's own qualities, which one can develop as a human being beyond inherited qualities, or which can be developed in a person beyond inherited qualities. To profess such an ancestor means to include in one's consciousness, in addition to blood relationship, the relationship that arises from free choice, from free decision, that is, to add to blood relationship the elective affinity with Christ, with the ancestor who appears as the ancestor of love, spiritualized love, which now has nothing to do with blood, and which can therefore take hold of the whole human race because it arises from free choice, because it is a choice affinity. Now arose the idea of seeking the inner impulses for freely choosing a being, that is, of being educated in the course of one's individual life in such a way that this choice is a free one, but that one then professes this ancestor, chosen in free election, just as one used to profess the God of Abraham through blood relationship. After all, all ancient religions are based on direct blood relationships. That which was lived in the polytheism of later times was nothing more than a transformation of the service to the ancestors, that is, the kinship felt with the ancestral god as the blood relative.

Now came the great realization that what had previously lived on earth only in the blood, what was somehow connected with the blood, had been handed over to the earthly life of the spirit and soul. Who handed it over? He who lives in the blood relationship and who sent the old wisdom out of the blood relationship into human consciousness. Who was it? It was the Father-God. It had to be recognized that the Father-God lives in such a way that human beings could remain human in a certain sense, right up to the time of the Mystery of Golgotha. Then he had to make a decision – and human consciousness is only possible because it understands something like this, because it moves beyond everything earthly not only to a supermundane experience, but to an [understanding of the] supermundane decision – to give up the one who was always connected with him, to give the son to the earth, to let him go through an event, as a result of which the son was no longer united with the father as he had been before, but where a different relationship between the son and the father had come about through the relationship of the son to humanity.

It is extremely difficult to put these things into words, but I will try to put it into words as clearly as possible, as clearly as I can.

We are referred back to the ancient recognition of the Father-God, who, subconsciously, passed through the generations with the blood, who enclosed the Son within himself, who, with wisdom, gave people the experience of love, and we are also referred to the ancient sacrificial service.

You see, my dear friends, in the later corrupted times of the Gentiles and also in the later corrupted times of the Jews, people did not seek the essence of the sacrifice in what the sacrifice actually is. Let us take the characteristic sacrifice, the animal blood sacrifice. What is its essential nature? That the animal sacrifice was performed did not alone constitute the essence of the sacrifice, but rather that something that belonged to someone or to a community was given up, and in such a way that this individual or this community no longer had the possession. That is an essential part of the sacrifice. The further back we go in the evolution of time, the more we find that this concept is inseparable from the concept of sacrifice: the giving up of something one possesses. Animal sacrifice only became such because the animal was given to the fire; in older times, all animal sacrifices were carried out on living animals. When the sacrifice was made on the living animal, the life also perishes; something living is sacrificed. It was therefore definitely intended that through the sacrifice one should redeem and free oneself from a possession that one had, a possession which, if understood in the usual egoistic sense, consisted in something that benefited one, in something that one had inherited. If you understand it in a spiritual sense, then the possession was something that brought you down below humanity, something that you only had through blood. This was also to be given up again in the blood sacrifice, insofar as it was to be taken away from people.

But one could only think in this way as long as one was allowed to believe that the innocent degree of consciousness, which does not reach down into original sin, is maintained, even when going through the moment when the blood fire, because the merging of the blood in the fire is, after all, the opposite act of what happens to the blood when it enters and pulses in the human organism, and what is precisely the carrier of original sin. But in order that what lies in the blood in the activity of the Father-God might be taken away for the whole human race in a uniform manner, the event of Golgotha had to be given to mankind through the sacrifice of the Son, so that henceforth the Son does not live in the succession of births as he formerly lived with the Father, but that he lives in that in which human consciousness immerses itself without falling into the powers that go through the succession of births, and that looks to him who has gone through death on Calvary. This victory over death and the feeling of what can be felt in this context, pulls one out of the context of being placed into original sin, as people said in ancient Christianity, in mystery Christianity. The elective affinity with Christ pulls one out of the original sin of blood relationship. You may sense your relationship to the event of Golgotha in a shadowy way, then this sense of yours brings about nothing but at most again wisdom, which was also there before the event of Golgotha, but you can also sense your connection with the Christ so strongly, you can strengthen your relationship to the Christ so much that you love him as you loved out of the blood. If you can do that, then your feeling of love for Christ works in you in the opposite way to how original sin worked in you. Then you heal the original sin in you. And then the Father God, the underlying of the world as the one aspect, the one person of the Godhead, the one mask or form of the Godhead, but which is connected to the other mask, the other form, the other person of the Godhead, to the person of the Son of God.

