The Rudolf Steiner Archive

What I have to say today concerns primarily the physical education of children. It is in the nature of this subject that I can talk about it only aphoristically, mainly because people tend to have already formed their opinions in these matters. When it comes to talking about physical development, everyone seems to have definite likes and dislikes that too often strongly color people’s theories on this subject. But anything arising from personal sympathies or antipathies easily leads to fanaticism, which is far from the real goals and activities of spiritual science. Any form of fanaticism or agitation for some particular cause is entirely alien to the nature of the anthroposophic movement, which simply wants to point out the effects of various attitudes and actions in life and leave everyone free to relate personal sympathies and antipathies to the matter.

Just consider the fanaticism that argues for or against vegetarianism today, each using unassailable, scientific proofs. And yet we cannot help noticing that never before has superficiality flourished so much as when people defend various movements of a similar nature. It is a fact that anthroposophy does not have the slightest leaning toward extremism in any form. It cannot go along with ardent vegetarians who wish to enforce their views on others whose attitudes differ, and who, in their fanaticism, go so far as to deny meat eaters a fully human status in society. If fanaticism occasionally creeps into the anthroposophic movement, it does not at all reflect the true nature of spiritual science.

Now, there is another aspect we must consider within the context of these lectures. Perhaps you have noticed that until now we have emphasized appropriate educational methods in the realm of children’s soul and spirit, which also allows the best possibility for physical development in a natural, healthy way. One could say that we are studying an educational system that—if it is practiced correctly and effectively—offers the best means toward healthy physical development. So the fundamentals of a sound physical education have already been presented. Nevertheless, it will be useful to review and summarize them again, although we must do this aphoristically because of a shortage of time. To do justice to this subject I would have to devote a whole lecture cycle to it.

Our theme falls naturally into three main parts: the way we feed children; the way we relate children to warmth or coldness; and our approach to gymnastics. Fundamentally, these three categories comprise everything important for the physical education of children.

Modern methods of knowledge, based as they are on an intellectualistic approach, do not offer the possibility of coming to terms with the complex nature of the human organism. Despite the scientific attitude that people are so proud of today, we need to acquire a certain instinctive knowledge of what nurtures or damages health and includes the whole spectrum between these two poles. A healthy instinct for such matters is immensely important. After all, isn’t it true that our natural science is generally becoming more dyed-in-the-wool materialistic? Consider how many secrets have been drawn from nature through research under the microscope or by dissecting various lower animals to investigate the functions of their parts. How many times has human behavior been determined by observing animal behavior, without considering the fact that the human organization in its most important characteristic differs radically from that of all lower animal species? In any case, there has not been enough emphasis placed on this significant difference, primarily because science today depends on investigating every detail separately, thus getting only a partial view of life.

Let me try to illustrate this by a comparison. Imagine that I meet two people at nine o’clock one morning. They are sitting on a bench, and I stop for a while to talk to them about various things, thus gaining a general impression of their characters. Then I go on my way again. At three o’clock in the afternoon I see them still sitting on that bench. Now, there are various possibilities of what may have happened in the meantime. It may be that they have been sitting there talking the whole time. Or, according to the different ways that people of various ethnic groups or nationalities behave, other things may have happened. Perhaps they sat together in silence. Or, unknown to me, one of them might left right after I did, while the other stayed on the bench. The first may have returned just before I reappeared, and so on. Externally, nothing appears to have changed between 9 A.M. and 3 P.M., despite the fact that the two seemed very different in temperament and lifestyle.

Life will never reveal its secrets if we observe only outer appearances. Yet, with today’s scientific methods, this happens far more frequently than is generally realized, as anyone can discover. Present scientific attitudes can indeed lead to a situation such as I witnessed not long ago. In my youth, I had a friend whom I knew lived a normal and healthy life. Later, we went our different ways and did not meet for many years. Then, one day, I visited him again. When he sat down to his midday meal, the food was served in an unusual way, and a scale was placed on the table. He weighed the meat and the vegetables, because he had begun to eat “scientifically.” He had complete faith in a science that prescribed the correct amounts of various foods one eats to be healthy. Needless to say, such a method may be perfectly justified under certain conditions, but it thoroughly undermines one’s healthy instincts.

An instinct for what is wholesome or damaging to health is an essential quality for any teacher worthy of the calling. Such teachers surely know how to elaborate and use all that was given in the previous lectures, and this includes the physical education of children.

We have seen, for instance, that before the change of teeth children live entirely in the physical organism. This applies especially to babies, particularly with regard to nourishment. As you know, when babies begin to take in food, they are completely satisfied with a totally uniform diet. If we, as adults, had to live every day on exactly the same kind of food for breakfast, lunch, and any other meal, we would find it intolerable, both physically and mentally. Adults like to vary their food with a mixed diet. Babies, on the other hand, do not get a change of food at all. And yet, only a few people realize the bliss with which babies receive their “monotonous” diet; the whole body becomes saturated with intense sweetness from the mother’s milk. Adults have the possibility of tasting food only with the taste buds and adjacent organs. They are unfortunate, since all their sensations of taste are confined to the head and thus they are very different a baby, whose entire body becomes one great organ for the sense of taste.

At the end of the baby stage, tasting with the whole body ceases and is soon forgotten for the rest of life. People who live with ordinary degrees of consciousness are completely unaware of how different their sensations of tasting food were during infancy. And, sure enough, later life does its best to wipe out this memory. For example, I once took part in a conversation between an “abstainer” and a person of the opposite position. (I won’t tell you the whole story, since it would take us too far from our theme.) The abstainer, like so many of these people, was inclined to be a fanatic and tried to convert the gourmand, who replied, “But I was completely temperate for two full years.” Greatly surprised, the abstainer asked him when this was, to which the other answered, “During the first two years of my life.” In this humorous, though rather frivolous way, important facts of life were discussed. Few people have a deeper and correct knowledge of these things.

Babies are related to the physical body in such a way that they can eat only with their entire physical organization, deriving the greatest benefit and pleasure from this condition. The gradual transition to the next stage involves forces that begin to concentrate in the head and finally lead to the change of teeth. These forces are so powerful that they can force out the milk teeth as the second teeth push through. This slow and gradual process takes place between birth and second dentition, affecting various other regions. After babyhood, the sense of taste withdraws into the head. Children no longer eat only with their physical organization, but with their soul forces as well. They learn to distinguish various tastes through their soul forces. At this stage it is important to watch carefully children’s reactions to different foods. Their likes and dislikes are valuable indicators of their inner health. But, to judge such matters, we need at least an basic knowledge of nutrition.

When talking about this today, people typically think of the aspect of weight. But this is not so important. What really matters is the fact that each kind of food contains a certain amount of forces. Each item of food holds a specific amount of forces through which it has adapted to the conditions of the outer world. But what takes place within the human organism is something entirely different. The human organism must completely transform the food it takes in. It must transform the processes that various foods have gone through while growing—forces that will become active within the human organism. What occurs there is a continual conflict, during which the dynamic forces in food are completely changed. We experience this inner reaction to the substances we eat as stimulating and life sustaining. Consequently, it is no good to merely ask how many ounces of this or that we should eat. Rather, we should ask how our organism will react to even the smallest amounts of a certain food. The human organism needs forces that generate resistance to outer natural processes.

Though somewhat modified, processes in certain areas of the human organism (between the mouth and the stomach) can still be compared to forces in the external world. However, those in the stomach and in the subsequent stages of digestion are very different from what we find outside the human being. When it comes to what happens in the head, however, we find exactly the opposite processes from those in outer nature. This shows how the human organism, in its totality, must be stimulated in the right way through the food we eat.

I must be brief, so there is no time to get into the terminology of the deeper aspects of this subject. For now, however, a less specialized and more popular terminology will do. As you know, in ordinary life there are foods we consider rich in nutrition, and others considered poor in nutrients. It is possible to live on food of poor nutritional value—just think of how many people are fed mainly on bread and potatoes, both of which are certainly low in nutritional value. On the other hand, you have to remember that, in cases of ill health, one must take great care not to overburden the digestion with foods having little nourishment. Bread and potatoes make great demands on the digestive system, with the effect that very little energy is left for the remaining functions. Consequently, a diet of bread and potatoes is not likely to promote physical growth. So we look for other foods that do not put unnecessary strain on the digestive system, foods that work the digestive system very little. If these things are taken to extremes, however, an abnormal activity begins in the brain, which in turn begins other processes that have absolutely no resemblance to those of outer nature. These again affect the rest of the human organism, and as a result the digestive system will become sluggish and too slack. All this is extremely complicated, and it is very difficult to understand all the ramifications of what happens. It is one of the most difficult tasks of a thorough scientific investigation—not the kind so common today—to know what really happens when, for instance, a potato or a piece of roast beef is taken into a human mouth. Each of these two processes is very complex, and each is very different from the other. To investigate the subsequent stages of digestion with scientific precision, a great deal of specialized knowledge is needed.

A mere indication of what happens there must be enough. Imagine that a boy eats a potato. First the potato is tasted in his head, the location of one’s organs of taste, and then the sensation of taste induces further responses. Although the sense of taste no longer permeates the boy’s whole organism, it nevertheless affects it in certain ways. A potato does not have an especially stimulating taste and, consequently, leaves the organism somewhat indifferent and inactive. The organs are not particularly interested in what happens with the potato in the child’s mouth. Then, as you know, the potato passes into the stomach. The stomach, however, does not receive it with alacrity either, because it has not been stimulated by the sensation of taste. Taste always determines whether the stomach takes in food with sympathy or aversion. In this case, the stomach will not exert itself to incorporate the potato with its dynamic forces. Yet, this must happen, since the potato cannot be left there in the stomach. If the stomach has the strength, it will absorb the dynamic forces of the potato and work on them with a certain distaste. It allows the potato to enter without developing any significant response to it, because the potato has not stimulated it. This process continues through the rest of the digestive tract, in which the remains of the potato are again worked on with a certain reluctance. Very little of what was once the potato reaches the head organization.

These few indications—which ought to be deepened considerably for any proper understanding—are intended as a mere suggestion of the complex processes that occur in the human organism. Nevertheless, educators should acquire a working knowledge of these things, and to do this I believe it is necessary to go into the whys and wherefores. I can imagine that some listeners might think it good enough just to be told what they should give children to eat and which foods to avoid. But this is not enough, because to do the right things—especially when physical matters are involved—teachers must have sufficient understanding of the problems. There are so many approaches to these things that one needs guidance to see what each case requires. And for this, teachers need at least a simplified picture of how children should be fed.

In physical education, we see in particular how far educational principles have deviated from prevailing social conditions. Unless students happen to live in boarding schools, where it is possible to practice what I have been indicating, it will be necessary to win the cooperation of parents or others in charge of children, and, as we all know, this can cause considerable difficulties. It may not be possible to implement measures one deems right and beneficial for students until tremendous resistance has been overcome.

Let me give you an example. Imagine you have a student in your class who has an excessively melancholic disposition. Extreme symptoms of this kind always indicate an abnormality in the physical organization. Abnormalities in the soul region always originate with physical abnormalities of one kind or another, and physical symptoms are a manifestation of the soul and spiritual life. So let us imagine such a child in a day school. In a boarding school, of course, one would deal with such a problem in cooperation with the dormitory. So what would I have to do? First I must contact the child’s parents and—if I am absolutely certain about the real causes of the problem—I may ask them to increase the child’s sugar consumption by at least 150 percent, or in some cases by as much as 200 percent, compared to what one gives a child who behaves normally. I would advise the parents not to withhold this additional sugar, which could be given, for instance, as sweets.

Why would I do this? Perhaps the opposite example will make it clearer to you. Imagine that I have to deal with a pathologically sanguine child. If I am to make sense, we must assume this is an excessively sanguine child. Again, the symptoms betray an abnormality in the physical organization, and here I would have to ask the parents to decrease the amount of sugar given to the child. I would ask them to greatly reduce the amount of sweets given to the child.

What are my reasons? One discovers whether to increase or decrease the amount of sugar only by becoming aware of these facts; all milk and milk products, but mother’s milk in particular, spread their effect uniformly throughout the entire human organism, so that each organ receives what it needs in a harmonious way. Other foods, however, have more influence on a particular organic system. Please note that I am not saying other foods exercise an exclusive influence, but that they influence some organs more than others. The way a child or an adult responds to a specific taste or a certain food depends on the general condition of a particular organic system. In this respect, certain luxury foods play as important a part, as do ordinary foods.

Milk affects the entire human being, whereas other nutrients affect a particular organic system. With regard to sugar, we must look at activity in the liver. So, what am I doing by giving an abnormally melancholic child lots of sugar? I diminish the activity of the liver, because sugar, in a certain sense, takes over the activity of the liver. This causes the liver to direct its activity more toward something extraneous, and thus the activity is reduced. Under certain circumstances, pronounced melancholic symptoms may be the result of a child’s liver activity, so it is possible, purely through diet, to decrease an overly melancholic tendency in a child—which can also manifest as a tendency toward anemia. And why, in the case of an overly sanguine child, do I recommend a reduction of sugar intake? Here I try to decrease the stimulating effect of sugar and cause the liver to become a little more active on its own. In this way, I stimulate the child’s I-being, which helps the child overcome the physical symptoms of an excessively sanguine temperament.

If we pay close attention over a period of time, we generally discover the necessary preventive measures. As a rule, this faculty develops only when it has become second nature in alert and dedicated teachers to spot even slightly unusual symptoms in students. Obviously, we must never allow abnormalities to deteriorate too much before taking action. To achieve this ability, teachers must be willing to continually deepen their understanding and to overcome numerous personal hindrances. Otherwise, I am afraid that teachers will not gain the necessary thoroughness until they reach retirement.

This example illustrates the possibility of counteracting certain abnormalities if we observe the human physical organization as a whole. Thus, the whys and wherefores are important. Naturally, we must always contend with countless details, but it is not impossible to relate these to the broader aspects that generally lead to polarities. Truly good teachers (even better than those who already exist), through close contact with their students, know instinctively and beforehand how to handle children when specific circumstances present themselves. In any case, if they are to take the appropriate action, it is extremely important for teachers to perceive any deviation from the normal, healthy behavior of children.

We must watch very closely how children—as beings of body, soul, and spirit—show an interest not only in themselves, but also in their environment. We have to develop an instinctive awareness of the children’s interest, or their lack of it. This represents the one side. The other is a teacher’s awareness of the first signs of fatigue in students.

What is the source of each child’s characteristic interest? It arises in the metabolic and limb system, but mainly in the metabolism. I will know that there is a problem of improper diet if I see that a child is losing interest, for example, in mental activities (and this is the most obvious sign); or if a child shows little interest in outer activities and no longer wants to participate in games or similar pursuits; or if I see that a child has lost interest in food (which is the worst sign of all, since children are naturally interested in various tastes and should learn to distinguish between the various flavors); or if a child suffers from lack of appetite (since a lost appetite also means a lack of interest in food). Here, food demands too much of the child’s digestive system. So, I must find out what food this child is being given that has relatively little nutritive value, since such food burdens the digestive system. Just as I can determine the weather by reading the barometer, similarly I can deduce an improper diet when I see a marked lack of interest in a child. Interest and apathy are the most important indicators with regard to a correct diet for children.

Now let’s take a look at the opposite pole. If I notice that a child tires too quickly because of mental or physical activities, again I can trace the cause to physical conditions. In this case, a child may eat with a normal appetite, but after eating, such a child may become drowsy, not unlike a snake after feeding. If a child has an abnormal desire to curl up on the sofa after eating, it shows an inability to cope with digestion, which causes the child to become tired. It is a sign that a child has been given too much of the sort of food that does not stimulate the digestion enough, with the result that the unfulfilled demands of the digestive system now enter the child’s head region, causing fatigue.

So, I must give food having concentrated nutritional value to a child who shows a noticeable lack of interest. But there is no need to become a fanatic about these things. Fanatical vegetarians will say that this lack of interest in children is caused by a diet of meat, and that they must now get used to a diet of raw fruits, so they can recover a normal interest in the world. This may be true. But those who believe in giving meat to children will maintain that, if they tire too easily, we must stimulate them with a meat diet.

These things should not provoke too much discussion, simply because it is possible to balance various foods through appropriate combinations that, in this case, might very well take the place of meat. Nor is it essential to turn children into vegetarians. The important thing is to recognize that, on the one hand, children who lack a healthy interest can be helped by an improved diet, one that contains especially nutritious foods and, on the other, that a tendency toward fatigue can be overcome by working in the opposite direction. This is one way to simplify and easily understand a very complex subject. If, for example, I find that a child tires too easily, I must realize that the digestion is not sufficiently engaged, and so I alter the diet accordingly. We must develop a kind of human symptomatology that helps us in a concrete and practical way. It is not always necessary to go into all the details. In matters of nutrition, if we interpret certain symptoms correctly, we begin to see through the situation and recognize what steps to take.

Closely related to all this (though opposite in a certain sense) is the whole question of warmth in childhood. Here, external phenomena guide us even more clearly than does nutrition; we just need the correct interpretation. On the other hand, they easily lead to extremes and become harmful. I am referring to “hardening,” or “toughening.” Under certain circumstances, this can be good, and much has been done in its favor. Yet, if we are well grounded in our knowledge of the human being, we cannot help feeling a sense of alarm when we see adults who were systematically hardened as children, and now cannot cross a hot and sunlit square without feeling oppressed by the heat. This can reach a point where both their psychological and physical makeup prevents them from ever crossing a sunny, open square. Surely, hardening is inappropriate if does not enable a person to endure any kind of physical hardship.

When considering the question of warmth or cold, two facts need to be kept in mind. First, nature has given us a clear directive; we have a sense of well-being only so long as we are unaware of the temperature surrounding us. If we are exposed to too much heat or cold, we quickly lose our sense of wellbeing. Obviously, we need our sensory perception of outer temperatures, but this must not adversely affect our whole organism. To protect ourselves from heat and cold, we neutralize their effects by the use of clothing. When exposed to too much cold, a person loses the ability to maintain normal functioning in certain inner organs. If, on the other hand, outer temperatures are too high, the body reacts with an excessive functioning of those organs. So we can say that, if a person is exposed to very low temperatures, the inner organs tend to coat themselves with a layer of mucus, giving rise to the type of illnesses I would call (in the vernacular) internal mucositis. Organs become lined with metabolic excesses, and this results in a hypersecretion of mucus. If, on the other hand, a person is exposed to too much heat, those organs respond by drying up. A tendency develops to form crusts, while the organs themselves ossify and become quite anemic.

This way of looking at the human organism provides the correct indications for moving ahead in matters of education. Every symptom and phenomenon teaches us something. For example, as human beings, it is safe to expose our faces to much colder temperatures than we could other parts of our bodies. And because the face is exposed to colder temperatures, it prevents other organs from drying out by stimulating them. There is a continuous interplay between the face, which readily accepts certain degrees of cold, and the other members of the human physical organization. However, we must not confuse the face with a very different part of the human anatomy. Forgive me for putting it so crudely, but we must not confuse people’s faces with their calves. This is the sort of mischief we encounter so frequently today, because in cold weather children are allowed to walk around with their legs bare up to their knees, and sometimes even higher. This truly confuses the two ends of the physical human body. If people were only aware of the hidden connections here, they would realize how many cases of appendicitis develop later on because of this confusion between the two human extremities.

On the other hand, it also needs to be said that we should not be too sensitive to minor changes of temperature, and that children should be brought up to bear them with equanimity. When children overreact to slight changes of temperature, again we must know that we can help by making corresponding changes in the diet. These things show us that warmth and nutrition must work together, for eating and keeping warm complement each other. Those who are oversensitive to temperature changes should be given food with a high caloric content, which generates the inner strength needed to withstand these changes. Again, you can see how a real knowledge of the human being also helps in such situations, and how, fundamentally, not only must everything in the human organism work harmoniously together, but mostly those entrusted with educating young people must be able to recognize this cooperation among the various organs.

The third major aspect of physical education involves various forms of movement. The human makeup is such that we must be active in more than our bodily functions; we must also participate in the outer world. People must be able to experience a connection with the outer world. It is true that not one human organ can be understood when considered only in a state of rest. We must relate it to the inherent activities and movements of its functions; then we can understand an organ even in a state of rest. This is true whether it is an outer organ—whose form, even at rest, indicates its normal movements—or an inner organ, whose shape and configuration express the function and movement that make it part of the overall human organic processes. All this is considered when we introduce various forms of movement to children in the right way. Again, bear in mind the wholeness of the human being. We must try to give the physical, soul, and spiritual aspects their due. With children, we do this only by allowing them to perform the right kinds of movements, which bring satisfaction because they are in harmony with children’s innate intentions. Such movements are always accompanied by a sense of well-being.

In an education based on knowledge of the human being, the first step in this direction is to learn the particular ways children want to move when given freedom. Typical games with their inhibiting rules are quite alien to the nature of young children, because they suppress what should remain freely mobile in children. Organized games gradually dull their inner activity, and children lose interest in such externally imposed movements. We can clearly see this by observing what happens when the free movements of playing children are channeled too much into fixed gymnastic exercises. As I said, I do not wish to condemn gymnastic lessons as such, but in general it must be said that when young students are doing gym exercises, their movements are being determined externally. Anyone working out of a real knowledge of the human being would much rather see young children play freely on parallel bars, on a horizontal bar, or on rope ladders, instead of having to follow the exact commands of a gym instructor shouting “one two three” as the children step on the first, second, and third rungs of a rope ladder or perform precise movements on gym apparatus—movements that tend to impose stereotyped forms on their bodies.

I realize that these remarks go a little beyond the general trend of modern gymnastics, whose advocates are often a bit fanatic. One easily rouses antipathy by shedding light on the kind of gymnastic exercises that are imposed externally, and by comparing them with the natural movements of children arising from their own involvement in free play. Yet it is exactly this free play that we should observe and study. One must get to know children intimately, and then one sees what to do to stimulate the right kind of free play, in which boys and girls should, of course, participate together.

In this way, through the inner flexibility that accompanies children’s outer movements, their organic functions work together harmoniously. This method also opens our eyes to what lies behind certain symptoms, such as those indicating anemia in young girls. In most cases such symptoms are simply the result of having been artificially separated from the boys, because it was considered unseemly for them to romp with the boys during free play. Girls, as well as boys, should be allowed to be boisterous when they play, although perhaps in slightly different ways. Conventional notions of what is “ladylike” are often are held up to young girls, but they frequently contribute to anemia in later life. However, I must ask you not to take this remark as a personal criticism of an established way of life, but simply as an objective observation. We can obviate a tendency toward anemia simply by allowing young girls to engage in the right kind of free play. In this way, we safeguard their inner functions from becoming so sluggish that they can no longer form the right kind of blood from their digestive activity.

These days, it has become difficult to fully understand these matters, simply because the kind of knowledge fostered today is not the outcome of observing inner human nature, but comes from collecting detailed data. Through so-called induction, these facts are then turned into a hodge podge of general knowledge. Of course, by following this method it is possible to discover all kinds of interesting facts, but it is more important to observe what has real significance for life. Otherwise, an ardent admirer of modern science might argue by saying, “You told us that anemia can manifest because young girls have not been allowed to play freely; yet I have encountered several cases of anemia in a village where young girls had never been restrained in their play.” One would have to look into the causes of anemia in this particular situation; perhaps as a child, one of these girls nibbled an autumn crocus (Colchicum autumnale), thus developing a tendency toward anemia in later life.

Another important aspect of our theme concerns the consequences of mental strain in children. If we overburden their mental powers, we definitely exert a harmful influence on their general health. If we prevent children from discovering their natural tendency toward movement and play, the metabolic organization will not be sufficiently stimulated. By burdening children with too much knowledge of the world, we artificially increase metabolic activity in the head. Although human beings have a threefold nature, any activity that dominates one of the three spheres is, to a certain extent, also present in the other two systems. When we overload students with facts about the external material realm instead of with spiritual matters, we divert some of the normal digestive activity from the metabolism into the head, thus causing abnormal activity in the whole metabolic system.

This, too, can cause anemia during puberty. Someone might argue that, in a certain village, students were never subjected to intellectual stress, but there were nevertheless cases of anemia in that town. Again we would have to look at the particular situation. For instance, we might discover that one of the houses in this village was covered by Virginia creeper (Parthenocissus quinquefolia), and that a child whose curiosity had been roused by its black, glistening berries had eaten a few that were overripe, in this way increasing an innate tendency toward anemia.

To conclude, I would like to say this: It might be correct to collect separate data from which one then extracts general knowledge. But if we want to gain the kind of knowledge that is closely allied to practical life, we have to observe real life carefully, so that we can discover where and how to tackle problems as they arise. Only a real knowledge of the human being offers educators this kind of insight. It enables them to fulfill their task by guiding children into the right forms of movement and by guarding against stressing the mental capacities of the children in their care. The realization of these possibilities is our first and foremost task.

Of course, we cannot necessarily prevent a child from sucking on an autumn crocus or eating black berries from a Virginia creeper, but we can infuse intuitions into children—and at the right time. And this will enable them to develop physical powers in a well-rounded way and to cultivate greater flexibility.

It is to be hoped that my discussions of the boundaries of natural science have been able to furnish at least some indications of the difference between what spiritual science calls knowledge of the higher worlds and the mode of knowledge proceeding from everyday consciousness or ordinary science. In everyday life and in ordinary science our powers of cognition are those we have acquired through the conventional education that carries us up to a certain stage in life and whatever this education has enabled us to make of inherited and universally human qualities. The mode of cognition that anthroposophically oriented spiritual science terms knowledge of the higher worlds has its basis in a further self-cultivation, a further self-development; one must become aware that in the later stages of life one can advance through self-education to a higher consciousness, just as a child can advance to the stage of ordinary consciousness. The things we sought in vain at the two boundaries of natural science, the boundaries of matter and of ordinary consciousness, reveal themselves only when one attains this higher consciousness. In ancient times the Eastern sages spoke of such an enhanced consciousness that renders accessible to man a level of reality higher than that of everyday life; they strove to achieve a higher development, similar to the one we have described, by means of an inner self-cultivation that corresponded to their racial characteristics and evolutionary stage. The meaning of what radiates forth from the ancient Eastern wisdom-literature becomes fully apparent only when one realizes what such a higher level of development reveals to man. If one were to characterize the path of development these sages followed, one would have to describe it as a path of Inspiration. For in that epoch humanity had a kind of natural propensity to Inspiration, and in order to understand these paths into the higher realms of cognition, it will be useful if First we can gain clarity concerning the path of development followed by these ancient Eastern sages. I want to make it clear from the start, however, that this path can no longer be that of our Western civilization, for humanity is in a process of constant evolution, ever moving forward. And whoever desires—as many have—to return to the instructions given in the ancient Eastern wisdom-literature in order to enter upon the paths of higher development actually desires to turn back the tide of human evolution or shows that he has no real understanding of human progress. In ordinary consciousness we reside within our thought life, our life of feeling, and our life of will, and we initially substantiate what surges within the soul as thought, feeling, and will in the act of cognition. And it is in the interaction with percepts of the external world, with physical-sensory perceptions, that our consciousness First fully awakens.

It is necessary to realize that the Eastern sages, the so-called initiates of the East, cultivated perception, thinking, feeling, and willing in a way different from their cultivation in everyday life. We can attain an understanding of this path of development leading into the higher worlds when we consider the following. In certain ages of life we develop what we call the soul-spirit toward a greater freedom, a greater independence. We have been able to show how the soul-spirit, which functions in the earliest years of childhood to organize the physical body, emancipates itself, becomes free in a sense with the change of teeth. We have shown how man then lives freely with his ego in this soul-spirit, which now places itself at his disposal, while formerly it occupied itself—if I may express myself thus—with the organization of the physical body. As we enter into ever-greater participation in everyday life, however, there arises something that initially prevents this emancipated soul-spirit from growing into the spiritual world in normal consciousness. As human beings, we must traverse the path that leads us into the external world with the requisite faculties during our life between birth and death. We must acquire such faculties as allow us to orient ourselves within the external, physical-sensory world. We must also develop such faculties as allow us to become useful members of the social community we form with other human beings.

What arises is threefold. These three things bring us into a proper relationship with other human beings in our environment and govern our interaction with them. These are: language, the ability to understand the thoughts of our fellow men, and the acquisition of an understanding, or even a kind of perception, of another's ego. At first glance these three things—perception of language, perception of thoughts, and perception of the ego—appear simple, but for one who seeks knowledge earnestly and conscientiously these things are not so simple at all. Normally we speak of five senses only, to which recent physiological research adds a few inner senses. Within conventional science it is thus impossible to find a complete, systematic account of the senses. I will want to speak to you an this subject at some later time. Today I want only to say that it is an illusion to believe that linguistic comprehension is implicit in the sense of hearing, of that which contemporary physiology dreams to be the organization of the sense of hearing. just as we have a sense of hearing, so also do we have a sense of language. By this I do not mean the sense that guides us in speaking—for this is also called a sense—but that which enables us to comprehend the perception of speech-sounds, just as the auditory senses enable us to perceive tones as such. And when we have a comprehensive physiology, it will be known that this sense of speech is analogous to the other and can rightfully be called a sense in and of itself. It is only that this sense extends over a larger part of the human constitution than the other, more localized senses. Yet it is a sense that nevertheless can be sharply delineated. And we have, in fact, a further sense that extends throughout virtually all of our body—the sense that perceives the thoughts of others. For what we perceive as word is not yet thought. We require other organs, a sensory organization different from that which perceives only words as such, if we want to understand within the word the thought that another wishes to communicate.

In addition, we are equipped with an analogous sense extending throughout our entire bodily organization, which we can call the sense for the perception of another person's ego. In this regard even philosophy has reverted to childishness in recent times, for one can often hear it argued: we encounter another man; we know that a human has such and such a form. Since the being that we encounter is formed in the way we know ourselves to be formed, and sine we know ourselves to be ego-bearers, we conclude through a kind of unconscious inference: aha, he bears an ego within as well. This directly contradicts the psychological reality. Every acute observer knows that it is not an inference by analogy but rather a direct perception that brings us awareness of another's ego. I think that a friend or associate of Husserl's school in Göttingen, Max Scheler, is the only philosopher actually to hit upon this direct perception of the ego. Thus we must differentiate three higher senses, so to speak, above and beyond the ordinary human senses: the sense that perceives language, the sense that perceives thoughts, and the sense that perceives another's ego. These senses arise within the course of human development to the same extent that the soul-spirit gradually emancipates itself between birth and the change of teeth in the way I have described.

These three senses lead initially to interaction with the rest of humanity. In a certain way we are introduced into social life among other human beings by the possession of these three senses. The path one thus follows via these three senses, however, was followed in a different way by the ancients—especially the Indian sages—in order to attain higher knowledge. In striving for this goal of higher knowledge, the soul was not moved toward the words in such a way that one sought to arrive at an understanding of what the other was saying. The powers of the soul were not directed toward the thoughts of another person in such a way as to perceive them, nor toward the ego of another in such a way as to perceive it sympathetically. Such matters were left to everyday life. When the sage returned from his striving for higher cognition, from his sojourn in spiritual worlds to everyday life, he employed these three senses in the ordinary manner. When he wanted to exercise the method of higher cognition, however, he needed these senses in a different way. He did not allow the soul's forces to penetrate through the word while perceiving speech, in order to comprehend the other through his language; rather, he stopped short at the word itself. Nothing was sought behind the word; rather, the streaming life of the soul was sent out only as far as the word. He thereby achieved an intensified perception of the word, renouncing all attempts to understand anything more by means of it. He permeated the word with his entire life of soul, using the word or succession of words in such a way that he could enter completely into the inner life of the word. He formulated certain aphorisms, simple, dense aphorisms, and then strove to live within the sounds, the tones of the words. And he followed with his entire soul life the sound of the word that he vocalized. This practice then led to a cultivation of living within aphorisms, within the so-called “mantras.” It is characteristic of mantric art, this living within aphorisms, that one does not comprehend the content of the words but rather experiences the aphorisms as something musical. One unites one's own soul forces with the aphorisms, so that one remains within the aphorisms and so that one strengthens through continual repetition and vocalization one's own power of soul living within the aphorisms. This art was gradually brought to a high state of development and transformed the soul faculty that we use to understand others through language into another. Through vocalization and repetition of the mantras there arose within the soul a power that led not to other human beings but into the spiritual world. And if, through these mantras, the soul has been schooled in such a way and to such an extent that one feels inwardly the weaving and streaming of this power of soul, which otherwise remains unconscious because all one's attention is directed toward understanding another through the word; if one has come so far as to feel such a power to be an actual force in the soul in the same way that muscular tension is experienced when one wishes to do something with one's arm, one has made oneself sufficiently mature to grasp what lies within the higher power of thought. In everyday life a man seeks to find his way to another via thought. With this power, however, he grasps the thought in an entirely different way. He grasps the weaving of thought in external reality, penetrates into the life of external reality, and lives into the higher realm that I have described to you as Inspiration.

Following this path, then, we approach not the ego of the other person but the egos of individual spiritual beings who surround us, just as we are surrounded by the entities of the sense world. What I depict here was self-evident to the ancient Eastern sage. In this way he wandered with his soul, as it were, upward toward the perception of a realm of spirit. He attained in the highest degree what can be called Inspiration, and his constitution was suited to this. He had no need to fear, as the Westerner might, that his ego might somehow become lost in this wandering out of the body. In later times, when, owing to the evolutionary advances made by humanity, a man might very easily pass out of his body into the outer world without his ego, precautionary measures were taken. Care was taken to ensure that whoever was to undergo this schooling leading to higher knowledge did not pass unaccompanied into the spiritual world and fall prey to the pathological skepticism of which I have spoken in these lectures. In the ancient East the racial constitution was such that this was nothing to fear. As humanity evolved further, however, this became a legitimate concern. Hence the precautionary measure strictly applied within the Eastern schools of wisdom: the neophyte was placed under an authority, but not any outward authority—fundamentally speaking, what we understand by “authority” First appeared in Western civilization. There was cultivated within the neophytes, through a process of natural adaptation to prevailing conditions, a dependence on a leader or guru. The neophyte simply perceived what the leader demonstrated, how the leader stood firmly within the spiritual world without falling prey to pathological skepticism or even inclining toward it. This perception fortified him to such an extent on his own entry into Inspiration that pathological skepticism could never assail him.

Even when the soul-spirit is consciously withdrawn from the physical body, however, something else enters into consideration: one must re-establish the connection with the physical body in a more conscious manner. I said this morning that the pathological state must be avoided in which one descends only egotistically, and not lovingly, into the physical body, for this is to lay hold of the physical body in the wrong way. I described the natural process of laying hold of the physical body between the seventh and fourteenth years, which is through the love-instinct being impressed upon it. Yet even this natural process can take a pathological turn: in such cases there arise the harmful afflictions I described this morning as pathological states. Of course, this could have happened to the pupils of the ancient Eastern sages as well: when they were out of the body they might not have been able to bind the soul-spirit to the physical body again in the appropriate manner. One further precautionary measure thus was employed, one to which psychiatrists—some at any rate—have had recourse when seeking cures for patients suffering from agoraphobia or the like. They employed ablutions, cold baths. Expedients of an entirely physical nature have to be employed in such cases. And when you hear on the one hand that in the mysteries of the East—that is, the schools of initiation, the schools that led to Inspiration—the precautionary measure was taken of ensuring dependence on the guru, you hear on the other hand of the employment of all kinds of devices, of ablutions with cold water and the like. When human nature is understood in the way made possible by spiritual science, customs that otherwise remain rather enigmatic in these ancient mysteries become intelligible. One was protected against developing a false sense of spatiality resulting from an insufficient connection between the soul-spirit and the physical body. This could drive one into agoraphobia and the like or to seek social intercourse with one's fellow men in an inappropriate way. This represents a danger, but one which can and should—indeed must—be avoided in any training that leads to higher cognition. It is a danger, because in following the path I have described leading to Inspiration one bypasses in a certain sense the path via language and thought to the ego of one's fellow man. If one then quits the physical body in a pathological manner—even if one is not attempting to attain higher cognition but is lifted out of the body by a pathological condition—one can become unable to interact socially with one's fellow men in the right way. Then precisely that which arises in the usual, intended manner through properly regulated spiritual study can develop pathologically. Such a person establishes a connection between his soul-spirit and his physical body: by delving too deeply into it he experiences his body so egotistically that he learns to hate interaction with his fellow men and becomes antisocial. One can often see the results of such a pathological condition manifest themselves in the world in quite a frightening manner. I once met a man who was a remarkable example of such a type: he came from a family that inclined by nature toward a freeing of the soul-spirit from the physical body and also contained certain personalities—I came to know one of them extremely well—who sought a path into the spiritual worlds. One rather degenerate individual, however, developed this tendency in an abnormal, pathological way and finally arrived at the point where he would allow nothing whatever from the external world to contact his own body. Naturally he had to eat, but—we are speaking here among adults—he washed himself with his own urine, because he feared any water that came from the outside world. But then again I would rather not describe all the things he would do in order to isolate his body totally from the external world and shun all society. He did these things because his soul-spirit was too deeply incarnated, too closely bound to the physical body.

It is entirely in keeping with the spirit of Goetheanism to bring together that which leads to the highest goal attainable by earthly man and that which leads to pathological depths. One needs only slight acquaintance with Goethe's theory of metamorphosis to realize this. Goethe seeks to understand how the individual organs, for example of the plant, develop out of each other, and in order to understand their metamorphosis he is particularly interested in observing the conditions that arise through the abnormal development of a leaf, a blossom, or the stamen. Goethe realizes that precisely by contemplating the pathological the essence of the healthy can be revealed to the perceptive observer. And one can follow the right path into the spiritual world only when one knows wherein the essence of human nature actually lies and in what diverse ways this complicated inner being can come to expression.

We see from something else as well that even in the later period the men of the East were predisposed by nature to come to a halt at the word. They did not penetrate the word with the forces of the soul but lived within the word. We see this, for example, in the teachings of the Buddha. One need only read these teachings with their many repetitions. I have known Westerners who treasured editions of the Buddha's teachings in which the numerous repetitions had been eliminated and the words of a sentence left to occur only once. Such people believed that through such a condensed version, in which everything occurs only once, they would gain a true understanding of what the Buddha had actually intended. From this it is clear that Western civilization has gradually lost all understanding of Eastern man. If we simply take the Buddha's teachings word for word; if we take the content of these teachings, the content that we, as human beings of the West, chiefly value, then we do not assimilate the essence of these teachings: that is possible only when we are carried along with the repetitions, when we live in the flow of the words, when we experience the strengthening of the soul's forces that is induced by the repetitions. Unless we acquire a faculty for experiencing something from the constant repetitions and the rhythmical recurrence of certain passages, we do not get to the heart of Buddhism's actual significance.

It is in this way that one must gain knowledge of the inner nature of Eastern culture. Without this acquaintance with the inner nature of Eastern culture one can never arrive at a real understanding of our Western religious creeds, for in the final analysis these Western religious creeds stem from Eastern wisdom. The Christ event is a different matter. For that is an actual event. It stands as a fact within the evolution of the earth. Yet the ways and means of understanding what came to pass through the Mystery of Golgotha were drawn during the first Christian centuries entirely from Eastern wisdom. It was through this wisdom that the fundamental event of Christianity was originally understood. Everything progresses, however. What had once been present in Eastern primeval wisdom—attained through Inspiration—spread from the East to Greece and is still recognizable as art. For Greek art was, to be sure, bound up with experiences different from those usually connected with art today. In Greek art one could still experience what Goethe strove to regain when he spoke of the deepest urge within him: he to whom nature begins to unveil her manifest secrets longs for her worthiest interpreter—art. For the Greeks, art was a way to slip into the secrets of world existence, a manifestation not merely of human fantasy but of what arises in the interaction between this faculty and the revelations of the spiritual world revealed through Inspiration. That which still flowed through Greek art, however, became more and more diluted, until finally it became the content of the Western religious creeds. We thus must conceive the source of the primeval wisdom as fully substantial spiritual life that becomes impoverished as evolution proceeds and provides the content of religious creeds when it finally reaches the Western world. Human beings who are constitutionally suited for a later epoch therefore can find in this diluted form of spiritual life only something to be viewed with skepticism. And in the final analysis it is nothing other than the reaction of the Western temperament [Gemüt] to the now decadent Eastern wisdom that gradually produces atheistic skepticism in the West. This skepticism is bound to become more and more widespread unless it is countered with a different stream of spiritual life.

Just as little as a creature that has reached a certain stage of development—let us say has undergone a certain aging process—can be made young again in every respect, so little can a form of spiritual life be made young again when it has reached old age. The religious creeds of the West, which are descendants of the primeval wisdom of the East, can yield nothing that would fully satisfy Western humanity again when it advances beyond the knowledge provided during the past three or four centuries by science and observation of nature. An ever-more profound skepticism is bound to arise, and anyone who has insight into the processes of world evolution can say with assurance that a trend of development from East to West must necessarily lead to an increasingly pronounced skepticism when it is taken up by souls who are becoming more and more deeply imbued with the fruits of Western civilization. Skepticism is merely the march of the spiritual life from East to West, and it must be countered with a different spiritual stream flowing henceforth from West to East. We ourselves are living at the crossing-point of these spiritual streams, and in the further course of these considerations we will want to see how this is so.

But first it must be emphasized that the Western temperament is constitutionally predisposed to follow a path of development leading to the higher worlds different from that of the Eastern temperament. Just as the Eastern temperament strives initially for Inspiration and possesses the racial qualities suitable for this, the Western temperament, because of its peculiar qualities (they are at present not so much racial qualities as qualities of soul) strives for Imagination. It is no longer the experience of the musical element in mantric aphorisms to which we as Westerners should aspire but something else. As Westerners we should strive in such a way that we do not pursue with particular vigour the path that opens out when the soul-spirit emerges from the physical body but rather the path that presents itself later, when the soul-spirit must again unite with the physical organism by consciously grasping the physical body. We see the natural manifestation of this in the emergence of the bodily instinct: whereas Eastern man sought his wisdom more by sublimating the forces at work between birth and the seventh year, Western man is better fitted to develop the forces at work between the time of the change of teeth and puberty, in that there is lifted up into the soul-spirit that which is natural for this epoch of humanity. We come to this when, just as in emerging from the body we carry the ego with us into the realm of Inspiration, we now leave the ego outside when we delve again into the body. We leave it outside, but not in idleness, not forgetting or surrendering it, not suppressing it into unconsciousness, but rather conjoining it with pure thinking, with clear, keen thinking, so that finally one has this inner experience: my ego is totally suffused with all the clear thinking of which I have become capable. One can experience just this delving down into the body in a very clear and distinct manner. And at this point you will perhaps allow me to relate a personal experience, because it will help you to understand what I really mean.

I have spoken to you about the conception underlying my book, Philosophy of Freedom. This book is actually a modest attempt to win through to pure thinking, the pure thinking in which the ego can live and maintain a firm footing. Then, when pure thinking has been grasped in this way, one can strive for something else. This thinking, left in the power of an ego that now feels itself to be liberated within free spirituality [frei und unabhängig in freier Geistigkeit], can then be excluded from the process of perception. Whereas in ordinary life one sees color, let us say, and at the same time imbues the color with conceptual activity, one can now extract the concepts from the entire process of elaborating percepts and draw the percept itself directly into ones bodily constitution.

Goethe undertook to do this and has already taken the First steps in this direction. Read the last chapter of his Theory of Colors, entitled “The Sensory-Moral Effect of Color”: in every color-effect he experiences something that unites itself profoundly not only with the faculty of perception but with the whole man. He experiences yellow and scarlet as “attacking” colors, penetrating him, as it were, through and through, filling him with warmth, while he regards blue and violet as colors that draw one out of oneself, as cold colors. The whole man experiences something in the act of sense perception. Sense perception, together with its content, passes down into the organism, and the ego with its pure thought content remains, so to speak, hovering above. We exclude thinking inasmuch as we take into and fill ourselves with the whole content of the perception, instead of weakening it with concepts, as we usually do. We train ourselves specially to achieve this by systematically pursuing what came to be practiced in a decadent form by the men of the East. Instead of grasping the content of the perception in pure, strictly logical thought, we grasp it symbolically, in pictures, allowing it to stream into us as a result of a kind of detour around thinking. We steep ourselves in the richness of the colors, the richness of the tone, by learning to experience the images inwardly, not in terms of thought but as pictures, as symbols. Because we do not suffuse our inner life with the thought content, as the psychology of association would have it, but with the content of perception indicated through symbols and pictures, the living inner forces of the etheric and astral bodies stream toward us from within, and we come to know the depths of consciousness and of the soul. It is in this way that genuine knowledge of the inner nature of man is acquired, and not by means of the blathering mysticism that nebulous minds often claim to be a way to the God within. This mysticism leads to nothing but abstraction and cannot satisfy anyone who wishes to become a man in the full sense of the ward.

If one desires to do real research concerning human physiology, thinking must be excluded and the picture-forming activity sent inward, so that the physical organism reacts by creating Imaginations. This is a path that is only just beginning in the development of Western culture, but it is the path that must be trodden if the influence that streams over from the East, and would lead to decadence if it atone were to prevail, is to be confronted with something capable of opposing it, so that our civilization may take a path of ascent and not of decline. Generally speaking, however, it can be said that human language itself is not yet sufficiently developed to be able to give full expression to the experiences that one undergoes in the inner recesses of the soul. And it is at this point that I would like to relate a personal experience to you.

Many years ago, in a different context, I made an attempt to give expression to what might be called a science of the human senses. In spoken lectures I succeeded to some extent in putting this science of the twelve senses into words, because in speaking it is more possible to turn language this way and that and ensure understanding by means of repetitions, so that the deficiencies of our language, which is not yet capable of expressing these super-sensible things, is not so strongly felt. Strangely enough, however, when I wanted many years ago to write down what I had given as actual anthroposophy in order to put it into a form suitable for a book, the outer experiences an being interiorized became so sensitive that language simply failed to provide the words, and I believe that the beginning of the text—several sheets of print—lay for some five or six years at the printer's. It was because I wanted to write the whole book in the style in which it began that I could not continue writing, for the simple reason that at the stage of development I had then reached, language refused to furnish the means for what I wished to achieve. Afterward I became overloaded with work, and I still have not been able to finish the book. Anyone who is less conscientious about what he communicates to his fellow men out of the spiritual world might perhaps smile at the idea of being held up in this way by a temporarily insurmountable difficulty. But whoever really experiences and can permeate with a full sense of responsibility what occurs when one attempts to describe the path that Western humanity must follow to attain Imagination knows that to find the right words entails a great deal of effort. As a meditative schooling it is relatively easy to describe, and this has been done in my book, Knowledge of the Higher Worlds and Its Attainment. If one's aim, however, is to achieve definite results such as that of describing the essential nature of man's senses—a part, therefore, of the inner makeup and constitution of humanity—it is then that one encounters the difficulty of grasping Imaginations and presenting them in sharp contours by means of words.

Nevertheless, this is the path that Western humanity must follow. And just as the man of the East was able to experience through his mantras the entry into the spiritual nature of the external world, so must the Westerner, leaving aside the entire psychology of association, learn to enter into his own being by attaining the realm of Imagination. Only by penetrating into the realm of Imagination will he acquire the true knowledge of humanity that is necessary in order for humanity to progress. And because we in the West must live much more consciously than the men of the East, we cannot simply say: whether or not humanity will gradually attain this realm of Imagination is something that can be left to the future. No—this world of Imagination, because we have passed into the stage of conscious human evolution, must be striven for consciously; there can be no halting at certain stages. For what happens if one halts at a certain stage? Then one does not meet the ever-increasing spread of skepticism from East to West with the right countermeasures but with measures that result from the soul-spirit uniting too radically, too deeply and unconsciously, with the physical body, so that too strong a connection is formed between the soul-spirit and the physical body.

Yes, it is indeed possible for a human being not only to think materialistically but to be a materialist, because the soul-spirit is too strongly linked with the physical body. In such a man the ego does not live freely in the concepts of pure thinking he has attained. If one descends into the body with pictorial perception, one delves with the ego and the concepts into the body. And if one then spreads this around and suffuses it throughout humanity, it gives rise to a spiritual phenomenon well known to us—dogmatism of all kinds. Dogmatism is nothing other than the translation into the realm of the soul-spirit of a condition that at a lower stage manifests itself pathologically as agoraphobia and the like, and that—because these things are related—also shows itself in something else, which is a metamorphosis of fear, in superstition of every variety. An unconscious urge toward Imagination is held back through powerful agencies, and this gives rise to dogmatism of all types. These types of dogmatism must gradually be replaced by what is achieved when the world of ideas is kept within the sphere of the ego; when progress is made toward Imagination, the true nature of man is experienced inwardly, and this Western path into the spiritual world is followed in a different way. It is this other path through Imagination that must establish the stream of spiritual science, the process of spiritual evolution that muss make its way from West to East if humanity is to progress. It is supremely important at the present time, however, for humanity to recognize what the true path of Imagination should be, what path must be taken by Western spiritual science if it is to be a match for the Inspiration and its fruits that were attained by ancient Eastern wisdom in a form suited to the racial characteristics of those peoples. Only if we are able to confront the now decadent Inspiration of the East with Imaginations which, sustained by the spirit and saturated with reality, have arisen along the path leading to a higher spiritual culture; only if we can call this culture into existence as a stream of spiritual life flowing from West to East, are we bringing to fulfillment what is actually living deep within the impulses for which humanity is striving. It is these impulses that are now exploding in social cataclysms because they cannot find other expression.

In tomorrow's lecture we will speak further of the path of Imagination and of how the way to the higher worlds is envisaged by anthroposophical spiritual science.

To-day I have to add to what I said yesterday concerning old ways to spiritual knowledge yet a further example, namely the way of asceticism as practised in former ages, asceticism in the widest sense of the word. And here I shall be describing a way that is even less practicable in our own times than the way described yesterday. For in our time, in our civilisation, men's thoughts and customs are different from those of the days when men sought high spiritual knowledge by means of asceticism. Hence just as we must replace the way of Yoga to-day by something more purely spiritual and psychic, so must we replace the way of asceticism by a modern way. But we shall more easily apprehend the modern way into spiritual life if we train our ideas in grasping the way of asceticism.

Asceticism essentially is a matter of certain exercises. These exercises can extend to spiritual and psychic things, I wish, for the moment, to deal with the use made of these exercises for eliminating the human body in a special way, at certain times, from the sum of human experience. It is just by eliminating the body that experience of spiritual worlds is called up. These exercises consisted in training the body by means of pain and suffering, by mortification, until it was capable of enduring pain without causing too much disturbance to the mind; until the ascetic could bear physical suffering without his whole mind and soul being overwhelmed in the suffering. Mortification and enhanced en-durance were pursued because it was a matter of experience that as the physical was repressed so the spiritual nature emerged, got free and brought about immediate spiritual perception, direct experience.

Now it is a matter of experience—notwithstanding that these methods are not to be recommended today—it is yet a matter of experience that in whatever measure the physical body is suppressed in the same measure man is enabled to receive into himself psychic and spiritual being. It is simply a fact that spirit becomes perceptible when the activity of the physical is suppressed.

Let me make my meaning clear by an example: Suppose we observe the human eye. This human eye is there for the purpose of transmitting impressions of light to the human being. What is the sole means whereby the eye can make light perceptible to man? Imaginatively expressed: by wanting nothing for itself. The moment the eye wants something for itself—so to speak—the moment the organic activity, the vital activity of the eye loses its own vitality, (if some opacity or hardening of the lens or eyeball sets in)—namely, as soon as the eye departs from selflessness and becomes self-seeking, in that moment it ceases to be a servant of human nature. The eye must make no claim to be anything for its own sake. This is meant relatively of course, but things must be stated in a somewhat absolute manner when they have to be expressed. Life itself will make it relative. Thus we can say: The eye owes its transparency to light to the fact that it shuts itself off from the being of man, that it is selfless.

When we want to see into the spiritual world—this seeing is meant of course in a spiritual-psychic sense—then we must, as it were, make our whole organism into an eye. We must now make our whole organism transparent—not physically as in the case of the eye,—but spiritually. It must no longer be an obstacle to our intercourse with the world.

Certainly I do not mean to say that our physical organism as it stands to-day would become diseased—as the eye would be diseased—if it claimed life on its own account. For ordinary life our physical organism is quite right as it is, it is quite normal. It has to be opaque. In the lectures that follow we shall see how it is that our organism cannot be an “eye” in ordinary life, how it must be non-transparent. Our normal soul-life can repose in our organism just because it is non-transparent, and because we do not perpetually have the whole spiritual world of the universe about us when we gaze around. Thus, for ordinary life, it is right, it is normal for our organism to be non-transparent. But one can know nothing of the spiritual world by means of it,—just as one can know nothing of light by means of an eye that has cataract. And when the body is mortified by suffering and pain, and by self-conquests, it becomes trans-parent. And just as it is possible to perceive the world of light when the eye lets the light show through it—so it is possible for the whole organism to perceive the spiritual world surrounding it when we make the organism transparent in this way.

What I have just described is what took place in ancient times, the times which gave rise to those mighty religious visions which have come down to our age in tradition, not through the independent discovery of modern men; and it is this that led up to that bodily asceticism that I have been attempting to elucidate.

Nowadays we cannot imitate this asceticism. In earlier ages it was an accepted thing that if one sought enlightenment, if one wanted tidings of the super-sensible, the spiritual world, one should betake oneself to solitary men, to hermits—to such as had withdrawn from life. It was a universal belief that one could learn nothing from those who lived the ordinary life of the world; but that knowledge of spiritual worlds could only be won in solitude, and that one who sought such knowledge must become different from other men.

It would not be possible to think like this from our modern standpoint. Our tendency is to believe only in a man who can stand firmly on his feet, who can use his hands to help his fellow men, one who counts for something in life, who can work and trade and is at home in the world, That solitude which former ages regarded as the pre-requisite of higher knowledge has now no place in our view of life. If we are to believe in a man to-day he must be a man of action, one who enters into life, not one who retires from it. Hence it is impossible for us to acquire the state of mind of the ascetic in relation to knowledge, and we cannot learn of spiritual worlds in his way.

Now this makes it necessary for us to-day to win to clairvoyance by psychic-spiritual means without damaging our bodies' fitness by ascetic practices. And this we can do. And we can do it because through our century-old natural-scientific development we have acquired exact concepts, exact ideas. We can discipline our thinking by means of this natural-scientific development. What I am now describing is not something antagonistic to the intellect. Intellectuality must be at the basis of it all, there must be a foundation of clear thinking. But upon the basis of this intellectuality, of this clear thought, there must be built what can lead into the spiritual world.

To-day it is exceptionally easy to fulfil the demand that man shall think clearly. This is no slight on clear thinking. But in an age which comes several centuries after the work of Copernicus and of Galileo clear thinking is almost a matter of course.—The pity is that it is not yet a matter of course among the majority of people.—But in point of fact it is easy to have clear thought when this clear thought is attained at the expense of the fullness, of the rich content of thought. Empty thoughts can easily be clear. But the foundation of our whole future development must be clear thoughts which have fullness, clear thoughts rich in content.

Now, what the ascetic attained by mortification and suppression of the physical organism we can attain by taking in hand our own soul's development. By asking ourselves, for instance, at some definite stage of our life “What habits have I got? What characteristics? What faults? What sympathies and antipathies?” And when one has reviewed all this clearly in one's mind, one can try imagining—in the case of some very simple thing to start with—what one would be like if one were to evolve a different kind of sympathy or antipathy, a different content of soul.

These things do not come as a matter of course. It often takes years of inward work to do what otherwise life would do for us. If we look at ourselves honestly for once we shall concede: “What I am to-day I was not ten years ago.” The inner content of the soul, and the inner formation of the soul also, have become quite different. Now what has brought this about? Life itself. Unconsciously we have given ourselves up to life. We have plunged into the stream of life. And now: can we ourselves do what otherwise life does? Can we look ahead, for example, to what we shall be in ten years' time, and set' it before us as an aim, and proceed with iron will to bring it about? If we can compass all life within the confines of our own ego—that vast life which otherwise works on us,—if we can thus intensify in our own will [Literally—“in the will of our own ego.”] the power which is usually spread abroad like a sea of life,—if we can work at our own progress and make something out of ourselves:—then we shall achieve inwardly what the ascetic of old achieved by external means. [By Translator—It is interesting to read Kipling's “If” in the light of this knowledge.] He rendered the body weak so that will and cognition should arise out of the weakened body, and the body should be translucent to the spiritual world. We must make our will strong, and make strong our powers of thought, so that they may be stronger than the body, which goes on its own way; and thus we shall constrain the body to be transparent to the world of spirit. We do the precise opposite of the ascetics of old.

You see, I have treated of these things in my book Knowledge of the Higher Worlds. And what is there described, which differs completely from the old ascetic way, has been confused by many people with asceticism, has been taken to be the old asceticism in a new form. But anyone who reads it carefully will see that it differs in every respect from the way of asceticism in the past. Now this new “asceticism” which does not require that we should withdraw from life and become hermits, but keeps us active in the world—this new way can only be achieved by looking away from the passing moment to Time itself.

One has to consider, for instance, what one will be like in ten years' time. And this means that one has to take into consideration the whole span of a man's life between birth and death. Man is prone to live in the moment. But here the aim is: To learn to live in time, within the whole span of life. Then the world of spirit will become visible to us. We do indeed see a spiritual world around us when our body has thus become transparent.

For instance, everything described in my book Occult Science, rests entirely on knowledge such as this I obtained when the body is as transparent to spirit as the eye is to light.