But in the succession of time, especially when we think of the time that lies behind the mystery of Calvary in the gray time of the origin of mankind, we think of the God who works through the blood and through the succession of generations. And we think of God the Father, who sacrificed his Son, to whom love – which, as we have said, is the only real way to God for man – to whom love in the spiritual and soul life in man can be kindled so much can be so strengthened when he contemplates the full tragedy, the full horror of the Mystery of Golgotha; and when this love becomes so strong, then there is indeed in man a power that counteracts original sin. This then asserts itself from the body, in the effect of the blood in the original sin, in the inherited qualities, but we do not then merge into these inherited qualities; we rise with the feeling and willing gaze that we direct to Golgotha, above life in the original sin in consciousness itself and thereby bring about such a strong power in consciousness that it counteracts original sin. There is no other way to counteract original sin than to look at the Mystery of Golgotha. My dear friends, there is no self-redemption to counteract this original sin, there is only the redemption through Christ, the redemption through the vision of Christ passing through the Mystery of Golgotha. And by developing this feeling towards Christ, which consists of nothing but love, we may now look up to the God of might, to the Father-God, who underlies the creative activity in the blood and who allowed this might of his to pass over into the working of the Son. So that we can say: We do not need to look to the omnipotence of God, as we stand today in the development of the times; we leave that beyond love; it is in God, but we do not find the way to God if we go this way of power.

The last emanation of the principle of original sin, my dear friends, is human knowledge that relies entirely on inherited characteristics. In the moment when – as a final phase – that which emerges from the impulses that lie in the blood flowing through the generations merges into knowledge, it becomes intellectualistic knowledge, it becomes the knowledge of modern natural science. It is the last phase of the original human sin; it is the spirit of antiquity transferred into the abstract; it is that which requires healing; it is that which makes it necessary for man now no longer to believe that he comes to God through the spirit alone, as it was possible in ancient times, when the divine was attained through wisdom. What is needed is the realization that man cannot attain the divine through wisdom alone, but that this path of wisdom must be sanctified. This is what has now come through the consequence of the event of Golgotha through the experience of knowledge in the power of the Holy Spirit. We have the third form of the Godhead. We have to look at the unified God in three forms. We now know that we may not behold the God of might without the mediation of the Christ in love, by reflecting back to the God of might what is given to us in the Christ, to whom we cleave through true love, and we also know that we may not receive any wisdom without sanctifying it, healing it through the Spirit sent to humanity through Christ. We must lift up human wisdom by the power of Christ, by the power that we have within us when we contemplate the event of Golgotha; we must regard it as sick and heal it by letting that supersensible permeate it, which can come to us and which is meant by permeation, by sanctification through Christ.

So, my dear friends, there can be no other redemption from original sin than that through Christ Jesus; the other sins are consequential sins. Individual sins are committed by man because he can be weak through original sin, can be inclined to sin. These individual sins find their atonement in what must be achieved through self-redemption; they must be atoned for through self-redemption in the course of earthly or supermundane life. But that which is the original sin, the mother of all other sins, that could only be taken out of the human race through the act of redemption by Christ. And the moment someone, through something like – call it anthroposophy, call it Christianity, call it religion, it does not matter – the moment someone comes to a true realization of these things, there can be no doubt about it. And if there is still doubt, it stems from the inability to put it into words. For in itself there must be something directly convincing, something freely convincing in what leads to the historical Christ in love and to His deed, to the event of Golgotha.