Now you will say: Yes, but we cannot require every teacher to attain such spiritual cognition before he can become an educator or instructor. But, as I said yesterday in the case of Yoga, let me repeat: This is not in the least necessary. For the body of the child itself is living witness of spiritual worlds and it is here that our higher knowledge can begin. And thus a teacher with right instinct can grow naturally into a spiritual treatment of the child. But our intellectual age has departed very much from such a spiritual treatment and treats everything rationally. So much so that we have reached the stage of saying: You must so educate as to make everything immediately comprehensible to the child at whatever stage he may be. Now this lends itself to triviality—no doubt an extremely convenient thing to those engaged in teaching. We get a lot done in a given time when we put as many things as possible before the child in a trivial and rudimentary form, addressed to its comprehension. But a man who thinks like this, on rational grounds, is not concerning himself with the whole course of man's life. He is not concerned with what becomes of the sensation I have aroused in the child when the child has grown into an older man or woman, or attained old age. He is not taking life into consideration; for instance, he is not considering the following: suppose it is evident knowledge to me that it is advisable for a child between the change of teeth and puberty to rely mainly on authority; and that for him to trust to an example he needs to have an example set: In that case I shall tell the child something that he must take on trust, for I am the mediator of the divine, spiritual world to the child. He believes me; and accepts what I say, although he does not yet understand it. So much of what we receive in childhood unconsciously we do not understand. If in childhood we could only accept what we understood we should receive little of value for our later life. And Jean Paul, the German poet and thinker, would never have said that more is learned in the first three years of life than in the three years at the university.

But just consider what it means when, say, in my thirty-fifth year some event or other brings about the feeling: “Something is swimming up into your mind. Long ago you heard this from your teacher. You were only nine or ten years old, may-be, at the time, and you did not understand it at all. Now it comes back. And now, in the light of your own life, it makes sense. You appreciate it.”

A man who in later life can thus fetch from the depths of his' memory what he now understands for the first time has within him a well-spring of life. A refreshing stream of power continually flows within him. Such a thing—this swimming up into the soul of what was once accepted on trust and is only now understood—such a thing as this can show us that to educate rightly we must not merely consider the immediate moment, but the whole of life. In all that we teach the child this must be kept in view.

Now I have just been told that exception was taken to the image used for showing the child how man partakes of immortality. I was not speaking of “eternity,” but of “immortality.” I said “The image of the butterfly emerging from the chrysalis is there to be seen.” This image was only taken to represent the sensation we can have of the soul leaving the physical body.

The image itself refutes this objection; it was expressly used to meet the objection that the emerging of the butterfly is not a right concept of immortality. In the logical sense, naturally, it is not a right concept. But we are considering what kind of concept we are to give the child, what image we are to place before his soul so as to avoid confronting him with logic prematurely. What is thus given in picture form to a child of eight or nine years, (for it was of children we were speaking, and not of introducing things in this way to a philosopher)—what is thus given can grow into the right concept of immortality.

Thus it all depends on the what (on what is given)—on having a living grasp of existence. It is this that is so terribly hard for our rationalistic age to grasp. It is surely obvious that the thing we tell the child is different from that into which it is transformed in later years—what would be the sense of calling a child unskilled, immature, “childish” (zappelig) if we were simply speaking of a grown man? An observer of life finds not only younger and more grown-up children, but childish and grown-up ideas and concepts. And to a true teacher or educator it is life we must look to, not adulthood.

It seems to me a good fate that not before 1919 did it fall to me to take on the direction of the Waldorf School—founded that year by Emil Molt in Stuttgart. I had been concerned with education professionally before that time; nevertheless, I should not have felt in a position to master so great an educational enterprise earlier to the extent that we can master it now, with the college of teachers of the Waldorf School—(master it, that is, relatively speaking—to a certain extent). And the reason is this: before that time I should not have dared to form a college of teachers consisting so largely of men and women with a knowledge of human nature—and therefore of child nature—as I was able to do that year. For, as I have already said, all true teaching, all true pedagogy must be based on knowledge of human nature. But before one can do this one must possess the means of penetrating into human nature in the proper way. Now,—if I may say so—the first perceptions of this entering into human nature came to me more than 35 years ago.

These were spiritual perceptions of the nature of man. Spiritual, I say, not intellectual. Now spiritual truths behave in a different manner from intellectual truths. What one perceives intellectually, what one has proved,—as it is called, one can also communicate to other men, for the matter is ready when the logic is ready. Spiritual truths are not ready when the logic is ready. It is in the nature of spiritual truths that they must be carried with a man on his way through life, they must be lived with before they can fully develop. Thus I should never have dared to utter to other men certain truths about the nature of man in the form in which they came to me more than 35 years ago. Not until a few years back, in my book “Von Seelen Ratzeln” (Riddles of the Soul) did I venture to speak of these things for the erst time. A period of thirty years lay between the first conception and the giving out of these things to the world. Why? Because it is necessary to contemplate such truths at different stages of one's life, they have to accompany one throughout different periods of life. The spiritual truths conceived when one was a young man of 23 or 24 are experienced quite differently when one is 35 or 36, or again at 45 or 46. And as a matter of fact it was not until I had passed my fiftieth year that I ventured to publish these outlines of a Knowledge of Man in a book. And only then could I tell these things to a college of teachers; and give them so the elements of education which every teacher must make his own and use with every single child.

Thus I may say: when my little booklet The Education of the Child in the Light of Anthroposophy appeared, I was speaking on education there as one who disagrees with much in modern education, who would like to see this or the other treated more fundamentally, and so on. But at the time this little book was written I should not have been able to undertake such a thing as directing the Waldorf School. For it was essential for such a task to have a college of teachers with a knowledge of man originating in a spiritual world. This knowledge of man is exceedingly hard to come by to-day; in comparison it is easy for us to study natural science. It is comparatively easy to come to see what the final member of organic evolution is. We begin with the simplest organism and see how it has evolved up to man. And man stands at the summit of evolution, the final member of organic development. But we know man only as the end product of organic development. We do not see into man himself. We do not look into his very being. Natural science has attained great perfection and we have every admiration for it and intend no disparagement—but when we have mastered this natural science we only know man as the highest animal, we do not know what man is in his essential nature. Yet our life is dominated by this same natural science. Now in order to educate we need a human science,—and a practical human science at that—a human science that applies to every individual child. And for this we need a, general human science.

To-day I will only indicate a few of the principles which became apparent to me more than thirty years ago, and which have been made the basis for the actual training of the staff of the Waldorf School. Now it must be borne in mind that in dealing with children of elementary school age (7-14) we have to do with the life of the soul in these children. In the next few days I shall have to speak also of quite little children. But, much though it grieves me, we have as yet no nursery school preliminary to the Waldorf School because we have not the money for it, and so we can only take children of 6 and 7 years old. But naturally the ideal thing is for children to receive education as early as possible.

When we receive them into the primary school, the elementary school, it is their souls that concern us;—that is to say their essentially physical education has been accomplished—or has failed of accomplishment—according to the lights of parents and educators. Thus we can say: The most essential part of physical education (which will, of course, be continuous as we shall see when I describe the particular phases of education), the most essential part belongs to the period ending with the change of teeth. From that time on it is the soul of the child we have to deal with, and we must conduct the development of his soul in a way that strengthens physical development.

And when the child has passed the age of puberty he enters upon the age in which we must no longer speak of him as a child—the age in which young ladies and gentlemen come into full possession of their own minds, their own spirits. Thus man progresses from what is of the body, by way of the soul, into the spiritual. But, as we shall see, we cannot teach what is of the spirit. It has to be freely absorbed from the world. Man can only learn of spiritual things from life.

Where we have children of primary school age we have to deal with the child's soul. Now soul manifests, roughly speaking, through thinking, feeling and willing. And if one can thoroughly understand the play of thinking, feeling and will—the soul's life—within man's whole nature, one has the basis for the whole of education.

To be sure the multiplication table is not the whole of mathematics, but we must learn the multiplication table before we can advance as far as the differential and integral calculus. In education the matter is somewhat different; it is not a wonderfully advanced science that I am now about to set forth, but the elements, the fundamentals. The advanced science here, however, cannot be built up as the differential and integral calculus is built up on elementary mathematics,—it must be founded on the practical use made of these elementary principles by the teachers and educators.

Now when people speak of the nature of the human soul to-day, in this materialistic age—if they allow the existence of the soul at all (and one even hears of a psychology, a science of the soul, devoid of soul), but if they allow the existence of the soul, they commonly say: The soul, now, is a thing experienced inwardly, psychically, and it is connected somehow—I will not enter into the philosophical aspect—with the body. Indeed, if one surveys the field of our exceptionally intelligent psychology one finds the life of the soul—thought, feeling and will—related, for the most part, to the human nervous system—in the broadest sense of the word. It is the nervous system which brings the soul to physical manifestation—which is the bodily foundation of the soul's life.

It is this that I realised 35 years ago to be wrong. For the only part of our soul life as adult human beings (and I expressly emphasize this, since we cannot consider the child until we understand the man), the only part of our soul life bound up with the nervous system is our thinking, our power of ideation. The nervous system is only connected with ideation.

Feeling is not directly bound up with the nervous system, but with what may be called the Rhythmic system in the human being: it is bound up with rhythm, the rhythm of breathing, the rhythm of blood circulation, in their marvellous relation-ship to one another. The ratio is only approximate, since it naturally varies with every individual, but practically speaking every adult human being has four times as many pulse beats as he has breaths. It is this inner interplay and relationship of pulse rhythm and breath rhythm, and its connection in turn with the more extended rhythmic life of the human being, that constitutes the rhythmic nature of man,—a second nature over against the head or nerve nature. The rhythmic system includes the rhythm we experience when we sleep and awaken. This is a rhythm which we often turn into non-rhythm nowadays—but it is a rhythm. And there are many other such rhythms in human life. Human life is not merely built up on the life of nerves, on the nervous system, it is also founded in this rhythmic life. And just as thinking and the power of thought is bound up with the nervous system, so the power of feeling is connected immediately with the rhythmic system.

It is not the case that feeling finds its direct expression in the nervous life; feeling finds its direct expression in the rhythmic system. Only when we begin to conceive of our rhythmic system, when we make concepts of our feelings, we then perceive our feelings as ideas by means of the nerves, just as we perceive light or colour outwardly. Thus the connection of feeling with the nerve life is an indirect one. Its direct connection is with the rhythmic life. And one simply cannot understand man unless one knows how man breathes, how breathing is related to blood-circulation, how this whole rhythm is apparent, for instance, in a child's quick flushing or paling; one must know all that is connected with the rhythmic life. And on the other hand one must know what processes accompany children's passions, children's feelings and the loves and affections of children. If one does not know what lives immediately in the rhythmic life, and how this is merely projected into the nerve life, to become idea (concept) one does not understand man. One does not understand man if one says: “The soul's nature is dependent on the nerve-nature”, for of the soul's nature it is only the life of thought, thinking, that is dependent on the nerves.

What I say here I say from out of direct observation such as can be made by spiritual perception. There are no proofs of the validity of this spiritual observation as there are proofs for the findings of intellectualistic thinking. But everyone who can entertain these views without prejudice can prove them retrospectively by normal human understanding, and, moreover, by what external science has to say on these matters.

I may add to what I have already said that a great part of the work I had to do 35 years ago, when I was engaged in verifying the original conception of this membering of man's nature which I am now expounding, was to find out from all domains of physiology, biology and other natural sciences whether these things could be verified externally. I would not expound these things to-day if I had not got this support. And it can be stated in general with certainty that much of what I am saying to-day can also be demonstrated scientifically by modern means.

Now, in the third place, over against thinking and feeling, we have willing,—the life of will. And willing does not depend directly on the nervous system, willing is directly connected with human metabolism and with human movement.—Metabolism is very intimately connected with movement. You can regard all the metabolism which goes on in man, apart from movement proper, as his limb system. The ‘movement system’ and ‘metabolic system’ I hold to be the third member of the human organism. And with this the will is immediately bound up. Every will impulse in man is accompanied by a particular form of the metabolic process which has a different mode of operation from that of the nerve processes which accompany the activity of thinking. Naturally a man must have a healthy metabolism if he wants to think soundly. But thinking is bound up directly with an activity in the nervous system quite other than the metabolic activity; whereas man's willing is immediately bound up with his metabolism. And it is this dependence of the will on the metabolism that one must recognise.

Now when we conceive ideas about our own willing, when we think about the will, then the metabolic activity is projected into the nervous system. It is only mediately, indirectly, that the will works in the nervous system. What transpires in the nervous system in connection with the will is the faculty of apprehending our own will activity.

Thus, when we can penetrate the human being with our vision we discover the relationships between the psychic and the physical nature of man. The ACTIVITY OF THOUGHT in the soul manifests physically as NERVOUS ACTIVITY; the FEELING NATURE in the soul manifests physically as the rhythm of the BREATHING SYSTEM and the BLOOD SYSTEM, and this it does directly, not indirectly by the way of the nervous system, not through the nervous system. THE ACTIVITY OF WILL manifests in man's physical nature as a fine METABOLISM. It is essential to know the fine metabolic processes which accompany the exercise of the activity of the will, a form of combustion process in the human being.

Once one has acquired these concepts, of which I can here only indicate to you the general outline—they will become clear in the next few days in all their detail, when I show their application,—once you have these elementary principles, then your eyes will be opened also to everything which confronts you in child-nature. For things are not as yet in the same state in child nature. For instance the child is entirely Sense Organ, namely, entirely Head; as I have already explained the child is entirely SENSE ORGAN. (Note by Translator: i.e. a baby, or child under 7.)

It is of particular interest to see by means of a scientific spiritual observation how a child tastes in a different manner from an adult. An adult, who has brought taste into the sphere of consciousness; tastes with his tongue and decides what the taste is. A child—that is to say a baby in its earliest weeks—tastes with its whole body. The organ of taste is diffused throughout the organism. It tastes with its stomach, and it continues to taste when the nourishing juices have been taken up by the lymph vessels and transmitted to the whole organism. The child at its mother's breast is wholly permeated by taste. And here we can see how the child is—as it were—illuminated and transfused with taste, with something of a soul nature, (Note by Translator: i.e. the sensation of taste.) which later we do not have in our whole body, which later we have only in our head.

And thus we learn how to watch a tiny child, and how to watch an older child, knowing that one child will blush easily for one thing or another and another child will easily turn pale for this or that cause, one child is quick to get excited, or quick to move his limbs; one child has a firm tread, another will trip lightly, etc. Once we have these principles and can recognise the seat in the metabolic system of what comes to psychic expression as will, or in the rhythmic system of what comes to psychic expression as feeling, or in the nervous system of what manifests in the soul as thought, then we shall know how to observe a child, for we shall know whither to direct our gaze.

You all know that there are people who investigate certain things under the microscope. They see wonderful things under the microscope; but there are also people who have not learned how to look through a microscope; they look into it and no matter how they manipulate it they see nothing. First one must learn to see by learning how to manipulate the instrument through which one sees. When one has learned how to look through a microscope one will be able to see what is requisite. One sees nothing of man until one has learned to fix the gaze of one's soul, of one's spirit, upon what corresponds to thinking, to feeling and to willing. The aim was to develop in the staff of the Waldorf School a right orientation of vision. For the teachers must first of all know what goes on in the children, then they achieve the right state of mind—and only from a right attitude of mind can right education come.

It was necessary at the outset to give some account of the three-fold organisation of man so that the details of the actual educational measures and educational methods might be more readily comprehensible to you.

My dear friends,

I would have liked to carry out for you today some experiments to round out the series of facts that lead us to our goal. It is not possible to do so, however, and I must accordingly arrange my lecture somewhat differently from the way I intended. The reason for this is partly that the apparatus is not in working order and partly because we lack alcohol today, just as we lacked ice yesterday.

We will therefore take up in more detail the things that were begun yesterday. I will ask you to consider all these facts that were placed before you for the purpose of obtaining a survey of the relationships of various bodies to the being of heat. You will realize that certain typical phenomena meet us. We can say: These phenomena carry the impress of certain relations involving the being of heat, at first unknown to us. Heat and pressure exerted on a body or the state of aggregation that a body assumes according to its temperature, also the extent of space occupied, the volume, are examples. We are able on the one side, to see how a solid body melts, and can establish the fact that during the melting of the solid, no rise in temperature is measurable by the thermometer or any other temperature-measuring instrument. The temperature increase stands still, as it were, during the melting. On the other hand, we can see the change from a liquid to a gas, and there again we find the disappearance of the temperature increase and its reappearance when the whole body has passed into the gaseous condition. These facts make up a series that you can demonstrate for yourselves, and that you can follow with your eyes, your senses and with instruments. Yesterday, also, we called attention to certain inner experiences of the human being himself which he has under the influence of warmth and also under the influence of other sense qualities such as light and tone. But we saw that magnetism and electricity were not really sense impressions, at least not immediate sense impressions, because as ordinary physics says, there is no sense organ for these entities. We say, indeed, that so far as electrical and magnetic properties are concerned we come to know them through determining their effects, the attraction of bodies for instance, and the many other effects of electrical processes. But we have no immediate sense perception of electricity and magnetism as we have for tone and light.

We then noted particularly, and this must be emphasized, that our own passive concepts, by which we represent the world, are really a kind of distillation of the higher sense impressions. Wherever you make an examination you will find these higher concepts and will be able to convince yourselves that they are the distilled essence of the sense impressions. I illustrated this yesterday in the case of the concept of being. You can get echoes of tone in the picture of the conceptual realm, and you can everywhere see showing through how these concepts have borrowed from light . But there is one kind of concept where you cannot do this, as you will soon see. You cannot do it in the realm of the mathematical concepts. In so far as they are purely mathematical, there is no trace of the tonal or the visible. Now we must deceive ourselves here. Man is thinking of tone when he speaks of the wave number of sound vibrations. Naturally I do not refer to this sort of thing. I mean all that is obtained from pure mathematics. Such things, for instance, as the content of the proposition of Pythagoras, that the sum of the angles of a triangle is 180°, or that the whole is greater than the part, etc. The basis of our mathematical concepts does not relate itself to the seen or the heard, but it relates itself in the last analysis to our will impulse. Strange as it may seem to you at first, you will always find this fact when you look at these things from the psychological point of view, as it were. The human being who draws a triangle (the drawn triangle is only an externalization) is attaining in concept to an unfolding of the will around the three angles. There is an unfolding of action around three angles as shown by the motion of the hand or by walking, by turning of the body. The thing that you have within you as a will-concept, that in reality you carry into the pure mathematical concept. That is the essential distinction between mathematical concepts and other concepts. This is the distinction about which Kant and other philosophers waged such controversy. You can distinguish the inner determination of mathematical concepts. This distinction arises from the fact that mathematical concepts are so rigidly bound up with our own selves, that we carry our will nature into them. Only what subsists in the sphere of the will is brought into mathematical operations. This is what makes them seem so certain to us. What is not felt to be so intimately bound up with us, but is simply felt through an organ placed in a certain part of our make-up, that appears uncertain and empirical. This is the real distinction. Now, I wish to call your attention to a certain fact. When we dip down into the sphere of will, whence came, in a vague and glimmering way, the abstractions which make up the sum of our pure arithmetical and geometrical concepts, we enter the unknown region where the will rules, a region as completely unknown to us in the inner sense, as electricity and magnetism are in the outer sense. Yesterday I endeavored to illustrate this by asking you to imagine yourselves living, thinking rainbows with your consciousness in the green, in consequence of which you did not perceive the green but perceived the colors on each side of it, fading into the unknown. I compared the red to the dipping down inwardly into the unknown sphere of the will and the blue-violet to the outward extension into the spheres of electricity and magnetism and the like.

Now I am inserting at this point in our course this psychological-physiological point of view, as it might be called, because it is very essential for the future that people should be led back again to the relation of the human being to physical observations. Unless this relationship is established, the confusion that reigns at present cannot be eliminated. We will see this as we follow further the phenomena of heat. But it is not so easy to establish this relationship in the thinking of today. The reason is just this, that modern man cannot easily bridge the gap between what he perceives as outer space phenomena in the world, or better, as outer sense phenomena and what he experiences within. In these modern times there is such a pronounced dualism between all which we experience as knowledge of the outer world and what we experience inwardly, that it is extraordinarily difficult to bridge this gap, But the gap must be bridged if physics is to advance. To this end we must use the intuitive faculties rather than the rational when we relate something external to what goes on within man himself. Thus we can begin to grasp how we must orient ourselves, in observing phenomena so difficult as those arising from heat. Let me call your attention to the following:

Suppose you learn a poem by heart. You will, as you learn it, first find it necessary to become acquainted with the ideas that underlie the poem. At first you will always have the tendency, when you recite the poem, to let those ideas unroll in your mind. But you know that the more frequently you recite the poem, especially when there is a lapse of time between the recitations, the less intensely you are obliged to think of the ideas. There may come a time when it is not necessary to think at all, but simply to reel off the recitation mechanically. We never actually reach this point; do not wish to, in fact, but we approach the condition asymptotically as it were. Our feelings as human beings prevent us from reaching this stage of purely mechanical repetition, but it is thinkable that we would get to the point where we needed to think not at all, but when we spoke the first line the rest of the poem would follow without any thinking about it. You recognize the similarity between such a condition and the approach of the hyperbola to its asymptotes. But this leads us to the conception that when we speak a poem we are dealing with two different activities working simultaneously in our organism. We are dealing with a mechanical reeling-off of certain processes, and along with this go the processes included in our soul concepts. On the one hand, we have what we can properly speak of as playing itself out mechanically in space, and on the other hand, we have a soul process which is entirely non-spatial in nature.

When now, you fasten your attention simply on that which reels itself off mechanically, and you do this in thought, for instance, if you imagine you recited a poem in an unknown language, then you have simply the mechanical process. The instant you accompany this mechanical process with thinking, then you have an inner soul activity that cannot be brought out into space. You cannot express in space the thinking with which a man accompanies the recitation, as you can the mechanical processes of actual speaking, of the pronouncing of words.

Let me give you an analogy. When we follow the heating of a solid body up to the time it arrives at its melting point, the temperature becomes higher. We can see this on the thermometer. When the body begins to melt, the thermometer stands still until the melting is complete. There is an analogy between what we can follow with the thermometer, the outer physical process, and what we can follow physically in the spoken word. And there is an analogy also between what escapes us, and lies in the concepts of the reciter and what happens to the heat while the melting goes on. Here you see, we have an example where we can, by analogy, at least bridge the gap between an outer observation and something in the human being. In other realms than that of speech we do not have such ready examples to bridge the gap. This is because in speech there is, on the one hand, the possibility imaginable, at least, that a person could mechanically speak out something learned by heart. Or on the other hand, that the person would not speak at all but simply think about it and thus remove it entirely from the realm of space. In other spheres we do not have the opportunity to make this cleavage and see precisely how one activity passes over into another. Especially is this difficult when we wish to follow the nature of heat. In this case we have to set out to investigate physiologically and psychologically how heat behaves when we have taken it up into ourselves.

Yesterday, by way of illustration, I said to you: “I go into a room that is comfortably warmed, I sit down and write.” I cannot so directly find the inter-relationships between what I experience or feel when I go into the warm room. What goes on within me parallels the outer warmth, when I write my thoughts down. But I cannot determine the relationship so readily as I can between speaking something and thinking about it. Thus it is difficult to find the something within that corresponds to the outer sensation of warmth. It is a question of gradually approaching the concepts that will lead us further in this direction and in this connection I want to call your attention to something you know from your anthroposophy.

You know, when we make the attempt to extend our thinking by meditation, to increase its inner intensity, and so to work with our thoughts that we come again and again into the condition where we know we are using soul-forces without the help of the body, we notice a certain thing. We notice that in order to do this, our entire inner soul life has to change. With ordinary abstract thoughts man cannot enter the higher region of human soul life. There thoughts become picture-like and they have to be translated out of the imaginative element in order to get them into abstract form, if they are to be brought into the outer world which is not grasped by the imaginative element. But you need to understand a method of looking at these things, such as is presented, for instance, in my Occult Science. In this book the endeavor is to be as true to the facts as possible, and it is this which has so disturbed the people who are only able to think abstractly. For the attempt must be made to get things over into picture form, as I have done to some extent in the description of the Saturn and Sun states. There you will find purely picture concepts mixed in with the others. It is very hard for people to go over into the pictures, because these things cannot be put into the abstract form. The reason for this is that when we think abstractly, when we move within the narrow confines of concepts, in which people today are so much at home, and especially so in the realm of natural science, when we do this we are using ideas completely dependent on our bodies. We cannot, for instance, do without our bodies when we set out to think through the things set forth as laws in the physics books. There we must think in such a way that we use our bodies as instruments. When we rise to the sphere of the imagination, then the abstract ideas must be completely altered, because our inner soul life no longer uses the physical body.

Now you can take what I might call a comprehensive view of the realm of imaginative thought. This realm of imaginative thought has in us nothing to do with what is tied up in our outer corporeality. We rise to a region where we live as beings of soul and spirit without dependence on our corporeality. In other words, the instant we enter the realm of the imaginative, we leave space. We are then no longer in space.

Note now, this has an extremely important bearing. I have in the previous course, made a very definite differentiation between mere kinematics and what enters into our consideration as mechanical, such as mass, for instance. As long as I consider only kinematics, I need only think of things. I can write them down on a blackboard or a sheet of paper and complete the survey of motion and space so far as my thinking takes me. But in that case I must remain within what can be surveyed in terms of time and space. Why is this? This is so for a very definite reason. You must make the following clear to yourselves: All human beings, as they exist on earth, are as you yourselves, within time and space. They are bounded by a definite space and are related as space objects to other space objects. Therefore, when you speak of space, you are not able, considering the matter in an unprejudiced way, to take seriously the Kantian ideas. For if space were inside of us, then we could not ourselves be within space. We only think space is inside of us. We can free ourselves of this fancy, of this notion, if we consider the fact that this being-within space has a very real meaning for us. If space were inside of us, it would have no meaning for a person whether he were born in Moscow or Vienna. But where we are born has a very real significance. As a terrestrial-empirical person, I am quite completely a product of space facts. That is, as a human being, I belong to relations that form themselves in space. Likewise, with time, you would all be different persons if you had been born 20 years earlier. That is to say, your life does not have time inside of it, but time has your life within it. Thus as experiencing persons, you stand within time and space. And when we talk of time and space, or when we make a picture of will impulses, as I have explained we do in geometry, this is because we ourselves live inside of spatial and temporal relations, and are therefore quite definitely conditioned by them, and so are able, a priori, to speak of them as we do in mathematics. When you go over to the concept of mass, this is not so. The matter must then be put otherwise. In respect to mass, you are dealing with something quite special. You cannot say that you cut out a portion of time or space, but rather that you live in the general space mass and make it into your own mass. This mass then, is within you. It cannot be gainsaid that this mass with all its activities, all of its potentialities, is active inside of you; at this moment it falls into a different category from time and space so far as its relations to you are concerned. It is precisely because you yourself take part, as it were, with your inner being in the properties of the mass, because you take it up into your being, that it does not allow itself to be brought into consciousness like time and space. In the realm where the world gives us our own substance, we thus enter an unknown region. This is related to the fact that our will is, for instance, closely connected with the phenomena of mass inside us. But we are unconscious of these phenomena; we are asleep to them. And we are related to the will activity and accompany mass phenomena within us in no other way than we are to the world in general between going to sleep and waking up. We are not conscious of either one. Both these things are hidden from human consciousness, and in this respect, there is no immediate distinction between them.

Thus we gradually bring these things nearer to the human being. It is this that the physicists shy away from, the bringing of such things near to man. But in no other way can we obtain real concepts except by developing relationship between the human being and the world, a relationship that does not exist at the start, as in the case of time and space. We speak of time and space, let us say, out of our rational faculties, whence comes the remoteness of the mathematical and kinematical sciences. Of the things experienced merely through the senses, in an external fashion, things related to mass, we can at first speak only in an empirical fashion. But we can analyze the relation between the activity of a portion of mass within us and outer mass activity. As soon as we do this we can begin to deal with mass in the same way that we deal with the obvious relation between ourselves and time or ourselves and space. That is, we must grow inwardly into such relation with the world in our physical concepts, as we have for the mathematical or kinematical concepts.

It is a peculiar thing that, as we loosen ourselves from our own bodies in which all those things take place to which we are asleep, as we raise ourselves to imaginative concepts, we really take a step nearer the world. We approach always nearer to that which otherwise reigns in us unconsciously. There is no other way to enter into the objectivity of the facts than to push forward with our own developed inner soul forces. At the same time that we detach ourselves from our own materiality, we approach more and more closely to what is going on in the outside world.

However, it is not so easy to obtain even the most elementary experiences in this region, since a person must so transform himself that he pays attention to things that are not noticed at all under ordinary circumstances. But now, I will tell you something that will probably greatly astonish you. Let us suppose you have advanced further on the path of imaginative thinking. Suppose you have really begun to think imaginatively. You will then experience something that will astonish you. It will be much easier than it formerly was for you to recite in a merely mechanical way a poem that you have learned by heart. It will not be more difficult for you, but less so. If you examine your soul organism without prejudice and with care, you will at once find that you are more prone to recite a poem mechanically without thinking about it, if you have undergone an occult training than if you have not undergone such a training. You do not dislike this going over into the mechanical so strongly as you did before the occult development. It is such things as this that are not usually stated but are meant when it is said over and over again: The experiences you have in occult training are really opposed to the concepts that are ordinarily had before you enter occult training and thus it is, when the more advanced stage is reached, that one comes to look more lightly on the ideas of ordinary life. And therefore, anyone who advances in occultism is exposed to the danger of afterwards becoming a greater mechanist than before. An orderly occult training guards against this, but the tendency to become materialistic is quite marked in the very people who have undergone occult development. I will, by example, tell you why.

You see, in ordinary life, it is really, as the theorists say it is, the brain thinks. But ordinarily, a man does not actually experience this fact. It is quite possible in this ordinary life to carry out such a dialogue as I did in my childhood with a youthful friend who as a crass materialist and became more and more so. He would say, “When I think my brain does the thinking.” I would say to that: “ Yes, but when you are with me you always say, I will do this, I think. Why do you not say, my brain will do this, my brain thinks? You are always speaking an untruth.” The reason is that for the theoretical materialist, quite naturally, there does not exist the possibility of observing the processes in the brain. He cannot observe these physical processes. Therefore, materialism remains for him merely a theory.

The moment a person advances somewhat from imaginative to inspirational ideas, he becomes able really to observe the parallel processes in the brain. Then what goes on in the material part of the brain becomes really visible. Aside from the fact that it is extremely seductive, the things a person can observe in his own activity appear to him more and more wonderful to a high degree. For this activity of the brain is observable as something more wonderful than all that the theoretical materialists can describe about it. Therefore, the temperature comes to grow materialistic for the very reason that the activity of the human brain has become observable. Only one is, as has been said, protected from this.

But as I have explained to you these steps in occult development, I have at the same time showed you how this development creates the possibility of a deeper penetration into material processes. This is the extraordinary thing. He who functions in the spirit simply as an abstract thing, will be relatively powerless in the face of nature. He grows into contact with other natural phenomena as he has already grown into contact with time and space.

We must now set up on the one side, all the things we have just tried to place before our minds, and on the other side, those things that have met us from the realm of heat.

What has come to us from the realm of heat? Well, we followed the rise of temperature as we warmed a solid body to melting point. We showed how the temperature rise disappeared for a time, and then re-appeared until the body began to boil, to evaporate. When we extended our observations, another thing appeared. We could see that the gas produced passed over in all directions on its surroundings. (Fig. 1a), seeking to distribute itself in all directions, and could only be made to take on form if its own pressure were opposed by an equal and opposite pressure brought to bear from the outside. These things have been brought out by experiment and will be further cleared up by other experiments. The moment the temperature is lowered to the point where the body can solidify, it can give itself a form (Fig. 1b). When we experience temperature rise and fall, we experience what corresponds externally to form. We are experiencing the dissolution of form and the re-establishment of it. The gas shows us the dissolution, the solid pictures for us the establishment of form. We experience the transition between these two, also, and we experience it in an extremely interesting fashion. For, imagine to yourselves the solid and the gas and the liquid, the fluid body standing between. This liquid need not be enclosed by a vessel surrounding it completely, but only on the bottom and sides. On the upper side, the liquid forms its own surface perpendicular to the line between itself and the center of the earth. Thus we can say that we have here a transition form between the gas and the solid (Fig. 1c). In a gas we never have such a surface. In a liquid such as water, we have one surface formed. In the case of a solid, we have that all around the body which occurs in the liquid only on the upper surfaces.

Now this is an extremely interesting and significant relation. For it directs our attention to the fact that a solid body has over its entire surface something corresponding to the upper surface of a liquid, but that it determines the establishment of the surface on a body of water. It is at right angles to the line joining it to the center of the earth. The whole earth conditions the establishment of the surface. We can therefore say: In the case of water, each point within it has the same relation to the entire earth that the points in a solid have to something within the solid. The solid therefore includes something which in the case of water resides in the relation of the latter to the earth. The gas diffuses. The relation to the earth does not take part at all. It is out of the picture. Gases have no surface at all.

You will see from this that we are obliged to go back to an old conception. I called your attention in a previous lecture to the fact that the old Greek physicists called solid bodies Earth. They did this, not account of some superficial reason such as has been ascribed to them by people today, but they did it because they were conscious of the fact that the solid, of itself, takes care of that which is the case of water is taken care of by the earth as a whole. The solid takes into itself the role of the earthly. It is entirely justified to put the matter in this way: The earthly resides within a solid. In water it does not reside within, but the whole earth takes up the role of forming a surface on the liquid.

Thus you see, when we proceed from solid bodies to water, we are obliged to extend our considerations not only to what actually lies before us but in order to get an intelligent idea of the nature of water, we must extend them to include the water of the whole earth and to think of this as a unity in relation with the central point of the earth. To observe a “fragment” of water as a physical entity is absurd, just as much so as to consider a cut-off garment of my little finger as an organism. It would die at once. It only has meaning as an organism if it is considered in its relation to the whole organism. The meaning that the solid has in itself, can only be attached to water if we consider it in relation to the whole earth. And so it is with all liquids on earth.

And again, when we pass on from the fluid to the gaseous, we come to understand that the gaseous removes itself from the influence of the earth. It does not form surfaces. It partakes of everything which is not terrestrial. In other words, we must not merely look on the earth for the activities of a gas, we must bring in the environment of the earth to help us out, we must go out into space and seek there the forces involved. When we wish to learn the laws of the gaseous state, we become involved in nothing less than astronomical considerations.

Thus you see how these things are related to the whole terrestrial scheme when we examine the phenomena that we have up to this time simply gathered together. And when we come to such a point as the melting or boiling point, then there enter in things that must now appear to us as very significant. For, if we consider the melting point we pass from the terrestrial condition of the solid body where it determines its own form and relations, to something which includes the whole earth. The earth takes the sold captive when the latter goes over into the fluid state. From its own kingdom, the solid body enters the terrestrial kingdom as a whole when we reach the melting point. It ceases to have individuality. And when we carry the fluid body over into the gaseous condition, then we come to the point where the connection with the earth as shown by the formation of a liquid surface is loosened. The instant we go from a liquid to a gas, the body loosens itself from the earth, as it were, and enters the realm of the extra-terrestrial. When we consider a gas, the forces active in it are to be thought of as having escaped from the earth. Therefore, when we study these phenomena we cannot avoid passing from the ordinary physical-terrestrial into the cosmic. For we no longer are in contact with reality if our attention is not turned to what is actually working in the things themselves.

But now another phenomena meets us. Consider such a thing as the one you know very well and to which I have called your attention, namely that water behaves so remarkably, in that ice floats on water, or, stated otherwise, is less dense than water. When it goes over into the fluid condition its temperature rises, and it contracts and becomes denser. Only by virtue of this fact can ice float on the surface of the water. Here we have between zero and four degrees, water showing an exception to the general rule that we find when temperature increases, namely that bodies become less and less dense as they are warmed up. This range of four degrees, where water expands as the temperature is lowered, is very instructive. What do we learn from this range? We learn that the water sets up an opposition. As ice it is a solid body with a kind of individuality, but opposes the transition to an entirely different sphere. It is very necessary to consider such things. For then we begin to get an understanding as to why, under certain conditions, the temperature as determined by a thermometer disappears, say at the melting or boiling points. It disappears just as our bodily reality disappears when we rise to the realm of imagination. We will go into the matter a little more deeply, and it will not appear so paradoxical when we try to clear up further the following: What happens then, when a heat condition obliges us to raise the temperature to the third power, or in this case to go into the fourth dimension, thus passing out of space altogether? Let us at this time, put this proposition before our souls and tomorrow we ill speak further about it. Just as it is possible for our bodily activity to pass over into the spiritual when we enter the imaginative realm, so we can find a path leading from the external and visible in the realm of heat tot he phenomena that are pointed to by our thermometer when the temperature rise we are measuring with it disappears before our eyes. What process goes on behind this disappearance? That is the question which we are asking ourselves today. Tomorrow we will speak of it further.

We will now speak of some further details of method, though of course in this short time I can only pick out a few examples to give you.

When we consider the whole period between the change of teeth and puberty we can see that it divides itself again into three sections, and it is these three sections that we must bear in mind when we have to guide the children through these early years of school life.

First we have the age up to the point of time which I have described to you here, when the child begins to differentiate himself from his environment and makes a distinction between “subject”—his own self, and “object”—the things which surround him in the outside world; up to this point of time it is essential for us to teach in such a way that everything within the child or without him bears the character of a unity. I have shown you how that can be done artistically. Then, in the second period, we saw how the transition to descriptions of the outside world can be made through our teaching of plant and animal life. You can treat these things in quite an elementary way up till the twelfth year. The third section extends from the twelfth year up to puberty, and it is really only at this time that we can pass on to lifeless nature, for it is only now that the child really begins to understand the inanimate world.

We might indeed say that from the seventh year to about nine-and-a-half or nine-and-one-third the child takes in everything with his soul. There is nothing that the child would not take in with his soul. The trees, the stars, the clouds, the stones, everything is absorbed by the child's soul life. From about nine-and-a-third to about eleven-and-two-thirds the child already perceives the difference between the soul quality which he sees in himself and what is merely “living.” We can now speak of the whole earth as living. Thus we have the soul quality and the living quality. Then from eleven-and-two-thirds to about fourteen the child discriminates between what is of the soul, what is living, and what is dead, that is to say, what is based on the laws of cause and effect.

We should not speak to the child of Inanimate things at all before he approaches his twelfth year. Only then should we begin to speak about minerals, physical phenomena, chemical phenomena and so on. We must make it clear to ourselves that this is really how things are: in the child between the change of teeth and puberty it is not the intellect but the fantasy that is predominantly active; we must constantly be thinking of the child's fantasy, and therefore, as I have often said, we must especially develop fantasy in ourselves. If we do not do this, but pass over to all kinds of intellectual things when the child is still quite young, then he cannot go through his development rightly even in his physical body. And much that is pathological at the present day arises from the fact that in this materialistic age too much attention has been paid to the intellect in children between the change of teeth and puberty.

We should only very gradually introduce the lifeless world when the child is approaching his twelfth year, for this lifeless world must be grasped by the intellect. At this time we can introduce minerals, physical and chemical phenomena and so on. But even here we should connect it up with life as far as possible, not simply start, for instance, with a collection of minerals, but start from the earth, the soil, and first describe the mountain ranges, how they bring about the configuration of the earth; then we can speak of how the mountains are surrounded with soil at their foot, and the higher we go the more bare they become and the fewer plants there are. So we come to speak of the bareness of the mountains and point out that here there are minerals. Thus we start with the mountains and lead on to the minerals.

Then when we have given a clear description of the mountains we can show the children a mineral and say: this is what you would find if you were to take this path up the mountain. This is where it is found. When you have done this with a few different minerals you can pass on to speak of the minerals themselves. But you must do the other first, here again proceeding from the whole and not from the part. This is of very great importance.

For physical phenomena also it is just as important to start from life itself. You should not begin your teaching of Physics as set forth in the text books of today, but simply by lighting a match for instance and letting the children observe how it begins to burn; you must draw their attention to all the details, what the flame looks like, what it is like outside, what it is like further in, and how a black spot, a little black cap is left when you blow out the flame; and only when you have done this, begin to explain how the fire in the match came about. The fire came about through the generation of warmth, and so on. Thus you must connect everything with life itself.

Or take the example of a lever: do not begin by saying that a lever consists of a supported beam at the one end of which there is a force, and at the other end another force, as one so often finds in the Physics books. You should start from a pair of scales; let the child imagine that you are going to some shop where things are being weighed out, and from this pass on to equilibrium and balance, and to the conception of weight and gravity. Always develop your Physics from life itself, and your chemical phenomena also.

That is the essential thing, to begin with real life in considering the different phenomena of the physical and mineral world. If you do it the other way, beginning with an abstraction, then something very curious happens to the child; the lesson itself soon makes him tired. He does not get tired if you start from real life. He gets tired if you start from abstractions.

The golden rule for the whole of teaching is that the child should not tire. Now there is something very strange about the so-called experimental education of the present day. Experimental psychologists register when a child becomes tired in any kind of mental activity, and from this they decide how long to occupy a child with any one subject, in order to avoid fatigue.

This whole conception is wrong from beginning to end. The truth of the matter is as follows: you can read about it in my books, especially in the book Riddles of the Soul and in various lecture courses; all I shall do now is to remind you that man consists of three members—the nerve-senses man, that is, all that sustains man in the activity of his mind and spirit; the rhythmic man, which contains the whole rhythm of breathing, the circulation of the blood and so on; and the metabolic-limb man, in which is to be found everything that is metamorphosed by means of the different substances.

Now if you take the physical development of the child from birth to the change of teeth you will find it is specially the head-organisation, the nerve-senses organisation that is at work.¹ The child develops from the head downwards in the early years of his life. You must examine this closely. Look first of all at a human embryo, an unborn child. The head is enormous and the rest of the body is still stunted. Then the child is born and his head is still outwardly the largest, strongest part, and out of the head proceeds the whole growth of the child.

This is no longer the case with the child between the seventh and fourteenth year. Rhythm of breathing, rhythm of the blood, the whole rhythmic system is what holds sway between the change of teeth and puberty. Only rhythm!

But what is the real nature of rhythm? Now if I think a great deal, particularly if I have to study, I get tired, I get tired in my head. If I have to walk far, which is an exertion for my limb organism, I also tire. The head, or the nerve-senses organism, and the metabolic-limb organism can get tired. But the rhythmic organism can never tire.

For just think; you breathe all day long. Your heart beats at night as well as in the day. It must never stop, from birth to death. The rhythm of it has to go on all the time, and cannot ever tire. It never gets tired at all.

Now in education and teaching you must address yourself to whichever system is predominant in man; thus between the change of teeth and puberty you must address yourself to rhythm in the child by using pictures. Everything that you describe or do must be done in such a way that the head has as little to do with it as possible, but the heart, the rhythm, everything that is artistic or rhythmic, must be engaged. What is the result? The result is that with teaching of this kind the child never gets tired, because you are engaging his rhythmic system and not his head.

People are so terribly clever, and in this materialistic age they have thought out a scheme whereby the children should always be allowed to romp about between lessons. Now it is certainly good to let them romp about, but it is good because of the soul qualities in it, because of the delight they have in it. For experiments have been made and it has been found that when the children are properly taught in lesson time they are less tired than when they play about outside. The movement of their limbs tires them more, whereas what you give them in their lessons in the right way should never tire them at all. And the more you develop the pictorial element with the children and the less you exert the intellect, by presenting everything in a living way, the more you will be making demands on the rhythmic system only, and the less will the child become tired. Therefore when the experimental psychologists come and make observations to see how much the child tires, what is it they really observe? They observe how badly you have taught. If you had taught well you would find no fatigue on the part of the children.

In our work with children of Elementary School age we must see to it that we engage the rhythmic system only. The rhythmic system never tires, and is not over-exerted when we employ it in the right way, and for this rhythmic system we need not an intellectual but rather a pictorial method of presentation, something that comes out of the fantasy. Therefore it is imperative that fantasy should hold sway in the school. This must still be so even in the last period of which we have spoken, from eleven-and-two-thirds to fourteen years; we must still make the lifeless things live through fantasy and always connect them with real life. It is possible to connect all the phenomena of Physics with real life, but we ourselves must have fantasy in order to do it. This is absolutely necessary.

Now this fantasy should above all be the guiding principle in what are called compositions, when the children have to write about something and work it out for themselves. Here what must be strictly avoided is to let the children write a composition about anything that you have not first talked over with them in great detail, so that the subject is familiar to them. You yourself, with the authority of the teacher and educator, should have first spoken about the subject with the children; then the child should produce his composition under the influence of what you yourself have said. Even when the children are approaching puberty you must still not depart from this principle. Even then the child should not just write whatever occurs to him; he should always feel that a certain mood has been aroused in him through having discussed the subject with his teacher, and all that he then himself writes in his essay must preserve this mood.

Here again it is “aliveness” that must be the guiding principle. “Aliveness” in the teacher must pass over to “aliveness” in the children.

As you will see from all this, the whole of your teaching and education must be taken from real life. This is something which you can often hear said nowadays. People say that lessons must be given in a living way and in accordance with reality. But first of all we must acquire a feeling for what is actually in accordance with reality. I will give you an example from my own experience of what sometimes happens in practice even when in theory people hold the most excellent educational principles.

I once went into a classroom—I will not say where it was—where an Arithmetic example was being given which was supposed to connect addition with real life. 14 2/3, 16 5/6 and 25 3/5 for example, were not simply to be added together, but were to be related to life. This was done in the following way: The children were told that one man was born on 25th March, 1895, another on 27th August, 1888, and a third on 3rd December, 1899. How old are these three men together? That was the question. And the sum was quite seriously carried through in the following way: from the given date in 1895 to 1924 [The date of this Lecture Course.] is 29 3/4; this is the age of the first man. The second one up to 1924 is about 26 1/2 years old, and the third, from 1899, as he was born on 3rd December, we may say 25. The children were then told that when they add up these ages they will find out how old they all are together.

But my dear friends, I should just like to ask how it is possible that they can make up a certain sum together with their ages? How do you set about it? Of course the numbers can quite well be made up into a sum, but where can you find such a sum in reality? The men are all living at the same time, so that they cannot possibly experience such a thing together in any way. A sum like this is not in the very least taken from life.

It was pointed out to me that this sum was actually taken from a book of examples. I then looked at this book and I found several other ingenious examples of the same kind. In many places I have found that this kind of thing has repercussions in ordinary life, and that is the important thing about it. For what we do at school affects ordinary life, and if the school teaching is wrong, that is if we bring such an unreality into an arithmetical example, then this way of thinking will be adopted by the young people and will be taken into ordinary life. I do not know if it is the same in England, but all over Central Europe when, let us say, several criminals are accused and condemned together, then you sometimes read in the papers: all five together have received sentences of imprisonment totalling 75 1/2 years. One has ten years, another twenty and so on, but it is all added up together. This you can find repeatedly in the newspapers. I should like to know what meaning a sum like that can have in reality. For each single prisoner who is sentenced, the 75 years together certainly have no meaning; they will all of them be free long before the 75 years are over, so that it has no reality at all.

You see, that is the important thing, to make straight for the reality in everything: you simply poison a child to whom you give a sum like this which is absolutely impossible in real life.

You must guide the child to think only about things that are to be found in life. Then through your teaching reality will be carried back into life again. In our time we suffer terribly from the unreality of men's thinking, and the teacher has need to consider this very carefully.

There is a theory in this age which, though postulated by men who are considered to be extraordinarily clever, is really only a product of education. It is the so-called Theory of Relativity. I hope you have already heard something of this theory which is connected with the name of Einstein; there is much in it that is correct. I do not want to combat what is right in it, but it has been distorted in the following way. Let us imagine that a cannon is fired off somewhere. It is said that if you are so many miles away, after a certain length of time you hear the report of the cannon. If you do not stand still but walk away from the sound, then you hear it later. The quicker you walk away the later you get the impression of the sound. If you do the opposite and walk towards the sound you will be hearing it sooner and sooner all the time.

But now if you continue this thought you come to the possible conception, which is however an impossibility in reality, that you approach the sound more quickly than it travels itself, and then if you think this out to its conclusion you come to the point of saying to yourself: then there is also a possibility of hearing the sound before the cannon is fired off!

That is what it can lead to, if theories arise out of a kind of thinking which is not in accordance with reality. A man who can think in accordance with reality must sometimes have very painful experiences. For in Einstein's books you even find, for instance, how you could take a watch and send it out into the universe at the speed of light, and then let it come back again; we are then told what happens to this watch if it goes out at the speed of light and comes back again. I should like to get an actual sight of this watch which, having whizzed away at this speed, then comes back again; I should like to know what it looks like then! The essential thing is that we never lose sight of reality in our thinking.

Herein lies the root of all evil in much of the education of today, and you find, for instance, in the “exemplary” Kindergartens that different kinds of work are thought out for the child to do. In reality we should make the children do nothing, even in play, that is not an imitation of life itself. All Froebel occupations and the like, which have been thought out for the children, are really bad. We must make it a rule only to let the children do what is an imitation of life, even in play. This is extremely important.

For this reason, as I have already told you, we should not think out what are called “ingenious” toys, but as far as possible with dolls or other toys we should leave as much as we can to the child's own fantasy. This is of great significance, and I would earnestly beg you to make it a rule not to let anything come into your teaching and education that is not in some way connected with life.

The same rule applies when you ask the children to describe something themselves. You should always call their attention to it if they stray from reality. The intellect never penetrates as deeply into reality as fantasy does. Fantasy can go astray, it is true, but it is rooted in reality, whereas the intellect remains always on the surface. That is why it is so infinitely important for the teacher himself to be in touch with reality as he stands in his class.

In order that this may be so we have our Teachers' Meetings in the Waldorf School which are the heart and soul of the whole teaching. In these meetings, each teacher speaks of what he himself has learnt in his class and from all the children in it, so that each one learns from the other. No school is really alive where this is not the most important thing, this regular meeting of the teachers.

And indeed there is an enormous amount one can learn there. In the Waldorf School we have mixed classes, girls and boys together. Now quite apart from what the boys and girls say to each other, or what they consciously exchange with each other, there is a marked difference to be seen in the classes according to whether there are more girls than boys or more boys than girls or an equal number of each. For years I have been watching this, and it has always proved to be the case that there is something different in a class where there are more girls than boys.

In the latter case you will very soon find that you yourself as the teacher become less tired, because the girls grasp things more easily than boys and with greater eagerness too. You will find many other differences also. Above all, you will very soon discover that the boys themselves gain in quickness of comprehension when they are in a minority, whereas the girls lose by it if they are in the minority. And so there are numerous differences which do not arise through the way they talk together or treat each other but which remain in the sphere of the imponderable and are themselves imponderable things.

All these things must be very carefully watched, and everything that concerns either the whole class or individual children is spoken of in our meetings, so that every teacher really has the opportunity to gain an insight into characteristic individualities among the pupils.

There is one thing that is of course difficult in the Waldorf School method. We have to think much more carefully than is usually the case in class teaching, how one can really bring the children on. For we are striving to teach by “reading” from the particular age of a child what should be given him at this age. All I have said to you is directed towards this goal.

Now suppose a teacher has a child of between nine and ten years in the class that is right for his age, but with quite an easy mind he lets this child stay down and not go up with the rest of the class; the consequence will be that in the following year this child will be receiving teaching which is meant for an age of life different from his own. Therefore under all circumstances we avoid letting the children stay down in the same class even if they have not reached the required standard. This is not so convenient as letting the children stay in the class where they are and repeat the work, but we avoid this at all costs. The only corrective we have is to put the very weak ones into a special class for the more backward children.²

Children who are in any way below standard come into this class from all the other classes.

Otherwise, as I have said, we do not let the children stay down but we try to bring them along with us under all circumstances, so that in this way each child really receives what is right for his particular age.

We must also consider those children who have to leave school at puberty, at the end of the Elementary School period, and who cannot therefore participate in the upper classes. We must make it our aim that by this time, through the whole tenor of our teaching, they will have come to a perception of the world which is in accordance with life itself. This can be done in a two-fold way. On the one hand we can develop all our lessons on Science and History in such a manner that the children, at the end of their schooling, have some knowledge of the being of man and some idea of the place of man in the world. Everything must lead up to a knowledge of man, reaching a measure of wholeness when the children come to the seventh and eighth classes, that is when they have reached their thirteenth and fourteenth year. Then all that they have already learnt will enable them to understand what laws, forces and substances are at work in man himself, and how man is connected with all physical matter in the world, with all that is of soul in the world, with all spirit in the world. So that the child, of course in his own way, knows what a human being is within the whole cosmos. This then is what we strive to achieve on the one hand.

On the other hand we try to give the children an understanding of life. It is actually the case today that most people, especially those who grow up in the town, have no idea how a substance, paper for instance, is made. There are a great many people who do not know how the paper on which they write or the material they are wearing is manufactured, nor, if they wear leather shoes, how the leather is prepared.

Think how many people there are who drink beer and have no idea how the beer is made. This is really a monstrous state of affairs. Now we cannot of course achieve everything in this direction, but we try to make it our aim as far as possible to give the children some knowledge of the work done in the most varied trades, and to see to it that they themselves also learn how to do certain kinds of work which are done in real life.

It is, however, extraordinarily difficult, in view of what is demanded of children today by the authorities, to succeed with an education that is really in accordance with life itself. One has to go through some very painful experiences. Once for instance, owing to family circumstances, a child had to leave when he had just completed the second class and begun a new year in the third. He had to continue his education in another school. We were then most bitterly reproached because he had not got so far in Arithmetic as was expected of him there, nor in Reading or Writing. Moreover they wrote and told us that the Eurythmy and Painting and all the other things he could do were of no use to him at all.

If therefore, we educate the children not only out of the knowledge of man, but in accordance with the demands of life, they will also have to know how to read and write properly at the age at which this is expected of them today. And so we shall be obliged to include in the curriculum many things which are simply demanded by the customs of the time. Nevertheless we try to bring the children into touch with life as far as possible.

I should have dearly liked to have a shoemaker as a teacher in the Waldorf School, if this had been possible. It could not be done because such a thing does not fit into a curriculum based on present-day requirements, but in order that the children might really learn to make shoes, and to know, not theoretically but through their own work, what this entails, I should have dearly liked from the very beginning to have a shoemaker on the staff of the school. But it simply could not be done because it would not have been in accordance with the authorities, although it is just the very thing that would have been in accordance with real life. Nevertheless we do try to make the children into practical workers.

When you come to the Waldorf School you will see that the children are quite good at binding books and making boxes; you will see too how they are led into a really artistic approach to handwork; the girls will not be taught to produce the kind of thing you see nowadays when you look at the clothes that women wear, for instance. It does not occur to people that the pattern for a collar should be different from that of a belt or the hem of a dress. People do not consider that here for example (see drawing a.) the pattern must have a special character because it is worn at the neck. The pattern for a belt (see drawing b.) must lead both upwards and downwards, and so on.

Or again, we never let our children make a cushion with an enclosed pattern, but the pattern itself should show where to lay your head. You can also see that there is a difference between right and left, and so forth. Thus here too life itself is woven and worked into everything that the children make, and they learn a great deal from it. This then is another method by which the children may learn to stand rightly in life.

We endeavour to carry this out in every detail, for example in the giving of reports. I could never in my life imagine what it means to mark the capacities of the children with a 2, or 3, or 21-. I do not know if that is done in England too, giving the children numbers or letters in their reports which are supposed to show what a child can do. In Central Europe it is customary to give a 3, or a 4. At the Waldorf School we do not give reports like this, but every teacher knows every child and describes him in the report; he describes in his own words what the child's capacities are and what progress he has made.

And then every year each child receives in his report a motto or verse for his own life, which can be a word of guidance for him in the year to come. The report is like this: first there is the child's name and then his verse, and then the teacher without any stereotyped letters or numbers, simply characterises what the child is like, and what progress he has made in the different subjects. The report is thus a description. The children always love their reports, and their parents also get a true picture of what the child is like at school.

We lay great stress upon keeping in touch with all the parents so that from the school we may see into the home through the child. Only in this way can we come to understand each child, and to know how to treat every peculiarity. It is not the same thing when we notice the same peculiarity in two children, for it has quite a different significance in the two cases.

Suppose for instance that two children each show a certain excitability. It is not merely a question of knowing that the child is excitable and giving him something to help him to become quiet, but it is a question of finding out that in the one case the child has an excitable father whom he has imitated, and in the other case the child is excitable because he has a weak heart. In every case we must be able to discover what lies at the root of these peculiarities.

This is the real purpose of the Teachers' Meetings, to study man himself, so that a real knowledge of man is continually flowing through the school. The whole school is the concern of the teachers in their meetings, and all else that is needed will follow of itself. The essential thing is that in the Teachers' Meetings there is study, steady, continual study.

These are the indications I wanted to give you for the practical organisation of your school.

There are of course many things that could still be said if we could continue this course for several weeks. But that we cannot do, and therefore I want to ask you tomorrow, when we come together, to put in the form of questions anything which you may have upon your minds, so that we may use the time for you to put your questions which I will then answer for you.

• 1. Dr. Steiner is here speaking of the process of organic development, not of the child's mental growth. There is no question of approaching the child's intellect during this first period of childhood when the head and nerves system is performing a function entirely different from later years. See Rudolf Steiner: The Education of the Child in the Light of Anthroposophy.
• 2. Dr. Steiner then added that these children were at that time being taught by Dr. Karl Schubert who had a very special task in this domain and was particularly gifted for it.