Not that which lives in Harnack's 'Essence of Christianity' (to give a specific example), can be a path that leads to Christ; the path can actually only lead away from Christ if one has the Christ merely as [the proclaimer] of the doctrine of the Father-God, where the main thing lies in the teaching. No, the path to the Christ, to the Mystery of Golgotha, does not lie in a teaching, it lies in freely developing, freely flowing love. Only through this is the path to the Christ attainable. And when this freely flowing love is present, our wisdom will also take up within itself the Spirit, which is the healing, the Holy Spirit. This is the same Word, but it means at the same time that no other human relationship can redeem man than the relationship to the historical Christ, to the one who has gone through the Mystery of Golgotha. There is no other human relationship that can take away original sin from a person than the relationship to the historical Christ, who went through the mystery of Golgotha. The wisdom that only reveals itself as the last descendant of original sin says, with Harnack: “We don't want to talk about what happened in the Garden of Gethsemane, after all, no eye has seen it; in any case, however it may have happened with the resurrection, the belief in resurrection, that is, the Easter belief, emerged from it. It is not Christian to speak in this way. And once, in an association called the Giordano Bruno Association (it was not the Giordano Bruno League), I explained how someone who speaks in the spirit of Harnack has no right to call himself a Christian, especially not in the sense of the newest spiritual consciousness, I pointed out the passage where Harnack says in his “Essence of Christianity” that what matters is not the factuality of the resurrection but the belief in the resurrection. Then the chairman, who was a well-informed man and who felt he was a well-informed Christian, told me that it was nowhere in Harnack's “Essence of Christianity,” that he had not read it in Harnack's “Essence of Christianity”; and if it were in there, it would not be Protestant, it would be pagan-Catholic, because it simply resembled the statement – not me saying this, but him saying this – that was made by the Catholic side about the origin of the Holy Robe of Trier; there it also did not depend on where it actually came from, it depended on the faith that one associates with the Holy Robe of Trier; but that is not Protestant, that is pagan-Catholic. He had not found this in Harnack's Essence of Christianity, he said.

I told him that I did not have the book with me and that I would send him the page number tomorrow. But at the same time I saw from this how such ideas are received today and in what a trivial sense one takes such things seriously and lives into them. One does not feel at all that the literary products that appear in the theological field are no longer Christian at all, and that the Overbeck, who made a great impression on Nietzsche in Basel, was quite right in all that he wrote about modern theology [in his book] “On the Christianity of Our Present-Day Theology”, in which he had actually already provided proof in the 1870s that modern theology, whatever it may be, is no longer a product of Christianity. And Harnack's 'Essence of Christianity' is the least of all that has something to do with Christianity. If you replace the name Christ with the name Yahweh, the Father-God, wherever Harnack uses the name Christ, you are justified in saying that the person who wrote this book no longer knows the real relationship that the Christian must have with his Christ.

I do not believe, my dear friends, that we can feel the full seriousness of what needs to be done to renew Christian religious life if we do not feel how far removed from Christianity those are who often think they can uphold Christianity before the world today by sacrificing everything in this great apologetic process that theology undertakes before the world, ultimately even their relationship to Christ himself. One cannot imagine anything more un-Christian than Harnack's principle that the gospel does not belong to the Son, but only to the Father, and that the gospel is not a message from the Son, but only the message of the Son from the Father. Someone might confess something like this today under the pressure of modern materialism, but they would have to have the honesty to then stop calling themselves Christian.

There is no other way than to present these things in all their complexity and thereby rise to the realization: redemption from original sin means having such a relationship with the historical Christ, who passed through the Mystery of Golgotha, that this relationship pulses through our veins in a spiritual-soul way just as truly as blood pulses through our veins in a physical way. That is the power, that is the strength that can be called the power and the strength of faith. One should not seek an abstract concept for faith, but this strength, this power for faith. To believe means to find in one's soul such strength and such power for the Christ that this soul power, this soul strength is as great as that which the blood ties can achieve in us. Then we will find the way to the unified Christ of all humanity, to that unified Christ who, through the event of Golgotha, is also the real objective cause for every subjective act of redemption. But then we will no longer seek the act of redemption in external signs; on the contrary, we will seek through the sacraments that which is the real relationship of the human soul to the Christ. We will have to talk about this in the other part. Then we also do not seek in an abstract or mystical way a relationship to a Christ who eludes us, but we establish in the human spirit and in the human heart and in the whole human being an elective affinity to the Christ, just as we have a consanguineous relationship to the life of the Father-God, in so far as this life expresses itself in the blood of mankind, that is to say, in the life-creative power of mankind in the physical realm.

I have tried to present to you the subjective side of the idea of redemption. I do not believe that in this day and age one can arrive at an objective understanding of the subjective idea of redemption from other premises, from other antecedents.