I am somewhat anxious about what I have to say today, for if I could spare three months in which to develop the aspects of my subject, it could not easily be dismissed as fantasy. But I must offer you a mere cursory introduction, within the limits of an hour, in order to make the following special problems of healing quite clear. Therefore much will seem without foundation. Nevertheless I will try to show in the presentation of the subject, that these matters are indeed well-founded—even better-founded than those on which the natural science of today has been built.

Let us first consider the formative process of plants as such, in its relationship to the cosmos. We have already pointed out that in man the opposite process to that of plant formation is active in a functional sense. Therefore, in order to find the direct correspondence in man, we must at least indicate in outline the formative process of plants As is apparent, there are two distinct and quite opposite tendencies in this process. One tendency is earthwards, and I have already suggested that in trees the main stem forms a sort of excrescence of the earth, so that the flowers and leaves are rooted in the trunk, just as herbs and plants of lower types are rooted in the earth. There is this tendency of the plant towards the earth; but on the other hand, the plant has an impulse upwards, away from the earth. The plant strives to escape from the earth, not merely mechanically by virtue of a force opposed to the pull of gravity but also in its whole formative process, internal as well. The processes in the flower become different from those in the root; they become far more dependent on extra-terrestrial or extra-telluric forces than the root. This dependence of the flower formation upon forces originating outside the earth must first be considered and we shall find that the same forces utilised by the plant to initiate the formation of flower and seed are also necessary to the human hypogastrium, because of the functional reversal of the plant process in man. They are utilised through the abdomen as well as in all functions of evacuation secretion and the physical base of sex. So if we examine the complementary relationship of man and the plant, we find special correspondences to the extra-telluric as well as to the telluric.

Please notice here that what I maintain has not been derived from the medical works of the past, but is based entirely on contemporary spiritual-scientific research. I only try to use sometimes the terms of the old literature of medicine, as modern literature contains no suitable vocabulary. But it would be a complete mistake to suppose that any item of my course here is simply derived from archaic sources.

Observe the growth of the plant as it rises upwards out of the earth. You must take note of the spiral sequence in the actual formation of the leaves and of the flower. You might say that the formative forces follow a spiral course around the central stalk. This spiral course cannot be explained by internal forces of tension in the plant. No; its origin is to be sought in the influence that works from the extra-telluric sphere, and chiefly in the influence of the sun's apparent path through the heavens. (Let us say “apparent,” for the respective motions of earth and sun can only be taken relatively.) There are indeed points of view better than the mathematics of Galileo, from which to study the paths of the heavenly bodies; they trace themselves in the sequence of formative processes in the plant. For what the stars do is faithfully copied by the plant.

It would be quite mistaken, however, to reckon only with the vertical upward impulse in plants, that depends upon the sun. The stars co-operate in a resultant with movements caused by the sun. If the sun's action were the sole operating force, it would take complete possession, so to speak, and the plant would be drawn upwards into the infinite. (See Diagram 9). The solar force is, however, counteracted to some degree by that of the outer planets, in their spiral courses. For planets as a matter of fact, do not move in an ellipse; their orbits are spiral. It is time today that the whole Copernican system was re-examined and superseded by another. The so-called outer planets are Mars, Jupiter and Saturn. (Uranus and Neptune are only members of the solar system in an astronomical sense; they do not really belong to it by origin; they are foreign bodies that have become attracted and attached to our system. They are guests, invited to our planetary system, and we are right to omit them.) The forces of the superior planets deflect the plant's upward tendency, so as to bank up the formative forces which cause the formation of flower and seed. So if you consider the plant's upward development, from the region of formation of the foliage, you must ascribe it to the combined action of of the Sun's influence and that of Mars, Jupiter and Saturn.

There are not only these two elements in co-operation. Marshalled against them are the influences from the Moon and the so-called inferior planets, Mercury, and Venus. The Moon, Mercury and Venus cause the earthward, downward tendency in the plant, which manifests itself most characteristically in the formation of the root. Thus all that seems essentially earthy is really a joint product of the action of the Moon, and that of the inferior planets. So I would say that the plant expresses and bears the imprint of our whole planetary system. Until we know this, and learn also how to recognise the planetary manifestations in man as well we cannot thoroughly understand the relationship between the plant structure and the human structure.

Now consider the fact that plants with a prevailing tendency towards root-formation leave much more ash when they are burnt than is left by plants that tend towards the formation of blossoms or even by mistletoe and, tree-plants. This difference is caused by the greater influence of the inner heavenly bodies, Moon, Mercury and Venus, on plants with great root development. And if you search in their ashes, iron, manganese, and silicon will be found, all of them substances with direct remedial qualities, as is shown when any portion of the plant is used.

But if plants of the opposite type are exposed to the action of fire, there is but little ash. And in these different results of the same process of incineration, we have something I would describe as an external document of the plant's relation to the whole cosmic order, and not to forces ruling on earth alone.

Now consider the plant world more closely. In the case of annual plants, growth stops abruptly at a certain season of the year with the formation of seed. As we have seen, seed formation is mainly governed by extra-terrestrial forces. But its course is interrupted and it is given over to the earth again. It must, as it were, continue at a lower stage in the new year, what had reached a higher stage in the old year The course of plant life and growth is a remarkable one. Take the earth's surface; the plant emerges from the soil, reaching out to its fullest extent towards the extra-terrestrial spheres. But then what has developed extra-terrestrially is sown again in the soil, and the cycle begins anew. (See Diagram 10). Thus every year the heavenly forces sink into the ground, mingle with the forces of the earth, and again complete their course. Year by year the seed of the flower is returned again to the root region, to complete the rhythmic cycle to which all plant life is subject.

This rhythmic cycle is proof that what we term the flora of earth is in truth a manifestation of the whole earth's interaction with the extra-terrestrial cosmos. This interaction, therefore, is not restricted to the form of our planet, but extends to its internal chemistry and its whole system of organic life. Just as what is earthly in the mechanism in the form is overcome by the cosmic forces, so also is the terrestrial chemistry in plants overcome by the forces outside the earth; and when this overcoming has reached a certain point, the process must return again to earth and display earthly chemistry. From these facts it is not a farfetched conclusion that the specific chemistry of the earth is revealed in the ashes; it is represented in the refuse, the dross of the living sphere. This dross and ash is subject to gravity, whereas the upward urge and growth of the plant is a continual conquest of gravity, and of other earth-bound forces, so that we may properly speak of a polar opposition between gravity and light. Light is that which continually overcomes gravity. And the plant is so to speak set into the tension of this combat between light and weight, between that which strives towards ashes and that which strives towards fire. And this polar contrast between what becomes ashes and what is revealed in flame, is the opposition of ponderable and imponderable elements. There we have revealed the cosmic place and role of plant life.

What of man? We have already maintained that we shall not understand him aright, unless we recognise his polar orientation also. I have pointed out that the part that grows upwards from below, in man grows downwards from above; the sexual and excretory processes in man correspond to the flowers and seed vessels, whereas his root formation points upwards. In man, however, it remains in the realm of functions; in plants it becomes a material process.

So man presents us with manifestations that are the direct opposite of those of the plant. In him we have not only the manifestations, but the bearer of them. So you must distinguish in man the functions sending their roots upwards, and the functions tending downward; and as surrounding sheath of both, his material body, which in its turn has an upward tendency. That which happens artificially and externally in respect of plants—the removal from the upper sphere and implanting into the lower level—in man becomes a continuous process. In him there is a constant double current in every process from above downwards and from below upwards, and the relationship of these currents is the core of health and disease. We cannot begin to understand the complex processes in man, if we do not consider the facts I have just described. On the one hand is a material carrier working upwards from the earth, and on the other, something else, working from above downwards, is inserted into the carrier.

It is easy to see that the interaction of these forces determines health or disease in man, especially when, half in despair, so to say, one meets the most important fact, that the human organism has to be treated quite differently according to whether the upper region or the “sub-cardiac” regions are affected. They must be viewed according to quite different principles.

Let us cite an example; the relationship of common rickets to cranio-tabes, which to many people is quite mysterious. These two afflictions seem so closely related if the human individual is viewed as a unity, whereas in truth they should be considered in the in the light of perfectly different principles, as they originate in regions of man that are polar to one another. This has an important bearing upon the healing process. Medical men who obtain certain favourable results in cases of rickets, through some form of phosphoric application, will probably fail completely in cases of cranio-tabes, which require an opposite therapeutic method, probably an application of some form of carbonate of lime. But this is a mere illustration of a truth that is quite general; though its statement is apt to be unwelcome. Where the treatment of human beings is in question in the domain of medicine, it is a fact that whatever remedy is prescribed, and whatever rule is laid down, their exact opposites may also be true and efficacious in certain cases. A very annoying circumstance! It is perfectly possible to prescribe a thoroughly sound and effective method of treatment for such and such a case; and then if it is applied to what appear to be the very same symptoms, to find that it proves no remedy, and that the exact opposite must be applied. Thus it is always possible to meet, and even beat, one theory of treatment with another on the medical field; for most people are not aware that only one part of man can be treated remedially according to any one method, and that another region requires a different method, this is the point we must grasp here.

Now let us carefully examine the sphere that in plants appears visibly separated in two, whereas in man it forms one aspect of his whole constitution. I referred to the three formative impulses which are in some degree inherent in external nature; the impulse to saline formation the impulse to mercurial formation and the tendency peculiar to certain substances such as phosphorus and sulphur to conserve within themselves the imponderable forces to become their carriers.

What is the difference between these formative impulses of external nature, in so far as our present subject is concerned? All that is saline in its process tends to saline formation, leading our internal processes in to the realm of gravity. Those who study the medical works of the past would do well to keep in mind, wherever they find references to the “salification” of substances, that by this process the substance in question is subjected to the force of gravity, and by the opposite process, the light process, it is liberated from gravity; that is, the imponderables are so liberated. Accordingly if we accept light as the representative of all other imponderable forces, we must conceive the whole of external nature as involved in the struggle between light and gravity, between the force that strives towards the extra-terrestrial and the force that makes earth's substances tend towards the centre. We have here the polarity between light and gravity; and in between, that which perpetually seeks the balance between the two and manifests mercurially For the mercurial element is simply something that continually seeks to maintain a state of equilibrium between light and gravity.

We have to visualise the place and office of the imponderables working between the saline, the phosphoric, and the mercurial elements in the whole cosmic scheme, i.e., in gravity, in the light forces, and in that which ever seeks an equilibrium midway between them. Now into the very centre of these mighty forces and tensions is placed in a remarkable way the whole activity of our human heart. It is an appalling feature of the current natural scientific view, that quite apart from the pump-theory, which is untenable, as I have already demonstrated, all heart functions are thought to be enclosed within the limits of the individual being's skin. It is assumed that the heart is somehow connected with the substances that pulsate rhythmically within the limits of the body. But in truth, man with his organic system is inserted into the whole process of the universe, and the human heart is not merely an organ pertaining to his organism, but belongs to the whole world process. That tension of opposite forces which we have traced in the plant, that alternation and interplay of super-solar and infra-solar forces, is also manifest in man in the movements of the heart. The heart movements are not only an imprint of what takes place in man, they are also an imprint of extra-human conditions. For in the human heart you may see reflected as in a mirror, the whole process of the universe. Man is individualised merely as a being of soul and spirit. In other aspects of being, he is inserted into the universal process, so that, for instance, the beats of his heart are not only an expression of what takes place within man, but also of that contest between light and gravity that fills the whole cosmic stage.

I have often had occasion to put this cosmic-human interaction before laymen, in a rough and obvious way, by means of the following calculation. Let us assume that the human being draws breath eighteen times in the course of one minute. In one day of twenty-four hours, this will amount to 25,920 breaths. Now take one day of human life and note further that there are 360 or 365 days in the year assume that the human individual attains average old age, that of seventy-one years (one may, of course, become much older). In that case we shall find as many days in the course of life, as there are breaths in one day of twenty-four hours: namely 25,915. Now take the path of the sun through the constellations of the Zodiac, the platonic year, namely, the time necessary for the point of sunrise to return to Aries at the Vernal Equinox; this amounts to 25,920 of our terrestrial years. Here you have a remarkable example in numbers of the human relation to the whole universe. The course of the sun through the heavens in the platonic year is expressed by the same number as the days of a human life. This is easily reckoned, but it points the way into profound depths of the foundations of the world. Bear in mind—as we have had occasion to stress in Anthroposophy—that in sleep the ego and the astral body of man leave the physical and etheric bodies, and that on awakening, they return to them again. Visualise these exits and re-entries as exhalations and inhalations of the soul and spiritual element by the physical body; you will find that there are 25,915 or 25,920 of such “breaths” in the course of a normal life (the difference of five is due to leap-year days), which obviously must represent a “day” in relation to some other rhythm. And again there must be something in the cosmos which is inserted according to the same numerical terms into the solar revolution. Here is a rhythm in world occurrences that manifests on a large scale; it manifests also in an individual human life, and in the function of respiration during the day. You will no longer find it unaccountably strange that the ancient world, out of their old clairvoyance, spoke of the days and nights of Brahma, the in-breathing and out-breathing of the world; for these ancients had found the breathing of heaven reflected in the mirror of the everyday life-process of man.

Because of these concrete facts, and not because of any sympathies or antipathies, we arrive at a true reverence for primeval wisdom. I can assure you that I should not reverence the ancient wisdom, had I not had the proof in countless cases, that we can re-discover today things already contained in it, things that had been lost and forgotten between the knowledge accumulated of old and that which we are now able to attain. The reverence for ancient wisdom that grows on the seeker after real knowledge is not the result of any vague general inclination, but springs from the comprehension of certain quite concrete conditions and facts.

If we are in quest of the forces akin to light, we must turn to the outer planets of our system, to Mars, Jupiter and Saturn. And as all that happens on earth is in some degree the effect of extra-terrestrial agents, we must look here for the effects of what happens in the cosmos. This leads us to examine the various substances in the earth, but not to look for the causes of their configuration or general consistency in the abstract and fantastic manner of the molecular physics and molecular atomic chemistry of today. This atomic chemistry which looks, as it were, into what is impenetrable to our vision, into the inmost recesses of the constitution of matter. devises all kinds of fine guesswork about atoms and molecules. It then proudly talks of “astronomical recognition” of what goes on in the interior of material structure: or rather, it did so twenty years ago, and does so perhaps less often today. That was a subject of discussion some time ago; today these processes are photographed, as I mentioned in a recent public lecture, and in spiritualistic circles photography is also called in to depict spirits!

Just as scientific investigators are disinclined to believe in “spirit” photography, so must they permit us, who see through these things from another angle, to reject their atomic photography as well. For the same delusion is at work here also.

In plants, it is not forces bound to atoms and molecules that we have to consider, but those that affect the earth by their impact from without, and permeate its substances. Not those tiny demons, the molecules and atoms, but the cosmic forces, shape the internal and external structure of matter. Let us take an example. Suppose that a planet in extra-terrestrial space is in an especially favourable position for working on a certain portion of our sphere. Assume Saturn to be the planet in question and that Saturn can best exercise its full influence when the direction of other planetary influences strike the earth as far away as possible from its own, and do not mingle with nor deflect them; (See Diagram 11) i.e., when the Sun, Mars, and other bodies are not in or near a line from Saturn to the earth. Then the Saturnian force impinges directly on our planet. And if conditions are favourable in the portion of earth directly under Saturn's influence, that Unmixed and undeflected Saturnian influence causes a structure to he formed there differing from that due to the action of Mars under similar conditions.

Earth's substances are the combined result of forces from the stars In the case cited as illustration, the effect of such action is shown in the production of lead. This is why we must associate certain substances in the earth—especially metals—with certain planetary positions in the extra-telluric universe. What the ancient wisdom of mankind offers us, can only be truly understood when it is discovered afresh. It is impossible for anyone accustomed to think in modern chemical and physical terms to read the ancient writings. This is shown by the following example. In a history of alchemy an extremely clever Norwegian scholar described a process, which, as he quite truly remarks, is mere nonsense according to modern chemical concepts, for it gives no result. It is a process concerned with lead. But he failed to see that this process explained the process of seed formation! He referred the statements to a laboratory experiment, which, of course, made nonsense. He did not realise that the terminology of archaic alchemy must be transferred, so to speak, to another plane, and that many of its expressions must be read in a wholly different sense. Therefore he made nonsense of the passage. His opinion was, of course, both right and wrong. Thus we cannot but assume a relationship between terrestrial substances and the forces impinging on the earth from the surrounding world.

The study of metals in particular, on the lines indicated, leads to concrete relationships, so that we must ascribe their formations as follows. Lead results from the unimpeded action of Saturn, tin from that of Jupiter, iron from Mars, copper from Venus, and what is now termed quicksilver from Mercury. Similarly we must recognise a relationship between everything of the nature of silver, all that is silvery—I use this term with intention—and the unimpeded action of the Moon. It is pleasantly amusing to read in contemporary books that the reason why the ancient world associated silver with the Moon, was because of the Moon's silvery radiance—merely because of this external appearance! Anyone who is aware how careful and minute were the studies made of old as to the properties of the various metals—along their own lines, naturally—will not fall into such error. Moreover, the conception I have given leaves, as you will perceive, ample room for other substances than the six most distinctive metals (lead, tin, iron, copper, quicksilver and silver) to come into being through the combination of planetary forces. This joint action of planetary forces means that various other planetary influences combine with the typical ones which we indicated. In this manner, the less representative metals originate. And in any case, earth's wealth of metals is the result of forces acting on the earth from without. Here is the link between the workings of metals and the formation of plants. If you summarise the agencies contained in lead, tin and iron, you have there everything connected with flower and seed formation in plants; inasmuch as these processes take place extra-terrestrially above the surface of the earth. And all that is of the nature of copper, silver or mercury, must be related to everything connected with the formation of plant roots.

As on the one side, the mercurial element acts as an equalising agent, you will certainly look for a corresponding equilibrium on the other side. The mercury element is the balancing factor between the telluric and that which is to some degree supra-telluric. But our whole universe is permeated with spirit. Thus another polarity arises. The terrestrial and extra-terrestrial poles represent the polar opposite of gravity and light. This offers only one possibility—the existence of a state of balance between the terrestrial and the extra-terrestrial elements. But there is another state of equilibrium between that which permeates all matter equally, whether it be terrestrial or extra-terrestrial, and matter itself; an equilibrium between the spiritual and the material, whether the latter be ponderable or imponderable. At every point of the material world, the balance must be held between it and the spiritual, and equally so in the universe. For us, the first and nearest agency that holds the balance in the universe, is the Sun itself. The Sun holds the balance between the spiritual in the universe and the material in the universe. Thus the Sun has a twofold aspect; as a heavenly body it establishes order in the planetary system, but at the same time it maintains order among the forces that permeate the material system. Just as we are able to link the individual planets with the metals as I have already described, so can we also establish the relationship of the Sun to gold. The ancients actually prized gold, not for its material value, but on account of its relationship with the Sun, and with the balance between spirit and matter.

We should recognise that all that we divide and separate on earth, both in our thoughts and in our actions, in nature is actually united in some way or another. In our thoughts we separate what is subject to gravity, and therefore tends to salt formation, from that which bears the light and is therefore akin to the workings of light; and we separate both these categories from what is contained in the state of equilibrium between the two. But in nature there are no such absolute divisions. All these ways of working are connected one with another, adjusted to one another, so that they form highly intricate constructions, and one of these intricate structural systems is shown in the lustre of the metal gold; for it is through gold that the spiritual realm looks, as it were, right into the external world. This directs your attention to possibilities with which I will deal parenthetically—for you may be able to do fruitful work, by utilising in contemporary literature suggestions obtainable from ancient literature. In doing the scientific papers suggested yesterday, you will be able to make use of indications in the ancient literature, if you can understand it aright. Thus it is most important to notice how in old writings all these primary principles, salt, mercury and phosphorus, were seen to be in every substance in different combinations, and to note the diligence with which it was sought to liberate and extract these three principles from a given substance. The ancients believed that lead was formed in the manner described above, but lead—like gold or copper—contains all three principles, salt, mercury and phosphorus. So, in order that we may be able to treat man with one or all of these, we must be able to extract or separate it in some way, from the substances with which it is united. In the chemistry of ancient times, the most meticulous care was devoted to this process. It was found to be particularly difficult in the case of gold, hence the Roman proverb which may well lead us to reverence the ancients: “Facilius est aurum facere quam destruere” (It is easier to make gold than to destroy it). For they held that in this metal, the three primary natural constituents, salt, mercury and phosphorous, were so firmly united that to extract them from gold was hardest of all.

Now we must readily admit that we should not get much further in the matter today, if we took the very same measures as the men of old times. But let us leave them, for we are dealing with the methods and medicine of today, and only occasionally referring to the light thrown by the past. Consider what we are now in a position to investigate. In order to extract the requisite amount of the three primary principles characterised yesterday and today, from the raw materials of nature, it will be necessary to subject these to combustion, in order first, to isolate the fire-bearing, light-bearing parts, then to try to extract the mercurial portions so that the portions with a saline tendency remain. These can be treated with some acid substance, which extracts them and produces an effective saline therapeutic remedy, whether of vegetable or mineral derivation. I shall give further details later on. Thus we shall either have to seek for the light-bearing substances in nature, in order to get extra-terrestrial factors, or try to remove the extra-terrestrial from earthly substances, and to retain the telluric; then we shall have a genuinely saline residue. Or finally we can try to attain something midway between the two poles.

Here we have a choice of two paths, each different in kind, and each taking us part of the way to our goal. We can take the standpoint of the ancient physicians, who always began by extracting the essentially phosphoric, saline or mercurial from various substances, and then made use of the result. In the opinion of these physicians, the specific action of the remedies they obtained depended on the matrix from which they had been extracted. What was obtained from lead acted differently from what was obtained from copper, for example. They laid most stress on origin: salt derived from lead was essentially different from salt derived from copper. So that when they spoke of salt, they knew that in it they had something common to all salts. Because it was salt, it was of the earth, yet because salt derived from the various metals is something extra-telluric, it has relationships to the most diverse parts of man. This we can consider in more detail in the next lecture.

This method is a possible choice, for instance, for the production of saline material in therapeutics. But there is the other way, chosen after the ancient method had ceased to work, and chosen in definite awareness of the fact that man is something more than a chemical apparatus. This way simply tries to take the substances as found in nature and to make available through “potentising” the forces hidden in them. This is the way chosen by Hahnemann's school, representing a new departure in the whole of man's medical researches. It left the archaic way, now blocked because of the ignorance concerning the extra-telluric and other relationships.

This is what causes—I would almost say—the despair of modern medicine; that people have ceased to pay attention to the extra-terrestrial that is really the basis of the earthly elements. The extra-terrestrial sphere is ignored and the earthly sphere is treated as all-sufficient. The homeopathic system strives to get beyond this; so does the “open-air treatment,” which uses light and air directly, because it has lost the secret of how to make right use of the light-bearer, phosphorus, and the air-carrier mercury. That of course is a third possibility. But a genuinely favourable and hopeful way will only be found when mankind has learnt, through spiritual science, the respective inter-relationships of the mineral, vegetable and animal kingdoms to extra-telluric forces. And as I indicated yesterday, the animal sphere is near—dangerously near to mankind. The ancients, knowing this, set a boundary which we will investigate anew in the light of our later knowledge. They thought as follows: plants remain within the realm of the planetary system; minerals are also within that sphere: but with the animal kingdom we leave the planetary system, and deal with something much more serious. We may not deal here with things as though we were still within the planetary extra-telluric domain. Those forces that lead to the formation of animals, and further to that of mankind, lie scattered farther and wider in the universe than do those that shaped minerals and plants. And so the ancients, knowing this, set a boundary which we will investigate anew in the light of our later knowledge. They thought as follows: plants remain within the realm of the planetary system; minerals are also within that sphere: but with the animal kingdom we leave the planetary system, and deal with something much more serious. We may not deal here with things as though we were still within the planetary extra-telluric domain. Those forces that lead to the formation of animals, and further to that of mankind, lie scattered farther and wider in the universe than do those that shaped minerals and plants. And so the ancients traced the Zodiac in the heavens as a warning not to seek remedial forces beyond the boundary of minerals and plants; or at least to be aware that beyond is perilous ground.

But this perilous ground has been entered upon, as I have already begun to tell you in outline. This must be elaborated when we come to deal with pathology and serotherapy. The methods in question often bring startling results in individual cases, and arouse illusory hopes, completely masking the danger in the background.

If you recall the talks we had in connection with the evolution of the Earth through the Saturn, Sun and Moon periods, you will know that at each of these evolutionary stages, one particular kind of being from among what we would now call the higher hierarchies, attained their human level, as it were. We know that during the ancient Saturn period the Spirits of Personality, the Primal Beginnings, the Archai reached their human level, during the Sun period the Archangels, during the Moon period the Angels and during the Earth period, mankind.

You will also have seen from our talks on evolution, that each level of beings that reaches a certain stage of development, received preparation in advance. We know that the human being was being prepared throughout the Saturn, Sun and Moon periods, and that what we nowadays call man's completed physical body has been evolving since the Saturn period, the etheric body since the Sun period, the astral body since the Moon period, and that the ego was only added to these during the Earth period; that is, all the beings that are at a certain level are prepared as a whole.

Now you may be anxious to know whether, in our present period of evolution, beings are being prepared to attain their human level in the Jupiter period. Another thing you know is that during the Saturn, Sun and Moon periods—you can look it up in my book Occult Science—the spirits of the higher hierarchies took part in the preparation of humanity. There is a description of how the Angels, Archangels and Archai were involved in the development of human beings, and therefore an obvious question is whether human beings, during their Earth existence, are possibly involved in preparing the beings who will reach their human level during the Jupiter period?

This question is certainly a vital one for every feeling person, if his feelings have been inspired by spiritual science, as we have been describing. For it could be the case that human behaviour in general during the course of Earth evolution could either help, or omit to help, the beings who might attain their human level on Jupiter. We might say, ‘What could be worse than behaving in such a way during Earth evolution as to make it impossible for proper Jupiter beings to arise through our deeds?’ We must of course take it for granted, if we want to talk about these things, that there is a certain goodwill, for these are truly important secrets of initiation, the kind of initiation secrets that modern science detests as a matter of course. One certainly has to prepare one's feeling to be able to look at the attitude modern science is bound to have to the real truths of life.

In the previous lectures I have already tried to say a little about the way modern science necessarily relates to life. It cannot make direct contact with the secrets of life. It cannot even want to; it must not even pretend to want to reach these secrets of life. It is surely a good thing to make hard-boiled eggs for the people who like eating eggs when they are hard-boiled, and hard-boiled eggs are useful for those who like them. But if someone wanted to go and say that he takes the eggs away from the hens to hard-boil them, and then lets them hatch them after that, he would be doing something absurd. A person does exactly the same thing as far as the cosmos is concerned, if he sets out to solve the secrets of the cosmos and wants to use modern science for it; this is the same attitude as wanting to hatch hard-boiled eggs that have nothing left in them to be hatched out.

I will show you by means of a comparison just how misleading this science is that is bound up with the whole way of modern thinking, particularly when it approaches the real riddles of life. If somebody wants to hold forth about whether science is helpful or harmful he will usually start off by asking, ‘Is science right about this or that?’ And if he can prove that it is right in one or another instance, he will swear by it as a matter of course.

But this is just what we have to get away from, this attaching so much importance to the question of whether what science says is right or not. We must reach the point of seeing that this is not the main thing when it comes to the solving of riddles of life. If someone sees a horse-drawn cart with a man in it, he will be quite right in saying that the horses are pulling this person in the cart, and drawing him along behind them. This is correct, of course. And anyone who wanted to say that the horses were not drawing the cart and the man sitting in it, would obviously be wrong. But it is also true that the man sitting in the cart, through the way he guides the horses, is controlling the direction in which they should pull him; and that is surely the more important aspect from the point of view of the destination. Modern science can be compared to the statement of the person who denies that the man in the cart is guiding the horses, and insists that the horses are drawing the man in the cart.

If you think the comparison through in detail, you will get the right idea about the relation of modern science to modern research into truth. I have to say these things over and over again, because a person who bases himself on our world outlook, must come more and more into the position where he can defend and protect our spiritual-scientific outlook against the attacks of the modern world outlook. But you will be able to do this only if you enlighten yourself as to the relation of modern external science to a genuine research into truth. You must always approach spiritual-scientific questions with a certain attitude and a certain kind of feeling, otherwise you will not make the proper connection with them.