I would now like to ask you, my dear friends, to prepare your questions well so that we can really get into a discussion, a back-and-forth of words, in the afternoons over the next few days.

My dear friends!

What I have to say has been said here in recent years on these occasions, so there is little that I can add today to the proceedings. First of all, I would like to express my heartfelt thanks to all the friends who have contributed artistically, scientifically and in other ways to the realization of the Goetheanum and its work over the past year. Once again this year, the dedicated nature of a large number of friends, especially among the staff, has been evident in an extraordinary way in the completion of this Goetheanum. These thanks arise from an awareness of the importance of this work for our entire present civilization. Those to whom these thanks are addressed know how they are meant and will accept them in the sense in which they arise from an awareness of urgent cultural necessities.

But what I mainly have to say is this: you have heard a financial statement; you have heard reports of other kinds. But if, like me, one has to see above all that what is wanted and what must be wanted with this Goetheanum is accomplished, then one has to deal with the balance sheet in a somewhat different way. Isn't it true that the balance sheet for December 31, 1920, which has now been delivered, is relatively favorable; but that can be of little interest today. We need the financial statement of June 27, 1921; and those who are primarily interested in the continuation of the project are interested in the current balance sheet. I cannot calculate this current balance sheet any differently than by telling you that the Goetheanum's coffers are currently short of around three hundred and eighty to three hundred and ninety thousand francs. If we do not receive these in the coming months, then we will not be able to continue the construction despite all the other good intentions expressed in words or empty feelings. We will be left with an unfinished project and will have to close down the work.

There should be no illusion about this fact, which I have already pointed out several times. I shall therefore repeat it very clearly: for the continuation of the building work – and this does not, of course, mean a hidden deficit – but for the continuation of this building work, that is, for the living work here, the Goetheanum's coffers are almost four hundred thousand francs short; and if these are not raised in the next few months, the completion of the building will have to be abandoned. The restoration of the building must simply be interrupted.

It was said earlier, when the accounts were presented, that the Dornach enterprise resembles an organism in which the blood is gradually becoming sluggish. And, isn't it true, many of the appeals that I have made to the membership and the world over the past year, especially in this direction, that it is necessary to stand up for a broader interest in the realization of the Goetheanum, have fallen on deaf ears. They were not received with interest; and that is what, looking around today at the Goetheanum, gives me the greatest concern. It gives me the greatest concern because there is another fact.

We were able to begin the spiritual work of the Goetheanum. Courses have been held in all fields of science. Attempts have also been made, for example, to broaden the artistic activity that is so beautifully evident at the Goetheanum itself by taking the art of eurythmy out into the world. It has become apparent that an ugly opposition is emerging from certain quarters – it was recently called “vulgar” in the newspaper on threefolding –. I do not want to say now from which side this uncivilized opposition comes. Anyone who wants to see the truth can easily see it. But of course there is no need to fear that the interest in one's own circles will consolidate to the extent that the interest in the opposition grows in the other circles.

But just take, I would say as symptomatic, the following: in other respects it is no different, but take the two courses from September and October of last year and those at Easter this year. We have made significant progress. Of course, this is my subjective judgment; but first of all, the four hundred thousand francs that are missing from the treasury are also my subjective concern. We have these two courses, and we have seen significant progress in the quality of the lectures and in the progress of the content of spiritual science. One can say that what has been done in the main building and here from the podium at Easter 1921 shows significant progress compared to what could be achieved in the fall of 1920. As I said, the same can be seen in artistic terms. We have the potential for external progress in this area. If we look further, it may be mentioned that the spiritual work in the Stuttgart Waldorf School has progressed significantly, that the overall spirit, the activity of the Waldorf School and the permeation of this activity with the spirit that should be inside have made significant progress.

By contrast, let us consider the evening discussions in the fall and at Easter. Well, in the fall they were already at a level that really could not be praised. But at Easter: I must confess, they were something terrible, these evening discussions. They showed quite clearly how the movement can advance as a spiritual one, how a small circle is involved in the advancement of the movement, how the scientific and the artistic grow, and how, by contrast, the general interest among the membership simply fades. This has become apparent from the decline in the level of our discussions from last autumn to this Easter.

If I have to speak from my subjective point of view in these matters, I have to remind you of a certain fact. Those who are sitting here today were probably present when these facts were unfolding. When we spoke here some time ago about all the possible external foundations connected with the anthroposophical movement, I said: the ideas for these foundations are good, are extraordinarily significant, and as far as the ideas and the inner possibilities are concerned, I am not at all worried. But when I look at the human material of the present day, which wants to be active in practical life, when I see how little the so-called practical man is up to the mark today, it worries me when I think of such foundations.

Now, please do not misunderstand me. This is not to say that the things that have been established are bad from their own point of view. They work quite well; and from an external point of view there is no need to worry about them. But from another point of view, these things are nothing more than an increase in my worries, and for the work needed to continue the Goetheanum they are nothing more than a drain on my own energy, strongly detracting me from other necessary tasks because I have too many worries about what has been added without any sign of thought for the further development of the actual center, which is crystallizing here at the Goetheanum.

All the external foundations, too, have ultimately arisen on the basis of the anthroposophical work that is crystallized in the Goetheanum. And what is forming on the periphery is only justified by its emergence from this root; and it would therefore be necessary for all these individual branches to develop a real sense of thinking, feeling and working together. If this lack of empathy and cooperation continues as it has so far, nothing else would be possible but for the actual central work to suffer in the most severe way.

As I said, the spiritual movement has gone. The teaching staff at the Waldorf School, for example, is becoming more and more a real incarnation of the spirit that is to work out of anthroposophy in an educational direction. The same applies to the artistic sphere. And we would also overcome our opponents if the inner consolidation of our own membership really progressed, if something were really done in this direction. Do you see why we had a better external balance sheet last year? It was because we were able to get a few individuals to take charge of improving it. Most of it came about through the personal efforts of a few individuals who traveled around. It would have been a matter of continuing this work for the cause. But that was not done. And that is why we are experiencing what I had to characterize. I would like to give an example of how little my intentions are being addressed. You see, it was at the end of April that someone in Holland is said to have said: Yes, World School Association, you can't make it popular as quickly as you think you can, it takes five to six months.

Now, do the math. I pointed out at the end of the last fall course, I might say, that that was the time to personally stand up for this World School Association. I said that, given the time situation, it would be too late if we did not do so. So take the starting point of the reference back then, let's say October. Then do the math: November, December, January, February, March, April - six months. Six months had passed since I emphasized the necessity. So if we had started in October of last year, we would have had the six months. Instead, after six months, they say we need six months. Yes, if we continue to think and work in this way, then in three to four months we will have fallen asleep in terms of the outer movement, and this just at the moment when we might have the greatest and best prospects in terms of the spiritual and the spiritual.

This is not said merely because one wants to lament these things, but because labor is taken up by them, which should be working in a different direction. Of course, one has to take care of these things when others do not take care of them. And since the manpower is required, it is self-evident that the ideal and spiritual work suffers as a result and cannot reach the level it should actually reach. It is, of course, a hypothesis when I say that we could perhaps reach a peak of our spiritual achievements in three to four months; because this peak depends on the members doing the right thing.

For the near future, not tomorrow, but today, there should be a desire for some kind of energetic action for the administration of our cause. Above all, those foundations that have been able to emerge on the periphery should feel a strong obligation to contribute to the central core, to the whole; they should, despite the fact that they may well stand on their own (no one should misunderstand this), feel the obligation to support and sustain the center of the matter and, above all, to relieve it of external material work.

And as unpleasant as it is for me to say it, it had to be said, and it had to be said again today. It has often been pointed out in recent years, but it has fallen on deaf ears. To the same extent that the mark accounts have understandably declined, to the same extent the prospects of our cause have gradually faded. Now there is a large loss of Swiss franc accounts, after there were no more German mark accounts at all. That is the actual result, which I can only summarize in the words: the Goetheanum treasury is currently short of four hundred thousand francs for the next few months. If there is to be any prospect of continuing the construction and administrative work, these funds must be found.

This is a great concern to me. I said it very clearly last year and regret that I have to say it again at this moment.

[ 1 ] Philosophy did not arise in the same way in which it is continued in modern times. In these days it is a connection of ideas which are not experienced in one's inner being, in the soul, in such a manner that a man, conscious of self, feels himself in these ideas as in a reality. Therefore we seek after all possible theoretical means to prove that the philosophic content does refer to a reality. But this way leads only to different philosophic systems, and of these one can say they are right to a certain extent; for mostly the grounds on which they are refuted are of as much value as those on which it is sought to prove them.