Now our question concerning the beings who will reach the human level on Jupiter is connected in very truth with the deepest questions of man's Earth evolution. There is something in our Earth evolution that has always been a philosophical problem, namely the relation between man's moral behaviour and his natural existence. As an earthly being, man has to decide to what extent he is the kind of being who is ruled by his instincts, has to obey and satisfy them, and is at the mercy of his instincts and their satisfaction, because the laws of nature simply insist on their being satisfied. That is one side of human nature. In this respect we say, ‘We do these things because we have to. We have to eat and we have to sleep.’ But there is another realm of human conduct on this earth, a realm in which we cannot say ‘must’, for it would lose its whole significance if we were to say ‘must’ here. This is the wide realm of ‘shall’, a realm where we feel that we have to follow a purely spiritual impulse as distinct from instinct and everything arising out of ourselves on a natural level. ‘You shall’ never speaks to us from out of our instincts but directs us in a purely spiritual way. ‘You shall’ comprises the realm of our moral obligations.

There are some philosophers who cannot find any connection between what is implied by the ‘you shall’ and ‘you must’. And our present age that is almost bogged down in materialism, especially where moral life is concerned, and will get more and more bogged down, would like to turn all the ‘you shalls’ into ‘you musts’. We are heading for times where, in this respect, the turning of ‘you shall’ into ‘you must’ will be blazoned forth with a certain amount of pride, and actually called psychology. Terrible aspects present themselves if we look at what has begun to develop in the field of criminal psychology. It is already evident that the human being is being conceived of in such a way that people do not ask whether he has overstepped a ‘you shall’, but try to prove that he was driven to one or another destructive act out of the necessity of his nature. Strange experiments are on the increase to define crime merely as a particular case of illness. All these things arise out of a certain materialistic lack of clarity in our times, regarding the relation of ‘you shall’ to ‘you must’.

What does this ‘you shall’, or in other words the categorical imperative, actually signify within the whole framework of human existence? Whoever obeys the ‘you shall’ is known to carry out a moral action. Whoever does not obey the ‘you shall’ commits an immoral action. This is of course a trivial truth. But now let us attempt to look at ‘moral’ and ‘immoral’, not only with regard to the external maya of the physical plane, but with regard to the truth and what is actually behind physical maya. Here the moral element corresponding to the ‘you shall’ appears to initiation science as something that hits you in the eye, spiritually, to put it rather crudely. If you look at a person—these truths which the materialistic outlook detests have to be told sometime—if you look at someone in certain temperature and weather conditions—you see this even better in horses, but we are not speaking about horses now—you will see him breathing out, and the breath becoming visible as vapour in the air. Obviously as far as materialistic science is concerned, this breath a person exhales, disperses and dissolves and has no further significance. But it has significance for a person who follows up the phenomena of life with initiation science, for he sees in the patterns of the breath the exact traces of the moral or immoral conduct of the person. A person's moral or immoral behaviour can be seen in the steamy breath, and the breath of a person who is morally inclined is quite different from the breath of a person who is inclined to immorality. You know, with regard to various things in the human being, the more delicate qualities can only be seen in the more delicate parts of the etheric and astral aura. But man's moral and immoral nature in the ordinary sense of the word is actually visible in the etheric-astral content of the steamy breath. The physical part of it dissolves. But what is incorporated in it does not dissolve; for it contains a genie, which, in the case of steamy breath, has a physical, an etheric and an astral part, only the physical is not earthly, just watery. Something that has an extremely differentiated form can be seen in this breath.

Deeds which arise out of love show something quite different from deeds which are done out of enthusiasm, a creative urge or the urge for perfection, for instance. But in every case the form in the breath reminds one of beings that do not exist on earth at all as yet. These beings are a preparation for the ones that will reach their human stage on Jupiter. Their forms are very changeable and will pass through further changes in the future, for these beings are the first advance shadow images of the beings who will reach the human level on Jupiter.

In a certain way we also owe our existence to the exhalation of the Angeloi on the Moon, and it is one of the moving experiences of spiritual life to know that Jupiter human beings of the future will evolve out of what we breathe out in present ages. If we turn to the Bible with such knowledge in mind, and read the opening words, we can tell ourselves, ‘Now we begin to understand what is meant when it says that the Elohim formed earthly man by breathing into him.’

I will confess that I would never have understood the part about the Elohim breathing the living being of man into his mouth and nose, if I had not known beforehand that the breath of earthly human beings also contains the first germinal beginnings of the beings who will become human on Jupiter. But Jupiter human beings can only arise from the kind of breath that owes its existence to deeds that obey the ‘you shall’, and which are therefore moral actions.

Thus we see that through our earthly morality we take a creative part in the whole cosmic order. It is indeed a creative power, and we can see that spiritual science gives us a strong impulse for moral action by telling us that we are working against the creation of Jupiter human beings, if we do not act in a moral way on earth. This gives morality a very real value and makes its existence worthwhile. Our human conduct is very strongly formed by what we acquire through spiritual science, especially as we become acquainted with real secrets regarding the cosmos.

I have already made references to similar things and mentioned at various times that language also symbolises man's own future creativity. I do not wish to dwell on this today though, but just wanted to show you, to begin with, what significance moral behaviour has in the whole of the cosmos.

You could now ask, ‘What about immoral behaviour?’ Immoral behaviour also comes to expression in the formation of the breath. But immoral behaviour imprints a demonic form on it. Demons are born through man's immoral conduct. Let us look at the difference between the demons that arise through immoral behaviour and the spiritual beings—spiritual in so far as they only have a watery existence on earth—the spiritual forms that are created by moral actions.

These beings that incarnate as far as a transitory watery existence and arise from moral conduct, are the kind of beings that have an astral, an etheric and finally a physical body condensed to the level of wateriness, just as, in the Moon period, we had an etheric, an astral and a physical body, and this physical body was also only condensed to a wateriness. We were more or less like that, even if not exactly the same. And this creature, with a physical body, etheric body and astral body that arises out of moral actions, is predestined to receive an ego, just as in the Moon period our physical, etheric and astral body were predestined to receive an ego. They have the basis for receiving an ego, and beings of this kind are qualified to undergo a regular progressive evolution in the cosmos. The other beings, the demons created out of immoral actions, also have an astral body, an etheric body and a physical body, at the watery stage, of course, but they do not have the basis for developing an ego. They are born without heads, as it were. Instead of taking up the basis for progressing along a regular evolutionary path to the Jupiter existence, they reject this basis. By doing so they fall victim to the fate of dropping out of evolution. But this only increases the hordes of luciferic beings, for they come under their power. As they cannot progress in a regular way they have to become parasites. This is what happens to all the beings that reject their normal path; they have to attach themselves to others in order to move on. These beings that arise through immoral actions have the particular inclination to be parasites in human evolution on earth under Lucifer's leadership, and to seize hold of the evolution of the human being before he makes his physical entry into the world. They attack man during the embryonic period and share his existence between conception and birth. Some of these beings, if they are strong enough, can continue to accompany the human being after birth, as seen in the phenomena of children who are possessed.

What is brought about by the criminal demon parasites attached to unborn children is the cause of the deterioration of the generation succession, which are not as they would be if these demons did not exist. There are various reasons for the decline of families, tribes, peoples and nations, but one of them is the existence of these criminal demon parasites during man's embryonic period.

These things play a great part in Earth evolution as a whole, and they bring us into contact with deep secrets of human existence. This is often the cause of people acquiring certain prejudices and points of view before they are born into earth existence. And people are tormented by doubts and uncertainties in life and all kinds of other things, because of these demonic parasites.

There is not much more these beings can do with the human being once his ego has entered and made itself felt, but they prey on him all the more before he is born or during his earliest years. Thus we see that evil actions have a significant effect in the cosmos, too, and work creatively, but their creativity works in the direction of the ancient Moon existence. For what man passes through in the embryonic period when these demonic beings can prey on him, is basically the heritage of the old Moon period, which makes its appearance in subconscious, instinctive behaviour. Something that even physical science preserves an instinct for is that, in older and better times, man's embryonic period was not calculated according to ordinary months but lunar months, therefore it speaks of ten lunar months, and knows certain other things, too, concerning the connection of embryonic development with the phases of the moon.

So we see that our Earth evolution contains two tendencies: good deeds that contain the impulse to work creatively on Earth in preparation for Jupiter, so that man's successor on the human level can come into being. But evil deeds have also brought into our evolution the tendency to drag the Earth back again to the ancient Moon period and make it dependent on everything to do with the subconscious. If you think about it, you will find a great number of things that are connected with these subconscious impulses; in fact, there are far more of these subconscious impulses in materialistic humanity of modern times, than there were in bygone ages when people were less materialistic.

I believe that the kind of things I have been telling you about again today will make you feel what a deep impression spiritual science can make on your outlook on life, and that it really and truly will not only give you theoretical knowledge but will be capable of giving human life a new direction. A time will come when life will become quite chaotic if people do not use the chance of giving it a new direction out of spiritual-scientific knowledge. Man must get beyond a knowledge that is restricted to the physical body. Our materialistic age does not want knowledge of any other sort than the kind that is restricted to the physical body. But man has to lift his knowledge out of the physical body. And what we know today as the first exercises in Knowledge of the Higher Worlds will gradually—though ‘gradually’ will be quite a long time—they will gradually turn into something he does naturally, something he will feel to be second nature. Particularly what we call thought concentration will come naturally to people.

People will more and more feel the need really to concentrate their thoughts, to focus their whole soul activity on sharply defined thoughts which they place in front of their consciousness. Whilst they would otherwise let their senses roam from one thing or fact to another, they will more and more often direct their thought life to certain things of their own choosing; even if only for a short time, they will concentrate on a definite thought, so as to focus their soul activity on this thought. They will then discover something that a lot of you know very well. Everyone makes a certain discovery in the course of concentrating. If we place a thought in the centre of our consciousness and focus all our soul activity on it, we shall notice the thought growing stronger and stronger. Certainly it does. But then there comes a point where it does not get stronger any more but gets weaker and fades away. This is an experience lots of you will have had. The thought has to fade away, it has, as it were, to die away inside. For the kind of thoughts we have to begin with and the way we think, are through the instrument of the physical body, and we concentrate the kind of thinking we do by means of the instrument of the physical body until the moment the thought dies, then we slip out of the physical body.

We would go into the unconscious altogether if, parallel with this concentration exercise, we did not attempt to do something else to maintain our consciousness when we have slipped out of our physical body. What we have to do to maintain our consciousness when we are outside, is what we call leading a calm and composed life and accepting the things of the world calmly. We can do even more than accept things calmly. We can take seriously a theory we know so well, namely the concept of karma. What do I mean?

A person is not at all inclined, to start with, to take the idea of karma really seriously. If he has only a small mishap that hurts him, or anything at all happens to him, he sometimes gets furious, but at any rate he has antipathy for it. We encounter what we call our destiny with sympathy or antipathy. It cannot be any different in ordinary life, as it is absolutely essential that we feel sympathy for some of the occurrences of destiny and antipathy for others. To us, destiny is something that meets us from outside.

If we take the idea of karma seriously, we must really recognise our ego in our destiny and realise we ourselves are active in what happens to us through destiny; that we are the actual agents. When someone offends us it is certainly difficult to believe we are hidden behind the offender. For it may be necessary in physical life to punish the offence. But we must always keep a corner within us where we admit to ourselves, ‘Even when someone offends you it is you offending yourself, when someone hits you it is you hitting yourself, when unpleasant blows of destiny hit you, it is you, yourself, dealing yourself these blows.’ We forget that we are not only within our skin but are in our destiny; we forget we are within all the so-called chance happenings of our destiny.

It is very difficult really to acquire the attitude that one's own ego brings one one's destiny. But it is true that with our own ego we bring ourselves our destiny, and we get the impulses for this in the life between death and a new birth according to our earlier incarnations, so that we can bring ourselves our destiny. We have to unite with our destiny and, instead of warding off hard blows of destiny with antipathy, tell ourselves more and more often, ‘Through having this blow of destiny, that is, through meeting yourself in this blow of destiny, you are making yourself stronger, more vigorous and robust.’ It is more difficult to form a union with your destiny in this way than to resist it, but what we lose when our thought passes away can only be regained by drawing into ourselves, like this, what is outside us. We cannot stay in what is within our skin if the thought fades when we concentrate on it, but it will carry us out of ourselves if we have taken hold of our destiny, our karma, in the true sense. We thus awaken ourselves again. The thought dies, but we carry forth the identification we have grasped between our ego and our destiny, and it carries us about the world.

This composure with respect to our destiny, this sincere acceptance of destiny, is what gives us existence when we are outside our body. Obviously this does not need to alter our life on the physical plane. We cannot always do that. But the attitude we have to acquire in a corner of our soul must be there, for the moments when we really want to be able to live consciously outside our body.

Two maxims can be our guiding principles and can mean a very great deal to us. The first of these to impress upon our minds is:

Strive for the dying away of the thought in the universe.

For the thought becomes a living force outside, only when it dies away in the universe. Yet we cannot unite ourselves with this living force unless we work at the content of the second maxim:

Strive for the resurrection of destiny in the ‘I’.

If you achieve this, you unite what has been reborn in the thought with the resurrected ego outside you.

There is a great deal in human nature, though, which makes it difficult to progress in the spirit of these maxims. It is particularly hard to look at the relationship between inner and outer in the right way. The more ethics we can learn from spiritual science in this connection, the better. And we can learn ethics from it in so far as certain ethical concepts acquire life and blood for the first time through what spiritual science can bring to them.

For instance, there are people who are perpetually complaining about other people and the awful things they do to them. They go as far as to say that other people persecute them. Everything of this kind is always connected with the other pole of human nature, you only have to observe life in the right way, which means according to spiritual science as properly understood. Of course there is good reason to complain about unkindness, but in spite of this you will always find, if you go through life with vision that has been made somewhat clairvoyant by spiritual science, that most of these complaints come from egoists, and that the suspicion that everyone wants to be nasty to them arises most often in egoistic natures, whereas a loving disposition will not readily suspect persecution, nor that people are trying to harm them in all kinds of ways, and so on.

When it is put into words like this it is easy to agree with it in theory. I am actually convinced that most people will admit to it theoretically, if they stop to think about it. But to live accordingly is what matters.

Now you may ask, ‘How do we live accordingly?’ And again the answer must be, ‘You must actually live with the spiritual science you are striving for, live with it as much as you can.’ That is the point. That is why spiritual science is not given in compendiums or short sketches, but we are trying to make spiritual science a force of life in which we can live, and from which we can constantly draw stimulating impulses.

This was the main reason that led us to make the Goetheanum building a kind of focal point for this living anthroposophical striving, for as I mentioned yesterday, the Goetheanum building, in its form, and in the whole way it has been built, has a bodily, a soul and a spiritual nature in a spiritual-scientific sense. It is itself a token of the fact that we are striving according to impulses from the spiritual world to bring into human evolution what it so badly needs, if the immediate future is to go the way it should. The very fact that you can perceive the being of spiritual science in the forms of the Goetheanum building makes it a sort of centre, a focal point around which the kind of anthroposophical striving can crystallise, that has to become an essential part of the evolution of humanity.

We probably often say that we live in troubled times and that many things exist today which stand out in stark contrast to spiritual science. Yet our karma has allowed us to come so far as to overcome, as it were, the material basis out of which our Goetheanum is built, so that it can be a token of spiritual science even in its external form.

Each one of us can acknowledge this to himself, as I often do, especially in the difficult times we are going through in face of the strong attacks being made on anthroposophy at present. Some people can question how much personal progress we have made on our part towards what ought to be crystallising around the Goetheanum. Even if one or another individual cannot be physically present any more in the work being done on the physical plane, the fact that the building is there, and that our karma has brought it to us, is an important step forward. And if we bear in mind that people with as deep an understanding of spiritual science as Christian Morgenstern, for example, remain united, even after physical death, with what the Goetheanum is intended to be, then our building can also be a token in our time of the kind of activity within our spiritual movement that is not concerned with boundaries between what is usually called life and death.

We can really feel united with this building, and therefore it can stimulate us to think the kind of serious thoughts which it is quite natural for us to think at a time like ours, when materialism is at its peak. Even if this building finds one or another individual co-operating only as a spiritual being, the building will be important for the continuation of our movement. This, you will understand, is said only to show you that our movement has a seriousness that goes beyond life and death.

We have encountered this seriousness to a special degree this week. And if one thing happens, why should not other things be able to happen soon, too? It is extraordinarily difficult to achieve what I have spoken about and mentioned again this time. I have stressed that I give the strictest attention to choosing and finding exactly the right words for which I can be fully answerable to the spiritual worlds. So it is to be desired that these words shall be heard and received in the same spirit.

Times will certainly come when people will be able to be more light-hearted with regard to the anthroposophical movement. But now, right at the beginning, we must get used to taking things very, very seriously. A while ago I talked here about occult research, among other things, because I thought it would be of use to some of you. I was mainly describing facts. I thought these would be of help to one or another of you in understanding our present difficult times. But that which I presented with this intention has not been treated with sufficient caution—there are one or two exceptions, of course, but I am right in saying that not everyone has treated it with the necessary discretion and regard, and it has transpired that it was repeated here and there in a form that conveyed exactly the opposite of what I said here.

If I just think of what has been made out of something that cannot have been misunderstood because it is already in print, regarding the classification of the peoples of Europe according to sentient soul, intellectual or mind soul, consciousness soul and the ego, which was truly not meant to express a superiority; if I think of the statements that have gone out into the world and the opposition and bad feeling they have aroused, it is easy to see that the principle of taking things quite exactly, even in such difficult cases, has not been given due consideration. If, for instance, I have ever said that the ego activity which is there among the European peoples ought to be effective in organising the European population, I would have been talking nonsense. Yet this is one of the things that has been made public, and it creates the most fearful misunderstandings and bad feelings.

So I am duty-bound not to say a word about these things in my lectures for the time being. I must desist from any mention of them, and whereas everybody else is free to speak about it, it has become impossible for me to do so because of the way people have misconstrued what I said.

All these things go to show that we should look at ourselves and see if we cannot take the anthroposophical movement absolutely seriously. For sometimes we completely fail to notice how much feeling of responsibility there is for each sentence of the communications of genuine spiritual research, when the matter is taken seriously. To stir up emotions is certainly not what spiritual science is for, nor to oppose or pacify them. And if anyone says these things are communicated in order to oppose somebody, he ought to ask himself whether the right or wrong use has been made of that which has been communicated with the utmost objectivity and reverent love of truth. These are things which add even more pain to my occult experiences, which are already painful enough. Even if I cannot mention certain important things, and a lot has to be omitted which I thought we could investigate soon, there are still some important and substantial matters left for us to discuss during our time together.

Man in his earthly existence varies in his conditions of consciousness; he varies in the conditions of full wakefulness, of sleep, and of dreaming.

Let us first put the question to ourselves: is it an essential part of man to live as earthly being in these three conditions of consciousness?

We must clearly realize that of earthly beings only man lives in these three conditions. Animals live in an essentially different alternation. They do not have that deep, dreamless sleep which man has for the greater part of the time between falling asleep and awaking. On the other hand, animals do not have the complete wakefulness of man between awaking and going to sleep. Animal “wakefulness” is somewhat like human dream; but the experiences of the higher animals are more definite. On the other hand, animals are never so deeply unconscious as man is in deep sleep.

Therefore animals do not differentiate themselves from their surroundings so much as man. They have not got an outer and an inner world, as man has. The higher animals, (Dr. Steiner means by higher animals, the warm-blooded vertebrates, birds and mammals. – Ed.) subconsciously, feel themselves, with their whole inner being, like a part of the surrounding world.

When an animal sees a plant, his first feeling is not: that is outwardly a plant, and I am inwardly a separate being—but the animal gets a strong inner experience from the plant, a direct sympathy or antipathy. It feels as it were, the plant's nature inwardly. The circumstance that people of our time are not able to observe anything that is not obvious, prevents them from seeing in the impulses and behaviour of animals that it is as I have said.

Only man has the clear and sharp differentiation between his inner world and the outer world. Why does he recognize an outer world? How does he come at all to speak of an inner and an outer world? Because every time he sleeps, his ego and his astral body are outside his physical and etheric body: he abandons, so to speak, his physical and etheric bodies and is among those things which are outer world. During sleep we share the fate of outer things. As tables and benches, trees and clouds are during wakefulness outside our physical and etheric bodies and are therefore described as outer world, so, during sleep, our own astral bodies and our ego belong to the outer world. And here something happens.

In order to realize what happens here, let us first start from what happens when we face the world in a perfectly normal condition of wakefulness. There are the various objects outside us. And the scientific thought of man has gradually brought it to the point of recognizing such physical things as belonging certainly to the outer world as can be weighted, measured and counted. The content of our physical science without doubt is determined according to weight, dimension and number.

We reckon with the calculations which apply to earthly things, we weigh and measure them, and what we ascertain by weighing, measuring and counting really constitutes the physical. We would not describe a body as physical unless we could somehow put it to the proof by means of scales. But those things like colours, and sounds, the feeling even of warmth and cold, the real objects of sense-perceptions, these weave themselves about the things that are heavy, and measurable and countable. If we want to define any physical object, what constitutes its real physical nature is the part that can be weighed or counted, and with this alone the physicist really wants to be concerned. Of colour, sound and so on he says: Well, something occurs from outside with which weighing or counting is concerned—he says even of colour-phenomena: there are oscillating movements which make an impression on man from outside, and he describes this impression, when it concerns the eye, as colour, when it concerns the ear, as sound, and so on. One could really say that the modern physicist cannot make head or tail of all these things—sound, colour, warmth and cold. He regards them just as properties of something which can be ascertained with the scales or the measuring rod or arithmetic. Colours cling, as it were, to the physical; sound is wrung from the physical; warmth and cold surge up out of the physical. One says: that which has eight has redness, or, it is red.

You see, when a man is in the state between going to sleep and waking up, his ego and his astral body are in a different condition. Then the things of dimension, number and weight are not there at all, at any rate not according to earthly dimension, number and weight. When we sleep there are no things around us which can be weighed, however odd it appears, nor are there things around us which can be counted or measured. As an ego and an astral body one could not use a measuring rod in the state of sleep.

But what is there are—if I may so express it—the free-floating, free-moving sense-perceptions. Only in the present state of his development man is not capable of perceiving the free-floating redness, the waves of free-moving sound and so on.

If we wish to draw the thing diagrammatically, we could do it like this. We could say: Here on earth we have solid weighable things (red) and to these are attached, as it were, the redness, the yellow, in other words, what the senses perceive in these things. When we sleep, the yellow is free and floating, and also the redness not clinging to such weight-conditions, but floating and weaving freely. It is the same with sound. It is not eh bell which rings, but the ringing floats in the air.

When we go about in our physical world and see something or other, we pick it up; only then is it really a thing, otherwise it might be an optical illusion. Weight must come in. Therefore, unless we feel its weight, we are apt to consider something that appears in the physical, as an optical illusion, like the colours of the rainbow.

If you open a book on Physics today you will see the explanation given—the rainbow is an optical illusion. Physicists look upon the raindrop as the reality; and then they draw lines which really have no meaning for what is there, but they seemingly imagine them there in space. They are then called rays. But the rays are not there at all, but one is told the eye projects them. Remarkable use indeed is made of this projection in modern Physics. Thus I assume we see a red object. In order to convince ourselves that it is no optical illusion, we lift it up—and it is heavy; thereby it guarantees its reality.

He who now becomes conscious in the ego and the astral body, outside the physical and etheric bodies, comes in the end to the conclusion that there is something like this in this free-floating, free-moving colour and sound; but it is different. In this free-floating coloured substance there is a tendency to scatter to the uttermost parts of the Earth. It has a contrary weight. (See Diagram 1) These things of the earth want to go down there to the earth's center (downward arrow); these (upward arrow) want to escape into universal space.

And there is something there similar to a measurement. You get it, for instance, if you have, let us say, a small reddish cloud, and this small reddish cloud is hemmed in by a mighty yellow structure; you then measure, not with a measuring-rule, but qualitatively, the stronger-shining red with the weaker-shining yellow. And as the measuring-rule tells you: that is five yards, the red tells you here: (see Diagram 1): if I were to spread myself out, I should go into the yellow five times. I must expand myself. I must become bigger, then I, too, should become yellow. Thus are measurements made in this case.

If it still more difficult to be clear about counting, because after all in earthly counting we mostly count only peas or apples, which lie side by side indifferently, and we always have the feeling that I we place as second one by the one, this one doesn't mind a bit that another one lies next to it. In human life it is of course different. There is sometimes the case that the one is directed to the other. But this is already verging on the spiritual.

In physical mathematics it is a matter of indifference to divisions what is added to them. But here it is not the case. When a one is of a definite kind, it demands—let us say—some three or five others, according to its kind. It has always an inner relationship to the others. Here number is a reality. And if a consciousness of it begins, as is the case when you are out there with your ego and your astral body, you also get to the point of ascertaining something like dimension, number and weight, but of an opposite kind.

And then, when sight and hearing out there are no longer a mere chaotic mingling of red and yellow and sounds, but you begin to feel things are ordered, then arises the perception of the spiritual beings, who realize themselves in these free-floating sense-experiences. Then we enter the positive spiritual world, and the life and doings of the spiritual beings. As here on earth we enter the life and doings of earthly things, ascertaining them with the scales and the rod and our calculations, so, by adapting ourselves to the purely qualitative, opposite weight-condition, i.e. by wanting to expand imponderably into the world-spaces and by measuring colour by colour, etc.—we come to the understanding of spiritual beings. Such spiritual beings also permeate all the realms of nature.

Man with his waking consciousness sees only the outside of minerals and plants and animal; but in sleep he is with all that is spiritual in all these beings of nature's realms. And when on awakening he returns again to himself, his ego and his astral body keep as it were the inclination and affinity towards the outward things and cause him to recognize an outer world. If man had an organization which was not designed for sleep, he could not recognize an outer world.

It is not a question of insomnia, for I did not way, “if a man does not sleep,” but “if man had an organization which was not designed for sleep.” The point is the being designed for something. Therefore, of course, man becomes ill if he suffers from insomnia, because his nature is not suited to it. But things are so arranged that man attains an outer world and to a vision of it, just because in sleep he passes the time in the outer world with the things he calls, when awake, the outer world.

And you see, this relationship of man to sleep gives the earthly concept of truth. How? Well, we call it truth when we can correctly reproduce inwardly something external, when we can accurately experience inwardly something external. But for this we require the arrangement of sleep. Without it we should have no concept of truth, so that we have to thank the state of sleep for truth. In order to surrender ourselves to the truth of things, we must pass our existence for a certain time with those tings. The things tell us something about themselves only because during sleep they are appreciated by us through our soul's presence with them.

It is different in the case of the dream-state. The dream is related, of course, with the memory, with the inner soul-life, with what preferably lives in the memory; when the dream is free-floating sound-colour world, it means we are still half outside our body. If we go completely down, the same forces which we unfold as moving and living in dream become forces of memory. Then we no longer differentiate ourselves in the same way from the outer world. Our inner being coincides with it. Then we live in it with our sympathies and antipathies so strong that we do not feel things as sympathetic or antipathetic, but that the sympathies and antipathies themselves show themselves pictorially.

If we had not the possibility of dreaming, nor the continuation of this dream-force in our inner life, we should have no beauty. That we have a disposition for beauty is due to the fact that we are able to dream. For prosaic existence we have to say: we have to thank the power of dreaming that we have a memory. For the art life of man we have to thank the power of dreaming that there is beauty. The manner in which we feel or create beauty is namely very similar to the weaving, creating power of dreaming.

We behave in the experience of beauty and to the creation of it—through the help of our physical body—as we behave outside our physical body or half bound to it, when we dream. There is really only a slight jump from dreaming to living in beauty. And only because in these materialistic times people are of such coarse temperament that they do not notice this jump, is so little consciousness to be found of the whole significance of beauty. Man must necessarily give himself up in dream in order to experience this free movement and life, whereas when one gives oneself up to freedom, to apparent inner compulsion, that is, if one experiences this jump one has no longer the feeling that it is the same as dreaming, that it is the same except that use is made of the powers of the physical body. This generation will long ponder what “chaos” meant in former times. There are most diverse definitions of “chaos.” Actually it can only be characterized by saying: when man reaches a state of consciousness in which the experience of weight, of earthly dimension just ceases, and things begin to become less heavy, but as yet with no tendency to escape into the universe, but maintain themselves still—let us say—horizontally, in equilibrium, when the fixed boundaries get blurred, when the swaying indefiniteness of the world is seen with the physical body still, but already also with the soul-constitution of dreaming, then you see chaos. And the dream is merely the shadowy approach of chaos towards man.

In Greece one still had the feeling that one cannot really make the physical world beautiful; it is half a necessity of nature; it is as it is. One cannot set up the Cosmos—which means the beautiful world—out of earthly things, but only out of chaos, by shaping the chaos. And what one makes with earthly things is merely an imitation in matter of the molded chaos.

This is always the case in Art; and in Greece, where the mystery-cults still had a certain influence, one had a very vivid image of this relation of chaos to Cosmos.

But when one looks round in all these worlds—the unconsciousness of sleep, the half-consciousness of dream—one does not find the Good. The beings who are in these worlds are predestined with all wisdom from the very beginning to run their life's course there. One finds in them controlling, constructive wisdom. One finds in them beauty. But there is no sense in speaking of goodness among these beings when as earth-man it is a question of our meeting them. We can only speak of goodness when there is a distinction between inner and outer world, so that the good can follow the spiritual world or not. As the state of sleep is apportioned to truth, the dream-state to beauty, so is the condition of wakefulness apportioned to goodness, to the Good.

This does not contradict what I have been saying during these days, that when one leaves earthly things and emerges into the Cosmos, one is induced to abandon also earthly concepts so as to speak of the moral world-order. For the moral world-order is necessarily as much foreordained in the spiritual world as causality is on this earth. Only there the predestination,—that which is appointed,—is spiritual; there is no contradiction.

But as regards human nature we must be clear: if we want to have the idea of truth, we must turn to the state of sleep; if we want to have the idea of beauty, we must turn to the state of dreaming, and if we want to have the idea of goodness, we must turn to the state of waking consciousness.

Man has thus, when awake, no vocation to his physical and etheric organization as regards truth, but as regards goodness. In this state we must most certainly arrive at the idea of goodness.

What does modern science achieve when it attempts to explain man? It refuses to rise from truth, through beauty to goodness; it wants to explain everything in accordance with an external causal necessity which corresponds only to the idea of truth. And here one entirely fails to reach that element in man which weaves and lives when he is awake. One reaches at the most only what man is when asleep. Therefore if you read anthropologists today with an alert eye, alert for the psychic peculiarities and forces of the world, you get the following impression. You say to yourself: Yes, that is all very nice, what we are told about man by modern science. But what sort of a fellow is this man really, about whom science tells us? He lies the whole time in bed ... he cannot apparently walk ... he cannot move. Movement, for example, is not in the least explained. He lies the whole time in bed.

It cannot be otherwise. Science explains man only when asleep. If you want to set him in motion, it would have to be done mechanically; wherefore, also, it is a scientific mechanism. One has to insert machinery into this sleeping man, to set this dummy in motion when he is to et up, and to put him to bed again in the evening.

Thus this science tells us absolutely nothing about the man who wanders about the world, who lives and moves and is awake; for what sets him in motion is contained in the idea of goodness, not in the idea of truth, which we gain chiefly from external things.

Now this is something which is not much thought about: one has the feeling, when a physiologist or anatomist of today describes man, that one would like to say: Wake u-p. Wake up! You are asleep, you are asleep! These people accustom themselves, under the influence of this way of looking at things, to the state of sleep. And as I have always said, people sleep through all sorts of things just because they are obsessed by science. Today, because the popular papers circulate everything everywhere, even the uneducated are also obsessed by science. There never were so many obsessed minds as today. It is remarkable with what words one must describe the real relationships of the present day. One must lapse into quite different epithets from those which are in common use today.

It is the same when the materialists try to place man in his surroundings. At the time of materialistic high-tide, people wrote books like one, for example, which stated in a certain chapter: Man is really of himself nothing. He is the product of the oxygen in the air, the product of the cold or warm temperature in which he is. He is really—so ends this materialistic description pathetically—a product of every air-current.

If one investigates such a description and imagines the man as he really is, as pictured thus by the materialist, he turns out to be a neurasthenic in the highest degree. The materialists have never described any other kind of man; if they did not notice that they described man when he is asleep, if they overdid their part and wanted to go further, they have never described him as anything but an extreme neurasthenic, who would die next day of his neurasthenia, who could not live at all, for this age of science has never grasped the idea of a living man.

Here lie the great tasks which must lead man out of present-day circumstances into such conditions in which the further life of world-history is alone possible. What is needed is a penetration into spirituality. The opposite pole must be found to that which has been attained. What was achieved during the nineteenth century7, so glorious for materialistic philosophy? What has been achieved?

In a wonderful way—we can say it sincerely and honestly—it succeeded in defining the outer world according to dimension, number and weight. In this, the nineteenth and early twentieth centuries achieved an extraordinary and mighty work. But finer feelings of the senses, colours, sounds, flutter about as it were in the indefinite. Physicists have entirely ceased to talk about colours and sounds. They talk of airwaves and ether waves. But those are after all not colours or sounds. Air-waves surely are not sounds, but at most the medium by which sounds are continued. There is no grasp of sense-qualities. We have to return to that. In fact one sees today only what can be determined by scales and measuring-rod and arithmetic. All else has escaped one.

And now when the theory of Relativity introduces a grand disorder into the measurable, the weighable, and the countable, everything is split asunder and falls to pieces. But ultimately this theory of Relativity founders at certain points. Not with regard to concepts: one does not get away from the theory of Relativity with earthly concepts, as I have had occasion to explain already in another place, but with reality one always gets away form the Relativity-concepts, for what can be measured or counted or weighed enters through measure, number and weight into quite definite relationships in outer sensible reality.

It is a question of seeing how colours, sounds, etc., are broken in Reality through consideration of weight, i.e. of that which really makes physical bodies. But with this tendency something extraordinarily important is overlooked. We forget namely Art. As we get more and more physical, Art departs further from us. No one will find a trace of Art in the books on Physics today. Nothing remains of Art—it must all go. It is ghastly studying a book on Physics at all today if one has an atom of feeling for beauty. Art is overlooked by man just because everything out of which colour and sound weave beauty, is, and is only recognized when it is attached to a weighty object. And the more physical people become, the more inartistic they become. Just think. We have a wonderful Physics; but it lives in denying Art; for it has reached the point of treating the world in such a manner that the artist takes no more heed of the physicist.

I do not think, for example that the musician lays much value on studying the physical theories of Acoustics. It is too wearisome, he doesn't bother. The painter will also not study this awful colour-theory which Physics contains. As a rule, if he bothers at all about colours, he turns still to Goethe's colour-theory. But that is false in the physicist's eyes. The physicists shut one eye and say: Well, well, it doesn't matter very much if a painter has a true or a false theory of colour.

It is a fact that Art must collapse under the physical philosophy of today. Now we must put the question to ourselves: Why did Art exist in older times?

If you go back to quite ancient times in which man still had an original clairvoyance, we find that they took less notice of dimension, number and weight in earthly things. They were not so important to them. They devoted themselves more to the colours and sounds of earthly things.

Remember that even Chemistry calculates in terms of weight only since Lavoisier; something more than a hundred years. Weight was first use din a world-philosophy at the end of the eighteenth century. Ancient mankind simply was not conscious that everything had to be defined according to earthly measure, number and weight. Man gave his heart and mind to the coloured carpet of the world, to the weaving the welling of sounds, not to the atmospheric vibrations.

But what was the possibility that came from living in this—I might say—imponderable sensible perception? By it one had the possibility, when for instance, one approached a man, of seeing him not as we se him today, but one regarded him as a product of the whole universe. Man was more a confluence of the Cosmos. He was more a microcosm than the thing inside his skin that stands where man stands, on this tiny spot of earth. He thought of man more as an image of the world. Then, colours flowed together, as it were, from all sides, and gave man colours. There was world-harmony, and man in tune with it, receiving his shape from it.

Moreover, mankind today can scarcely understand anything of the way in which ancient mystery-teachers spoke to their pupils. For when a man today wants to explain the human heart, he takes an embryo and sees how the blood-vessels expand, a utricle or bag appears and the heart is gradually formed. Well, that is not what the ancient mystery-teachers told their pupils. That would have appeared to them no more important than knitting a stocking, because after all the process looks much the same. On the contrary they emphasized something else as of paramount importance. They said: the human heart is a product of gold, which lives everywhere in light, and which streams in from the universe and shapes the human heart. You have had the representation. Light quivers through the universe, and the light carries gold. Everywhere in light there is gold. Gold lives and moves in light. And when man lives on earth—you know already that it changes after seven years—his heart is not composed of the cucumber and the salad and the roast veal the man has in the meantime eaten, but these old teachers knew that the heart is built of light's gold, and the cucumbers and the salad are only the stimulus for the gold weaving in the light to build up the heart out of the whole universe.

Yes, those people talked differently and you must be aware of this difference, for one must relearn to talk thus, only on another plane of consciousness. In painting, what once was there, but then disappeared, when one still painted by cosmic inspiration, because weight did not yet exist,—this painting has left its last trace in, let me say, Cimabue, and the Russian Icon-painting. The Icon was still painted out of the macrocosm, the whole outer world. It was so to speak a slice out of the macrocosm. But then one began in a blind alley, one could not get further, for the simple reason that this world-philosophy no longer existed among mankind. If one had wanted to paint the Icon with inner sympathy, not merely by tradition and prayer, one would have to have known how to handle gold. The treatment of gold on the picture was one of the greatest secrets of ancient painting. It consisted in bringing out the human figure from the gold background.

There is a vast abyss between Cimabue and Giotto. Giotto began what Raphael later brought to perfection. Cimabue had it still from tradition. Giotto became already half a naturalist. He noticed that tradition was no longer alive inwardly in the soul. Now one must take the physical man, now one has no longer the universe. One can paint no longer out of the gold; one is compelled to paint from the flesh.

This has gone so far that painting has practically reverted to what it had so much of in the nineteenth century. Icons have no weight at all; they were snowed in out of the world; they are weightless. The only thing is, one cannot paint them any more today. But if they were to e painted in their original form, they would have no weight at all.

Giotto was the first to begin painting objects so that they have weight. From which it arose that everything one paints has weight, even in the picture, and then one paints it from the outside, so that the colours have a relation to what is painted, as the physicist explains it, that the colour appears there on the surface by means of some special wave-vibration. Art has finally also had to be reckoned with weight, which Giotto began in an aesthetic-artistic way and Raphael brought to its highest point.

Thus we may say: there the universal slipped out of man, and heavy man became what one can now see. But because the feelings of the ancient times were still there, the flesh became, so to speak, heavy only to a minimum degree, but still it became heavy. And then arose the Madonna as counter to the Icon—the Icon which ahs no weight, the Madonna which has weight, even if she is beautiful—beauty has survived. But Icons are no longer paintable at all, because man does not feel them. If men today think they can feel Icons, it is an untruth. Therefore also the Icon-cult was steeped in a certain sentimental untruth. It is a blind-alley in Art. It becomes dependent on a scheme, on tradition.

Raphael's painting, built as it is on Giotto's development fro Cimabue, can remain Art only so long as the light of beauty streams upon it. To a certain extent it was the sunny Renaissance painters who still sensed something of the gold weaving in the light, and at least gave their pictures the luster of gold, making it irradiate them from outside.

But that came to an end. And thus naturalism came into being, and in Art mankind sits between two stools on the ground, between the Icon and the Madonna and is called upon to discover what pure vibrating colour and pure vibrating sound are, with their opposite weight, opposed to measurableness, and ponderable countability. We must learn to paint out of colour itself. However elementary and bad and tentative, it is our job to paint out of colour, to experience colour itself; freed from weight, to experience colour itself. In these things one must be able to proceed consciously, even with artistic consciousness.

And if you look at the simple attempts of our programs, you will see that there a beginning is made, if only a beginning, to release colours from weight, to experience colour as an element per se, to cause colours to speak.

If that succeeds, then, as against the inartistic physical world-philosophy which lets all Art die out, an Art will be created out of the free element of colour, of sound, which once more is free from weight.

We also sit between two stools, between the Icon and the Madonna, but we must get up. Physical Science does not help us to do it. I have told you, one must stay on the ground if one applies only physical science of man. But we have to get up now; and for this we need Spiritual Science. That contains the life-element which carries us from weight to imponderable colour, to the reality of colour, fro bondage even in musical naturalism to free musical Art.

We see how in all provinces it is a question of making an effort, of mankind waking up. It is this we ought to take up—this impulse to awake, to look round and see what is and what is not, and to advance ever onwards wherever the summons calls.

These things already touch the nerve of our time.

I have described how the modern philosopher comes to admit to himself: where does this intellectualism lead? To build a gigantic machine, and place it in the centre of the earth, in order to blow up the earth into all corners of the universe—he admitted it is so. The others do not admit it!

And so I have tried in different places to show how the ideas of only thirty or forty years ago are dissolved through the theory of Relativity—simply melted away like snow in the sun—so I have tried to show you how the summons is to be found everywhere really to strive towards Anthroposophy. For the philosopher, Eduard von Hartmann says: if the world really is as we imagine it—i.e. as he imagined it in the sense of the nineteenth century—then we really must blow it up into space, because we cannot endure any longer on it; and it is only a question of progressing far enough till we are able to do it. We must sigh for this future time when we can blow the world into universal space.

But the Relativists, before that, will see to it that mankind has no concepts left. Space, Time, Movement are abolished. Even apart from this, one can reach such profound despair, that in certain circumstances one sees the highest satisfaction in that explosion into the whole universe.

One must, however, make oneself clearly acquainted with the meaning of certain impulses in our time.

My dear sisters and brothers,

Since the Christmas Conference an esoteric breath flows through the whole Anthroposophical Society. And those members of the Anthroposophical Society who have taken part in the general members' lectures will have noted how this esoteric breath flows through all the work within the anthroposophical movement now, and should do so in the future.

This was a necessity which, above all, flows from the spiritual world, from where the revelations come which should live in the anthroposophical movement.

Therefore, the necessity arose to create a certain nucleus for anthroposophical esoteric life, to create real esoteric life, and therewith the necessity arose to build a bridge to the spiritual world itself.

In a certain sense the spiritual world had to manifest the will for the creation of such a School. For an esoteric school cannot be created by human arbitrariness, nor from that human arbitrariness called “human ideals”; rather must this esoteric school be the body for something which flows out of spiritual life, so that everything that occurs in such a school presents the outer expression of an activity which in reality occurs in the spiritual world itself. Therefore, this esoteric school could not have been created without first asking the will of Michael, which since the last third of the nineteenth century has been guiding human affairs - something which I have often mentioned here in members' lectures.

In the course of time this will of Michael again and again cyclically intervenes in human affairs from the spiritual world. And when we look back in the evolution of time, we find that this same Michael-Will - which we can also call the Michael Reign - was active in the spiritual affairs of humanity, in the great questions of civilization before the Mystery of Golgotha, in the time of Alexander in Greece through the Chthonian and Celestial mysteries, and which was to spread to Asia and Africa. Where the Michael-Will reigns, there is always cosmopolitanism. What differentiates people on earth is overcome during the Michael age.

The most important influence, related to Aristotle and to Alexander, which was under the impulse of Michael, was followed by that of Oriphiel, and after Oriphiel came the Anael impulse, the Zachariel impulse, then the Raphael impulse, then the Samael impulse, then the Gabriel impulse, which extended into the 19^th century. And since the seventies of the nineteenth century we are again under the sign of Michael's reign. It is in its beginnings. But Michael's impulses must flow into all legitimate esoteric activities in a conscious manner - what can be clear to you, my sisters and brothers, through the general lectures for members.

And everything connected with the Christmas Conference leads to what is constituted as the basis of the anthroposophical movement's formation of this Esoteric School inspired and guided by Michael. It therefore rightfully exists in our times as a spiritual institution. All those who want to be rightful members of this School must accept this in their lives with the deepest sincerity. They must feel that they don't merely belong to an earthly community, but to a supersensible community, whose guide and leader is Michael himself. Therefore, everything communicated here is not to be understood as my words, insofar as they are the content of the lessons, but rather as what Michael communicates in an esoteric manner to those who feel they belong with him in this age. Therefore, what these lessons contain will be Michael's message for our age.

And it is because of this that the anthroposophical movement will receive its true spiritual strength. For this it is necessary that what membership in this School means be taken with the utmost earnestness. It is really necessary, my dear sisters and brothers, truly and deeply necessary, that it be indicated in the utmost earnest manner the sacred earnestness with which the School must be taken.

And here within the School it must be repeatedly said: in anthroposophical circles there is much too little earnestness for what really flows through the anthroposophical movement, and at least the esoteric members of the Esoteric School must be in the forefront of what humanity can gradually develop as the necessary earnestness. Therefore, it is necessary that the leadership of the School retain for itself the right to allow only those to enter as rightful, worthy members of the School who, in every aspect of their lives, want to be worthy representatives of anthroposophy; and the decision about whether this is the case or not must lie with the School's leadership.

Do not consider this, my sisters and brothers, as a limitation of freedom. The School's leadership must also have its freedom and be able to recognize who belongs to the School and who does not, just as each one is free to decide whether to belong to the School or not. So, a free, ideal-spiritual contract, so to speak, between each member of the School and the leadership must be agreed upon. In no other way could esoteric development be called healthy, especially not one which is worthy of the fact that this Esoteric School exists under the direct force of the Michael impulse itself.

Conscientious care of the mantric verses so that they do not fall into unauthorized hands is the first requisite; but also, to really be a worthy representative of the anthroposophical cause.

I only need to mention a few things to show how little the anthroposophical movement is still grasped with complete earnestness. It has happened that members of the School have reserved their seats by placing on them the blue membership certificates, which gives them the right to participate in the School. [1] It has happened in the Anthroposophical Society that whole piles of the News Sheets, only intended for members, have been found on the trolley cars that run from Dornach to Basel. And I could add many other examples to this list. And amazing things happen as a result of this lack of earnestness. Even with things that in everyday life are taken seriously, at the moment when those within the anthroposophical movement are expected to do so, they do not take them seriously.

These are things which must be considered in connection with the firm structure that this School must have. Therefore, these things must be said, because if they are not observed, one cannot worthily receive what is given here in the School as revelations from the spiritual world. At the end of each lesson, your attention is expressly drawn to the fact that the being of Michael is present while the revelations from the spiritual world are given, and are confirmed by Michael's sign and seal.

All these things must live in the members' hearts. And worthiness, profound worthiness must reign in all that is bound even in thought to the School. For only in this way what today is to be carried through the world as an esoteric stream can live. And that includes the duties incumbent on each individual.

The mantric verses written here on the blackboard can only be possessed, in the strictest sense of the word, by those who have the right to be present. And if a member of the School is unable to attend a lesson during which mantric verses are given, another member, who has the verses, may give them to him; but it must be for each individual case, that is, for each person to whom the verses are to be given, that permission must be requested, either from Dr. Wegman or from me. Once permission is granted in respect to a person, it remains valid. But permission must again be requested for each other individual. This is not an administrative rule, it is an occult rule that must be strictly adhered to. For every act of the School must be connected to the School's leadership: and that begins with having to request permission from the School's leadership for acts having to do with the School. Not the one who is to receive the mantras may ask, but only the one who is to give them, using the modality that I have just described. If someone takes notes on what is said here, except for the mantras, he is obliged to keep them for only one week, and then to burn them.

All these things are not arbitrary rules, but they relate to the occult fact that esoteric matters are only effective if they are embraced by the School members' attitude. The mantras lose their effectiveness if they fall into the wrong hands. And it is a rule so firmly inscribed in the cosmic order, that the following once happened and a whole group of mantras, which had been in effect within the anthroposophical movement, have been rendered ineffective.

I was able to give mantric verses to a number of people; I also gave them to a certain person, who had a friend. The friend was somewhat clairvoyant. And it happened that while the two friends were sleeping in the same room, the clairvoyant friend, when the other one merely repeated the mantra in thought, surreptitiously copied it and then did mischief with it by giving it to others as coming from himself. It was necessary to look into the matter, which revealed why the mantra became ineffective for all those who possessed it.

Therefore, my dear sisters and brothers, you must not take these things lightly, for esoteric rules are strict; and when someone has made such an error, he should not excuse himself by claiming that he was unable to avoid it. Of course, if someone runs through a mantra in his mind, and someone else copies it clairvoyantly, he certainly can do nothing about it. Nevertheless, the rules are applied with an iron necessity. [2]

I mention this so that you can see how little arbitrariness is involved, and how these things are being read from the spiritual world and that the practices of the spiritual world apply. Nothing is arbitrary in what occurs in a rightly existing esoteric school. And the earnestness from this esoteric school should stream out to the whole anthroposophical movement. For only then will this School be what it should be for the anthroposophical movement. But when something is done which only springs from personal motives and then it is pretended that it is because of devotion to the anthroposophical movement- well, I don't mean to say that it should not happen, because obviously, people today must be personal - but then it is also necessary that truth lives in what is personal, that for instance if someone comes here to Dornach for personal pleasure he should admit it and not pretend otherwise. There's nothing wrong with coming to Dornach for personal pleasure, in fact it is good. But one should admit it and not sidestep it by declaring pure dedication to spiritual life.

I mention this; I could just as well mention another example, which is more real, for it is really the case that when most of our friends come to Dornach, a will to sacrifice is involved, and that only in the least of cases is untruthfulness involved. But I've chosen this example because it is the least applicable and thus the least harmful. If I had mentioned other examples, what I would like to have as a calm prevailing mood in the hearts and souls of all who are sitting here now could not exist in the necessary degree.

After that introduction, I would like to start with the verse that is the beginning and end of Michael's proclamation to all unbiased human beings, and which contains what all entities in the world are saying, if one listens to them with the soul. For from all that lives in the mineral, vegetable and animal kingdoms, what sparkles down from the stars, what acts into our souls from the domains of the hierarchies, from all that crawls under and on the earth as worm-life, from what speaks in rocks and springs and fields and thunder and clouds and lightning; all these spoke to unbiased human beings in the past, speak at the present and will speak in the future:

O man, know thyself!
So resounds the Cosmic-Word.
You hear it strong in soul,
You feel it firm in spirit.

Who speaks with such cosmic might?
Who speaks with such depth of heart?

Does it work through distant radiant space
Into your senses' sense of being?
Does it ring through weaving waves of time
Into your life's evolving stream?

It's you yourself who,
In feeling space, in experiencing time,
The Word create, feeling foreign
In space's soulless void,
Because you lose the force of thought
In time's destroying flow.

The previous lesson ended, my dear sisters and brothers, with the Guardian of the Threshold giving the last admonitions before one passes over the yawning abyss of being; the Guardian of the Threshold spoke the weighty, moving words:

Come in,
The gate has opened;
You will become
A true human being.

Our souls and hearts have been exposed to the important, weighty, meaningful words spoken by the Guardian of the Threshold on behalf of Michael. And everything he said was to prepare us for the attitude we must have when we come over after the gate has been opened - over the yawning abyss of being, where one does not come walking with earthly feet, where one flies with the spiritual wings that grow when the soul is imbued with a spiritual attitude, with spiritual love, with spiritual feeling.

And now, now, my dear sisters and brothers, will be described what the human being experiences when he stands on the other side of the yawning abyss of being. The Guardian of the Threshold indicates to him: turn around and look back! Until now you have been looking at what appeared to you as black, night-cloaked gloom, about which you had to say that it will become inner light and will illumine your own Self. With the last admonitions—the Guardian of the Threshold says—I let it become lighter, at first most gently. You feel now the first light around you. But turn around, look back!

And now, when he who has crossed over the yawning abyss of being and turns around and looks back, he sees himself as an earthly human being, what he is during his physical incarnation, over there in the part of his being that he has left behind and which now lies in the earthly sphere. He observes his own human self there. He has embodied himself in spiritual being with his spirit-soul. The earthly environment is over there now. He stands there in the region, in which we first were with all our humanity, where we saw what crawls beneath and flies above, where we saw the sparkling stars, the warmth-giving sun, where we saw what lives in the wind and weather, and where, knowing that despite all its majesty, how the sun blazes and illumines, despite all the beauty and greatness accessible to the senses, we said to ourselves: our own humanity is not here; we must seek it on the other side of the yawning abyss of being, in what seems at first, to the senses, to be black, night-cloaked gloom.

The Guardian of the Threshold has shown, by the three beasts, what we actually are. Now will be described how in the gloom that is beginning to be light, we should begin to look back on what we as humans are in the sensory world, together with what was our only world in sensory earthly existence.

And now the Guardian of the Threshold points directly back there to the earthly man, which we ourselves also are during earthly existence, and to which we must continually return, into which we must always penetrate when we leave the spiritual world and return to our earthly duty. For we may not become dreamers and go into raptures, we must return completely to earth life. Therefore the Guardian of the Threshold directs us to look at the person who stands over there, who we ourselves are, in a way that at first draws our attention to what this person is. [An outline of a human being is drawn on the blackboard.]

He knows that he perceives the outer world through the senses, which are mostly situated in the head, and that he perceives his thinking through the impulse of the head.

But the Guardian of the Threshold now says: Look into this head. It is like looking into a dark cell, for you do not see the creative light within it. The truth is that what you had as thinking over there in the sensory world is mere seeming, mere images, not much more than mirror-images.

The Guardian of the Threshold admonishes us to be very aware of this, but also to be aware that what is only appearance in earthly thinking is the corpse - as we have heard in previous lessons - of a living thinking in which we were immersed in the soul-spiritual world before we descended to this earthly life. There thinking lived! Now thinking rests as dead thinking, as seeming thinking in the coffin of our bodies. And all the thinking we use in the sensory world is dead thinking. It was alive before we descended.

And what has this thinking accomplished? It has created everything that is within the head, within this dark cell - as it appears to the senses - that is light-creating essence. The brain, which rests within as thinking's support, has been created by living thinking. [The interior of the head, yellow, is drawn on the blackboard.] It is living thinking that creates the support for our earthly semblance of thinking.

Observe the brain's convolutions, observe what you carry within the dark cell that enables you to think, my sisters and brothers, observe the semblance of thinking in the dark cell, then you will find in what is felt above as thinking [drawing: red arrows] from out of which streams the force of will into thinking, so that each thought is streamed through with will. How the will streams into thinking can be sensed.

And now we look back from the other side of the threshold at how that other person, who we ourselves are, has waves of will streaming out of his body into the head, which create the will, and finally, when we follow them back to the turning points of time which lead to our previous incarnations, how they create the waves of thought from worlds past into our present incarnation and form our heads, all of which makes the semblance of thinking in this incarnation possible.

Therefore, we must be strong, the Guardian of the Threshold tells us, and imagine dead thinking being cast out into the cosmic nothingness, for it is only seeming. And the willing that then arises we should consider as what comes over from previous incarnations and interweaves and works, making us thinkers. Within [drawing: yellow] are the creating cosmic thoughts. These creating cosmic thoughts enable us to have human thoughts.

Therefore, the first words the Guardian of the Threshold speaks after he has let us cross the threshold, and after he has announced that the gate has opened, that we can become true human beings, the first words he speaks are:

See behind thinking's sensory light,
How in the gloomy spirit-cell
Willing arises from the body's depths;
Let be cast, through your strength of soul,
Dead thinking into the cosmic void;
And willing, it will arise
As cosmic thought's creation.

The first words we hear on the other side, as we look back at the figure, which we ourselves are:

[The first mantra is written on the blackboard, together with a heading. Blackboard writing is always in italics.]

The Guardian is heard in the brightening darkness:

I

See behind thinking's sensory light,
How in the gloomy spirit-cell
Willing arises from the body's depths;
Let be cast, through your strength of soul,
Dead thinking into the cosmic void;
And willing, it will arise
As cosmic thought's creation.

And then the Guardian of the Threshold adds - and one must strain to hear him: Now imagine that you are observing that figure on the other side who you yourself are; you turn around again and look into the darkness and try with all your inner imaginative force of remembrance - as one does when retaining a physical after-image in the eye. Try with all your strength to draw before you something like a gray outline of what you saw over there, but avoid drawing anything except the outline of the figure. [It is drawn.]

Then, if one succeeds in seeing this gray outline of a figure, behind it appears an image of the moon [a sickle moon, yellow, is drawn], the gray figure before it.

If one is able to keep inner calm, one sees the moon in the distance. The gray figure outline is also there, but it is active in us. And if we practice this over and over, we feel we have arrived at the spiritual figure of the head that we had over there, not the physical human figure, but at the spiritual figure of the head that we had over there, if we can feel what karma brings to us from previous earthly incarnations. [yellow arrow at the right of the sickle moon.]

Therefore, you should meditate on this picture that I have drawn here, the sickle moon with this arrow; let the mantra unfold, with this picture as the marker for the gradual familiarization with what forcefully comes over from previous earthly existences.

And secondly, the Guardian of the Threshold points with a stronger gesture to what feeling is to the person over there, who we ourselves are, and he admonishes that we are to see this feeling as a dim dream. In fact, we see feeling - which makes the person over there more real than thinking, for thinking is illusion, whereas feeling is half reality - we see the person's feeling enfold in numerous dream-pictures during the day. We learn by observing it that feeling, for the spirit and in the spirit, is dreaming.

But what kind of dreaming is feeling? In this feeling, not only the individual dreams, but within it the whole surrounding world dreams. Our thinking is our own. That's why it's illusion. The world lives in our feeling. The world's existence is within it.