[ 2 ] Now with Anthroposophy it is a question not of attaining the reality of the philosophic content by theoretic thought, but by the cultivation of a method which on the one hand is similar to that by which in ancient times Philosophy was won, and on the other, is as consciously exact as the mathematical and natural scientific method of more recent times.

[ 3 ] The ancient method was semi-conscious. Compared with the condition of full consciousness of the modern scientific thinker it had something almost dreamy. It existed not in such dreams as concealed indirectly by their very nature their real content, but in waking dreams, which pointed to reality precisely by means of this content. Nor had such a soul-content the abstract character of the modern presentation, but rather that of picture-making.

[ 4 ] Such a soul-content must be regained, but in full consciousness, according to the modern stage of human evolution; exactly in the same sense of consciousness as we find in scientific thought. Anthroposophical research seeks to attain this in a first stage of supersensible knowledge in the condition of ‘imaginative consciousness’. It is reached through a process of meditation in the soul. This leads the entire force of the soul-life to presentations which are easily visualized and held fast in a state of rest. By this means we finally realize, if such a process is constantly repeated over a sufficient period of time, how the soul in its experience becomes free from the body. We see clearly that the thought of ordinary consciousness is a reflection of a spiritual activity which remains unconscious as such, after having become so by the incorporation of the human physical organism in its course.

All ordinary thinking is dependent on the supersensible spiritual activity which is reproduced in the physical organism. But at the same time we are conscious only of what the physical organism allows us to be conscious of. [ 5 ] The spiritual activity can be separated from the physical organism by meditation, and the soul then experiences the supersensible in a super-sensible way; no longer the physical but the etheric organism is the background of the soul's experience. We have a presentation before our soul's consciousness with the character of a picture. [ 6 ] We have before us in this kind of presentation pictures of the powers which, coming from the supersensible are the basis of the organism as its powers of growth, and also as the very powers which function in the regulation of the processes of nourishment. We gain in these pictures a real vision of the life-forces. This is the stage of ‘imaginative cognition’. This is life in the etheric human organism, and with our own etheric organism we live in the etheric Cosmos. There is between the etheric organism and the etheric Cosmos no such sharp distinction relating to subjective and objective as there is in physical thought about the things of the world.

[ 7 ] This ‘imaginative knowledge’ is the means whereby we can recall the very substantial reality of ancient Philosophy, but we can also conceive a new Philosophy, and a real conception of Philosophy can only come into being by means of this imaginative knowledge. And when this Philosophy is once there it can be grasped and understood by the ordinary consciousness; for it speaks out of ‘imaginative’ experience in a form which springs from spiritual (etheric) reality, and whose reality-content can, through the ordinary consciousness, be recalled in experience.

[ 8 ] A higher activity of knowledge which is forthcoming when meditation is extended, is required for Cosmology. Not only is intensive quietness cultivated on a soul-content or subject matter but also a fully conscious stationary condition of the quiet, content-less soul. This is after the meditative soul-content or subject matter has been banished from the consciousness. The stage ‘is reached where the spiritual content of the Cosmos flows into the empty soul—the stage of ‘inspired cognition’. We have in part of us a spiritual Cosmos, just as we have a physical Cosmos before the senses. We succeed in seeing, in the powers of the spiritual Cosmos, what takes place spiritually between man and the Cosmos in the process of breathing. In this and the other rhythmic processes of man we find the physical reproduction of what exists in the spiritual sphere in human astral organization. We attain to the vision of how this astral organism has its place in the spiritual Cosmos outside the life on earth, and how it takes on the cloak of the physical organism through embryonic life and birth, to lay it down again in death. By means of this knowledge we can distinguish between heredity, which is an earthly phenomenon, and that which man brings with him from the spiritual world.

[ 9 ] In this way, through ‘inspired knowledge’, we attain to a Cosmology which can embrace man in respect of his psychic and spiritual existence. Inspired knowledge is cultivated in the astral organism because we experience an existence outside our bodies in the Cosmos of the Spirit. But the same thing happens in the etheric organism; and we can translate this knowledge into human speech in the images which present themselves in this sphere, and we can harmonize it with the content of Philosophy. So we get a Cosmic Philosophy.

[ 10 ] For Religious Cognition a third thing is necessary. We must dive down into those existences which reveal themselves in picture form as the content of ‘inspired knowledge’; and this is attained when we add ‘Soul-exercises of the Will’ to the kind of meditation which we have till now been describing. For instance, we attempt to present to ourselves events which in the physical world have a definite course, but in reverse order, from the end to the beginning. Doing this we separate the soul-life, through a process of will which is not used in ordinary consciousness from the cosmic externals, and let the soul sink into those Beings which manifest themselves by inspiration. We attain true intuition, a union with beings of a spiritual world. These experiences of intuition are reflected in etheric and also in physical man, and produce in this reflection the subject matter of religious consciousness.

[ 11 ] Through this ‘intuitive cognition’ we gain a vision of the true nature of the Ego, which in reality is sunk into the spiritual world. The Ego which we know in ordinary consciousness is only a quite faint reflection of its true proportions. Intuition provides the possibility of feeling the connection of this faint reflection with the divine primal universe, to which in its true shape it belongs. Moreover, we are enabled to see how spiritual man,, the true Ego, has his place in the spiritual world, when he is sunk in sleep. In this condition the physical and etheric organisms require the rhythmic processes for their own regeneration. In a waking condition the Ego lives in this rhythm and in the metabolic processes that are a part of it; in the condition of sleep, the rhythm and the metabolic processes of man have a life of their own as physical and etheric organisms; and the astral organisms and the Ego then take their place in the spirit world. The translation of man into this world by inspired and intuitive knowledge is conscious; he lives in a spiritual Cosmos, just as by his senses he lives in a physical Cosmos. He can speak of the content of the religious consciousness from knowledge, and he can do this because what he experiences in the spiritual sphere is reflected in the physical and etheric man. Moreover, the reflected pictures can be expressed in speech, and in this form have a meaning which throws religious light on the human disposition of ordinary consciousness.

[ 12 ] Thus we reach the heart of Philosophy by imaginative cognition, of Cosmology by inspiration, and of the religious life through intuition. Besides that already described, the following soul-exercise helps towards attaining intuition. One tries so to grasp the life, which otherwise unconsciously unfolds itself from one human age to another, that one consciously contracts habits which one did not have before, or consciously changes such as one had. The greater the effort that such a change necessitates, the better it is for gaining intuitive knowledge; for these changes bring about a loosening of the will-power from the physical and etheric organism. We bind the will to the astral organism and to the true form of the Ego and consciously immerse both of them into the spirit world.

[ 13 ] What we may call ‘abstract thought’ has been perfected only in the modern spiritual development of mankind. In earlier periods of evolution this kind of thought was unknown to man, though it is necessary to the development of human spiritual activity, because it frees the power of thought from the picture-form. We achieve the possibility of thinking through the physical organism, though such thinking is not rooted in a real world; only in an apparent world where the processes of Nature can be copied without man himself contributing anything to these pictures. We attain a copy of Nature, which, qua copy, can be genuine, because the life in the thought-copy is not in itself reality, but only apparent reality. But the moral impulses can also be taken up into this pseudo-thought, so that they exercise no compulsion on man. The moral impulses are themselves real because they come from the spirit world; the manner in which man experiences them in his apparent world enables him to adapt himself in accordance with them, or not. They themselves exercise no compulsion on him either through his body or his soul.

[ 14 ] So man strides on; thought which was in ancient times completely bound to the unconsciously imagined, inspired and intuitive knowledge, thought in which the subject matter was laid as open as Imagination and Inspiration and Intuition themselves, becomes abstract thought conducted through the physical organism. In this thought, which has a pseudo-life, because it is spirit substance translated into the physical world, man has the possibility of developing an objective nature-knowledge and his own moral freedom.

More details on this subject you will find in my Philosophy of Spirit Activity, my Knowledge of Higher Worlds and how to attain it, Theosophy, Occult Science, etc. What is necessary in order to return to a Philosophy, a Cosmology and a Religion that embrace all man, is to enter upon the province of an exact clairvoyance in Imagination, Inspiration and Intuition; and this consciously—that is in contradistinction to the old dreamlike clairvoyance. Man attains to his full consciousness in the province of a life of abstract presentations. It remains to him, in the further advance of humanity, to bring this full consciousness of the spiritual world to bear on his daily life.