Now we must achieve, to the extent possible, tranquility of heart, the Guardian warns, so that we can extinguish what lives and interweaves as feeling in the dream-pictures, just as dreams are extinguished in deep sleep. Then we can reach the truth of feeling, and we can see human feeling interwoven with the cosmic life that is present in spirit in all our surroundings. And then the real spiritual human being appears to us, who in his body lives at first in his half-existence. The human being appears to us from out of sleeping feeling. We feel ourselves to be on the other side of the threshold, on the other side of the yawning abyss of being, for feeling has fallen asleep and the cosmic creative powers, which live in feeling, have appeared around us.

See in feeling's weaving in the soul,
How in sleep's dim-like dawning
Life streams in from cosmic distance;
Let in sleep through tranquil heart
Human feeling waft away hushed;
And cosmic life spiritualizes
As the human being's power.

[This second part is written on the blackboard.]

II

See in

(Before it was “behind”, here it is “in”; all the words in a mantric verse are important.)

feeling's weaving in the soul,

(Before it was “thinking”, here “feeling”; there “sensory light”, here “weaving in the soul”; “weaving” is much more real than merely semblance of light.)

[In the first part “thinking” and “sensory light”, and in the second part “feeling's” are underlined.

How in sleep's dim-like dawning
Life streams in from cosmic distance;

(There it was “Willing arises from the body's depths;”, here “Life streams in from cosmic distance;”)

[In the third line of the first part “Willing” is underlined, and in the second part “Life”.]

Let in sleep through tranquil heart
Human feeling waft away hushed;

It is enhanced: Here [in the first part] it involved letting flow through the soul's force; here [in the second part] one must waft away human feeling. [the word “waft” is underlined.]

And cosmic life spiritualizes

—here [in the first part] it was the willing that is still in the human being; here it is cosmic

As the human being's power.

—the enhancement relative to cosmic thought's creation.—

[In the first part “cosmic thought's creation” and in the second part “human being's power” are underlined.]

The Guardian of the Threshold indicates to us that we should look back once again at the gray figure that stands over there, which we are ourselves in earthly life, but this time after having turned away, in our minds we turn it around in a circle. We will find, when we rotate the figure, that the sun appears behind it and rotates with it. [It is drawn - left, red]. And we will realize that at the moment we are brought into physical existence from the spiritual world, our etheric body has been compressed from the cosmic ether. Therefore, just as the first verse belongs to this [the drawing of the gray figure and the first verse are numbered “I”], this second verse belongs to this. [The drawing of the red rotating form and the second verse are numbered “II”.]

Then the Guardian of the Threshold refers us to our will, which is active in our limbs. And he strongly draws our attention to the fact that whatever relates to the will is in a sleeping state, even when we are awake. He explains how as the thought works downward - I explained it last time, so may say it now -, how as the thought carries warmth downward into our limbs' movement so that it becomes will: this becomes clear in spiritual cognition and spiritual seeing. Normal consciousness hides this when we are sleeping, as it hides life in general during sleep. Now we should observe the will in the limbs as though sunken in deep sleep. The will is asleep. The limbs are asleep. We should see this as a firm mental image. Then, when it is firm, we realize how thinking, the source of willing in earthly man, sinks down into the limbs. Then it becomes light in him. The will becomes bright. It wakes up. When we first see it in its sleeping state, we find that it wakes up when thinking sinks downward and light from below streams upward, which is the force of gravity. Feel the force of gravity in your legs and arms when you let them relax: that is what streams upward, and which meets with the downward streaming thinking. We observe human will transformed into its reality and thinking appearing as what ignites the will in man in an enchanting, magical way. That is the truly magical effect of thinking on the will. It is magic. Now we become aware of it. The Guardian of the Threshold says:

See above the bodily effects of will,
—in the aura—
How into sleeping fields of activity
Thinking sinks down from head forces;
Let through the soul's vision of light
human will transform itself;
And thinking, it appears
As the magical essence of will.

[This third verse, with underlining, is written on the blackboard.]

III

See above the bodily effects of will,

Now we imagine that the Guardian of the Threshold again points to the person over there, who we are ourselves, telling us to look and retain the picture, but not to turn around, but to let this picture sink below the surface of the earth beneath where the figure is standing. We look over there. There stands the one who we ourselves are. We make the picture and develop the strong force to look below, as though a lake were there and we were looking at this image as now being within the earth, but not as a mirror-image, but as an upright figure. [Draws.]

We imagine this picture: the earth [A white arc is drawn.] belonging to the third verse [This drawing and the third verse are given the number III.] We imagine: how the earth's gravitational forces rise, how the gravitational forces illuminate the limbs, feet and arms [white arrows]. In later observation, we acquire an idea of how gods and humans cooperate between death and a new birth to arrange karma.

That is what the Guardian of the Threshold admonishes us about when he speaks to us for the first time after we have crossed over the yawning abyss of being.

See behind thinking's sensory light,
How in the gloomy spirit-cell
Willing arises from the body's depths;
Let be cast, through your strength of soul,
Dead thinking into the cosmic void;
And willing, it will arise
As cosmic thought's creation.

See in feeling's weaving in the soul,
How in sleep's dim-like dawning
Life streams in from cosmic distance;
Let in sleep through tranquil heart
Human feeling waft away hushed;
And cosmic life spiritualizes
As the human being's power.

See above the bodily effects of will,
How into sleeping fields of activity
Thinking sinks down from head forces;
Let through the soul's vision of light
human will transform itself;
And thinking, it appears
As the magical essence of will.

The circle always closes. We are looking again at the starting point, listening to all the beings and all the processes of the world:

O man, know thyself!
So resounds the Cosmic-Word.
You hear it strong in soul,
You feel it firm in spirit.

Who speaks with such cosmic might?
Who speaks with such depth of heart?

Does it work through distant radiant space
Into your senses' sense of being?
Does it ring through weaving waves of time
Into your life's evolving stream?

It's you yourself who,
In feeling space, in experiencing time,
The Word create, feeling foreign
In space's soulless void,
Because you lose the force of thought
In time's destroying flow.

By this affirmation, Michael is present in this, his rightfully existing School. His presence is confirmed by his sign, which should loom over everything given in this School:

[Michael Sign - in red]

It is confirmed by his seal, that he has impressed on the esoteric striving of the Rosicrucian School, and which lives on symbolically in the threefold verse:

Ex deo nascimur

In Christo morimur

Per spiritum sanctum reviviscimus

And as Michael impresses his seal, the first sentence is spoken with this gesture:

[draws: Image 1, the lower seal gesture, yellow]

The second sentence with this gesture:

[draws: Image 1, the middle seal gesture, yellow]

The third sentence with this gesture:

[draws: Image 1, the upper seal gesture]

The first gesture means:[3]

I esteem the Father

It lives mutely as we say: “Ex deo nascimur”.

[lower seal gesture]

The second gesture means:

I love the Son

It lives mutely as we say: “In Christo morimur”.

[middle seal gesture]

The third gesture means:

I unite with the Spirit

It lives mutely in the Sign, which is Michael's Seal, as we speak: “Per spiritum sanctum reviviscimus”.

[upper seal gesture]

Thus, today's Michael affirmation is confirmed by means of his Sign and Seals:

[Michael's Sign]

[spoken with the seal gestures:]

Ex deo nascimur

In Christo morimur

Per spiritum sanctum reviviscimus.

Translator's notes:

[1] It is a fairly common practice in Germany and Switzerland for people who come early to a function to place a paper, notebook, or hat on a chair to reserve their places.

[2] It seems to me, although the editors of the German original say nothing about it, that Rudolf Steiner was being ironic here, that a School member gave the mantra to his unauthorized friend, who then passed it on to others, and that the member then used the “clairvoyant” story as an excuse.

[3] The Michael Sign and Seals: From the stenographic notes of the seven recapitulation lessons, it is not possible to determine when Rudolf Steiner only wrote the words on the blackboard or when he spoke the words and wrote them, or only spoke them.

---

This was the last Lesson for the Esoteric School. Rudolf Steiner was unable to continue because of illness. He died on March 30, 1925.

In several lecture-courses given over the years in the different Groups and attended by many of the friends here to-day, we have endeavoured to study the Gospels of St. John, St. Luke and St. Matthew and the great event in Palestine, the Mystery of Golgotha, from three different points of view.

One result of these studies should have been to establish in our souls a growing realisation of the greatness of this unique event. We have understood that the reason why there are four Gospels is that their authors, writing as inspired occultists, each wished to describe the great event from a special angle, just as a photograph of an object is taken from a particular side. By combining the pictures, each taken from a different angle, an idea of the reality can be obtained. Each of the Evangelists makes it possible for us to study one aspect in particular of the great event in Palestine.

The Gospel of St. John gives us insight into the great events in Palestine by opening out a vista of the highest human goals and at the same time of the sublime realities of the spiritual worlds.

The Gospel of St. Luke unveils the mysteries connected with the personality of Jesus of Nazareth, with the Solomon Jesus and the Nathan Jesus, until the moment when the Christ descends into him.

The Gospel of St. Matthew, as those of you who heard the lectures will know and others will be able to read, shows how the bodily nature in which the Christ was to incarnate for three years was prepared by mysterious processes connected with the racial stock of the ancient Hebrew people.

In a certain respect the Gospel of St. Mark can lead us to supreme heights in our study of Christianity and give us insight into many matters communicated by the other Gospels but in a less dramatic way. And so this evening I will take the opportunity of saying something in reference to the Gospel of St. Mark.

We must realise how necessary it is to study many subjects with which superficial modern thought has no inclination to concern itself. If we are to understand the Gospel of St. Mark in its depths we must acquaint ourselves to some extent with the very different character of the language in which men expressed themselves at the time when Christ Jesus was on the Earth. Let me try to convey to you what I mean by using contrasts as it were of light and shadow.

We make use of language to express what we want to say and to reveal what lives in our souls. It is in the way in which language is used as a means of expressing the inner life of soul that the several epochs in the evolution of humanity differ radically from one another. If we go back to the ancient Hebrew epoch and to the wonderful modes of expression used in the temple-language, we find that there was a quite different way of clothing the secrets of the soul in words—a way undreamed of nowadays. In the old Hebrew language only the consonants were written, the vowels being inserted afterwards; and when a word was uttered the echoes of a whole world reverberated in it—not, as is the case to-day, some more or less abstract concept. The reason why the vowels were not written was that they were an indication of the speaker's inmost being, whereas the consonants were intended to depict external objects or conditions. For example, whenever an ancient Hebrew wrote the letter B—or what corresponded to our present B—it always evoked in him a sense of warmth and a picture of some outer condition, in this case something in which one could be enclosed, as in a shelter or a house. The sound B could not be uttered without this feeling as an accompaniment. Again, the sound A (ah) could not be uttered without conveying the impression or image of something inwardly powerful, of a radiating force. The content of the soul thus projected into words streamed out into space and into other souls. Language was therefore much more alive, much more related to the secrets of existence than is the case nowadays.

This is one side—the light side I wanted to convey. But there is also the other side—the shadow side—constituted by the fact that in the use of our language we have to a great extent become utterly shallow. Our language expresses only abstractions, generalisations. People no longer have any feeling about this but it could not be otherwise in times when language is used, even for literary purposes, before writers have any spiritual content to convey, when enormous masses of printed matter circulate everywhere, when everyone feels that he must write something and nothing is considered unsuitable as subject-matter. When our Society was founded I discovered that certain authors were attaching themselves to it simply out of curiosity, in the hope of finding material for their novels. Why, they thought, should they not find characters among the Members who could be portrayed in their stories? So it behoves us to realise that our language nowadays has become abstract, commonplace and vacuous and there is neither a sense of its holiness nor, as was once the case, a feeling of responsibility towards its use. That is why it is so extraordinarily difficult to put into modern words the great facts proclaimed by the Gospels. People cannot understand that our modern language is empty when compared, for example, with the fulness of meaning implicit in a word of the ancient Greek language. When we read the Bible to-day we are reading something that in comparison with the original wording has been sifted not once but two or three times, and it is not the best but the worst that has remained. It does, of course, seem natural to quote from modern versions of the Bible, but we go astray most disastrously of all when we quote the Gospel of St. Mark in its modern rendering.

You know that at the very beginning of the Gospel of St. Mark, in Weizsacker's supposedly excellent translation—although as might be guessed from the high reputation it enjoys to-day, it is anything but excellent!—these words are found:

“As it is written in the prophet Isaiah: Behold I send my messenger before you who shall prepare the way before you. Listen how the voice is heard in the wilderness: Prepare the way of the Lord, make his paths straight.”
[The words in the English Authorised Version are: ‘As it is written in the Prophets, Behold, I send my messenger before thy face, which shall prepare thy way before thee. The voice of one crying in the wilderness, Prepare ye the way of the Lord, make his paths straight.’]

When we read a passage like this it would be self-deception to pretend that we understand it; if we are honest we shall admit that it is utterly incomprehensible to us. The passage is either of no significance or it says something we cannot understand. The first thing to do, then, is to assemble concepts enabling us to grasp the meaning of this saying of Isaiah. Isaiah was referring to the event which was to be of supreme significance for the evolution of humanity. What has already been said gives some indication of what Isaiah was foretelling in these words.

In ancient days man was endowed with a kind of clairvoyance and through the forces of his soul was able to rise into the divine-spiritual world. When this happened he was not using his Ego, his ‘I’, at the stage of development it had then reached; he was using his astral body which contained the powers of seership, whereas the forces rooted in the Ego were only gradually being awakened by perception of the physical world. The ‘I’ uses physical instruments, but in earlier times, if a man were seeking revelation, he used his astral body, seeing and perceiving through it. The process of evolution itself consisted in the transition from use of the astral body to use of the ‘I’. The Christ Impulse was to be the most powerful factor in the development of the ‘I’. If the words of St. Paul: ‘Not I but Christ in me’ are fulfilled in the ‘I’, then the ‘I’ is able to grow into the spiritual world through its own forces, whereas formerly this was possible only for the astral body.

This, then, is how evolution proceeded: Man once used his astral body as an organ of perception, but the astral body became less and less able to serve that purpose. When the time of Christ's coming was drawing near, it was losing its power to see into the spiritual world. Man could no longer be united with that world through his astral body and the ‘I’ was not yet strong enough to reveal it. That was the state of things when the time of Christ's coming was approaching.

In the course of human evolution the important steps which are eventually to take place have always to be prepared in advance. This was so in the case of the Christ Impulse too; but there was necessarily a period of transition. There could be no sudden change from the time when man felt his astral body becoming unreceptive to the spiritual world, becoming barren and desolate, to a time when the ‘I’ was kindled into activity through the Christ Impulse. What happened was that as the result of a certain influence from the spiritual world a few human beings were able to experience in the astral body something of what was later to be seen and known by the ‘I’. Egohood was prepared for, anticipated as it were in the astral body. It was through the ‘I’ and its development that man became Earth-Man in the real sense. The astral body properly belonged to the evolutionary period of the Old Moon, when the Angels were at the human stage. Man is at the human stage on the Earth. On the Old Moon it was appropriate for man to use his astral body. Everything else was merely preparation for the development of the ‘I’. The earliest stages of Earth-evolution proper were a recapitulation of the Old Moon-evolution, for man could never become fully man in the astral body; on the Old Moon it was only the Angels who could reach the human stage in the astral body. And just as the Christ lived in earthly man in order to inspire his ‘I’, so there were Angels who, having reached the human stage on the Old Moon, prophetically inspired man's astral body as a preparation for Egohood. A time was to come in human evolution on the Earth when man would be ready for the development of the ‘I’. On the Old Moon the Angels had developed to the highest stage, but as we have heard, only in the astral body. Now, in order that man might be prepared for Egohood, it was necessary that in exceptional conditions, and through grace, certain individuals should be inspired to work on the Earth as Angels; although they were men, the reality was that Angels were working in and through them.

This is a concept of great importance, without which there can be no understanding of human evolution in line with that of occultism. It is easy enough to say simply that everything is maya, but that is a mere abstraction. We must be able to say: Yes, a man is standing in front of me, but he is maya—indeed who knows if he is really a man? Perhaps what seems to be a human figure is only the outer sheath; perhaps some quite other being is using this sheath in order to accomplish a task that is beyond man's capacity.—I have given an indication of this in The Portal of Initiation.

Such an event in the history of humanity actually took place when the Individuality who had lived in Elijah was reborn as John the Baptist. An Angel entered into the soul of John the Baptist in that incarnation, using his bodily nature and also his soul to accomplish what no human being could have accomplished. In John the Baptist there lived an Angel whose mission was to herald in advance the Egohood that was to be present in its fulness in Jesus of Nazareth. It is of the greatest importance to realise that John the Baptist was maya and that an Angel, a Messenger, was living in him. This is indeed what the Greek says: Lo, I send my Messenger. The Messenger is an Angel. But nobody pays attention to what is actually said here. A deep mystery, enacted in the Baptist and foretold by Isaiah, is indicated. Isaiah foretold that the future John the Baptist would be maya—in reality he was to be the vehicle for the Angel, the Messenger who was to proclaim what man will become if he takes the Christ Impulse into himself. Angels announce in advance what man will later become. The passage in question might therefore be translated: Lo, the bestower of Egohood sends his Messenger (Angel) before you to whom Egohood is to be given.

Let us now see if we can discover the meaning of the third sentence. We must first try to picture the conditions prevailing in man's inner life when the astral body had gradually lost the power to send out its forces like feelers and to see clairvoyantly into the divine-spiritual world. Formerly, when the astral body was activated, man was able to look into that world, but this faculty was disappearing and darkness spreading within him. He had once been able to expand his astral body over all the beings of the spiritual world, but now he was inwardly desolate, inwardly isolated—the Greek word is ἔρημος. At that time the human soul lived in isolation, in desolation. This is what the Greek text tells us: Lo, a voice seems to speak in the desolation of the soul—call it ‘wilderness’ of the soul if you like—when the astral body can no longer expand into the divine-spiritual world. Hear the cry in the wilderness, in the desolation of the soul!

What is it that is being proclaimed in advance? First of all we must be clear about the meaning of the word Kyrios, when it was used in Hebrew but also still in Greek in reference to manifestations of the soul and spirit. To translate it simply as ‘the Lord’, with the usual connotation, is sheer nonsense. In ancient times everyone using the word Kyrios knew perfectly well that its meaning was connected with the development of man's soul-life and its mysteries. In the astral body, as we know, are the forces of thinking, feeling and willing; the soul thinks, feels and wills. These are the three forces working in the soul but they are actually its servants. In earlier times man was under their domination and he obeyed them, but as his evolution progressed these forces were to become the servants of the Kyrios, the Ruler, the Lord—in short, of the ‘I’. Used in relation to the soul, the word Kyrios actually meant the ‘I’. At this stage it would no longer be true to say: ‘The Divine-Spiritual thinks, feels and wills in me’, but rather: ‘I think, I feel, I will.’ The passage should be rendered more or less as follows.—Prepare yourselves, you human souls, to move along those paths that will awaken the Kyrios, the powerful ‘I’ within you; listen to the cry in the solitude of the soul. Make ready the path (or way) of the ‘I’, the Lord of the soul. Open the way for his forces so that he may no longer be the slave but the Ruler of thinking, feeling and willing. Lo, the power that is the ‘I’ sends his Angel before you, the Angel who is to give you the possibility of understanding the cry in the solitude of the astral soul. Prepare the paths of the ‘I’, open the way for the forces of the ‘I’.—Such is the meaning of these significant words of the prophet Isaiah; they point to the greatest of all events in the evolution of humanity. You will now understand the sense in which he speaks about the future John the Baptist, indicating how man's soul in its solitude longs for the coming of its Lord and Ruler, the ‘I’. Such is the real meaning of this passage and in this sense it is to be understood.

Why was John the Baptist able to be the bearer of the Angel? It was because he had received a particular form of Initiation. Initiations are not all identical in character and individuals who have a definite mission to fulfil must undergo a special form of Initiation. Now the writing of the stars in the heavens is so ordered as to reveal the nature and facts of happenings in the spiritual world. Thus a man may receive the Sun-Initiation, which means that he is initiated into the mysteries of the spiritual world of Ahura Mazdao—the spiritual world of which the Sun is the outer expression. But there are twelve forms of the Sun-Initiation, each of which differs from the other eleven. A man will receive a particular form of Initiation according to the mission he is to fulfil for humanity. His Initiation, though still a Sun-Initiation, may be of such a kind that the forces stream in as they do when the Sun is standing, for instance, in the constellation of Cancer; and these forces will be very different in the case of an Initiation connected with the Sun in Libra. These are the expressions used to indicate specialised Initiations. Individuals chosen for a mission as lofty as that of John the Baptist must receive Initiation in the form that can give the strength necessary for the fulfilment of their mission. And so in order that he might become the bearer of the Angel, John the Baptist received the Sun-Initiation originating from the constellation of Aquarius. The Sun in Aquarius is the symbol for the form of Initiation received by John the Baptist in order that he might become the bearer of the Angel. He received the Sun-forces which flow when the Sun is standing in Aquarius—the Waterman. The sign was the symbol indicating that John the Baptist had received this particular Initiation. In actual fact the name Aquarius, or Waterman, was given to the zodiacal sign because those who had received that Initiation acquired the faculty which enabled John the Baptist, for example, to achieve what he did. When men were plunged under water, their etheric bodies were momentarily loosened and in that condition it was possible for them to perceive what action was of the greatest importance at that particular time. Baptism in the Jordan revealed to those who underwent it the momentous significance of that period in history. It was to this end that John had received the baptismal Initiation and because this was connected with the rays of the Sun streaming from its position in a particular constellation, the constellation too was known symbolically as the Waterman. The name of the constellation was derived from the human faculty connected with it, and not vice versa.

Nowadays many learned ignoramuses try to explain spiritual happenings of this character by bringing Heaven down to Earth, saying that such things are simply indications of the movement of the Sun through the Zodiac. These learned gentlemen, who fundamentally know nothing, explain events in humanity by reference to the heavens. In the case of John the Baptist, actually the opposite was true: the zodiacal sign was used to express something that had occurred on Earth and was then transferred to the Heavens.

John the Baptist could therefore rightly say: ‘I baptise you with water.’ This was the same as saying to his intimate disciples, as he might well have done, that he had received the Aquarius Initiation. The movement of the Sun through the Zodiac as seen with physical eyes is in the direction from Leo to Virgo; the spiritual movement is from Aquarius to Pisces. Consequently John the Baptist was able to proclaim something that would work as the forces of the Sun in Pisces and not in Aquarius; also that the Being who was to come would give a higher kind of Baptism than he himself was able to give. The spiritual Sun progresses from Aquarius to Pisces and when this happens the Aquarius Baptism becomes a Baptism with spiritual water—Pisces, the Fishes. Hence the ancient symbol of fishes for the Being who was the bearer of the Christ. Just as John, through very special influences, had received the Aquarius Initiation, so all the mysteries enacted around and in Jesus of Nazareth belonged to a Pisces Initiation. The Sun had moved forward, spiritually, from one zodiacal constellation to another, indicating that Jesus of Nazareth had passed through a Pisces Initiation.

All this is hinted at in St. Mark's Gospel but such things have to be presented in pictures. Christ Jesus draws to Himself those who are seeking that of which Pisces is the symbol. Hence His first disciples are all of them fishermen. The indication of the Sun's progression into Pisces is clear when we read the words of John the Baptist: ‘I have baptised you with water, but He will baptise you with the Holy Spirit.’ And as Christ passes along the shore of the Sea of Galilee, that is to say, when the Sun has moved so far that its counterpart could be seen rising in Pisces, the fishermen known as Simon and Simon's brother, James and James's brother, are inspired to follow Him.

How can we understand all this? We shall not understand it unless we go more deeply into the linguistic expressions used in those times. Our modern way of expressing ourselves is slovenly and banal. Thus when a human being is standing in front of us, we say: Here is a man—similarly when there are two or three. But what is there in front of us is only maya; if we see a being with two legs and a human face the only way of expressing what we see in our modern language is to say: That is a man. But what does occultism take this ‘man’ to be? In the form in which he stands before us he is nothing but maya—approximately as real as a rainbow in the sky. A rainbow is a reality only as long as the necessary conditions of rain and sunshine are present; as soon as the relation between sunshine and rain changes, the rainbow vanishes. It is exactly the same in the case of a man. He is only a confluence of forces of the Macrocosm; we must look for forces in the heavens, in the Macrocosm. For the occultist, what we assume on Earth to be a man is simply nothingness. The truth is that forces are streaming from above downwards and from below upwards, and they intersect. And just as a particular combination of rain and sun produces a rainbow, so do forces streaming together from above and from below out of the Macrocosm create a phenomenon, an illusory image, which we take to be a man. But the man we see before us is really nothing but maya. Where we think we see a man there are intersecting cosmic forces. You must take this quite seriously. The man as he stands before us is merely a shadow of many forces. But the being who manifests in the man may well be at a different place altogether from the point where the man with his two legs is standing.

Now think of three human beings. One is a peasant in ancient Persia, working his plough in the Persian countryside. He looks like a man, but in reality he is a soul whose forces are sustained by some world from above or from below, and if we are to have real knowledge of him we must ascend to the realm of these forces. The second man is possibly some kind of official in ancient Persia. He too is formed from another world through intersecting forces and again, if we are to know him in the real sense, we must ascend to the realm of those forces. Finally, think of a third Persian, or one of whom we should have to say even more emphatically: he is a veritable illusion, a phantom. To discover the truth about him we should have to ascend to the Sun to find the forces sustaining this phantom figure. There above, among the mysteries of the Sun, we should find what we might call the Golden Star—Zarathustra. Rays are sent down and on the Earth there lives the being we call Zarathustra, though his essential being is not there at all.

The important thing is to realise that in ancient times men were well aware of the significance of names. Names were not given as they are to-day but according to what was really living in a human being, apart altogether from the outer appearance. An old man at the time of Christ would have understood very well what was meant if someone had pointed to John the Baptist, saying: There is the Angel of God! The outer appearance would have been disregarded as a secondary consideration and attention paid only to the inner reality.—And now suppose the same mode of expression had been used in connection with Christ Jesus. What would have been said of Him in times when such things were understood? Nobody would have so much as dreamed of giving the appellation Christ Jesus to the body of flesh moving about the land; the body was regarded merely as the sign that what was streaming down spiritually from the Sun had gathered together at this particular point. And when this body—the body of Jesus—moved from one place to another it was simply that the Sun-force was being made visible. This Sun-force was able of itself to move from place to place, independently of a physical body. Occasionally, Christ Jesus was said to be ‘in the house’, that is to say, in the flesh; but the Being in the flesh also moved about without a body. In the Gospel of St. John, above all, the Evangelist often writes exactly as if the Sun-force were present in a body of flesh when in reality the Christ is moving from place to place purely in the spirit.

That is why it is so important for the deeds of Christ Jesus always to be brought into relationship with the physical Sun—which is the outward expression for the spiritual world when gathered together at the point where the physical body is present. For example, when Christ Jesus performs an act of healing, it is the Sun-force that heals, but the Sun must be in the right position in the heavens. Thus: ‘At even, when the sun did set they brought unto Him all that were diseased ...’ and so on. It was important to indicate that this healing force can flow down only when the physical Sun has set and is working in a purely spiritual way. Again when Christ Jesus needs special power in order to do His works, He must draw it from the spiritual Sun, not from the physically visible Sun. ‘And in the morning, rising up a great while before day, He went out ...’ The path of the Sun and the power of the Sun are expressly indicated, furthermore that it is the Sun-force that is working, that Jesus is simply the external sign and that this path taken by the Sun-force could also become visible to the naked eye. Wherever St. Mark's Gospel speaks of the Christ, what is meant is the Sun-force which, in that epoch of Earth-evolution, worked with special strength upon the land called Palestine. Moreover the Sun-force, gathered into a focus, was moving from place to place, and the body of Jesus was the outward sign making the movement of the Sun-force visible to physical sight. The paths of Jesus in Palestine were the paths of the Sun-force that had come down to the Earth. If you trace the paths of Jesus to form a kind of chart you will have before you the indication of a cosmic happening—the Sun-force had penetrated into the land of Palestine. It is a macrocosmic process—that is the essential point. This is made especially evident by the writer of St. Mark's Gospel, who was well aware that a body which was the bearer of a principle such as the Christ-Principle must be entirely subservient to it. The Gospel therefore directs attention to the world so gloriously proclaimed by Zarathustra—the world which lies behind the material world and influences the life of man. Through Christ Jesus it was again made clear how the forces of this spiritual world work into the Earth. Hence in the body—the body of the Nathan Jesus as we have heard [See Lecture-Course on the Gospel of St. Luke, lectures IV–VII.]—which was influenced in a particular way by the Zarathustra-Individuality, it was inevitable that a kind of repetition should take place of happenings connected with Zarathustra.

We know some of the beautiful legends about Zarathustra. Almost immediately after his birth occurred the first miracle, that known as the ‘Zarathustra smile’. The second miracle was when Duransurun, the King ruling the district where Zarathustra was born, determined to murder the child about whom retrograde Magi had made certain statements. But when the King was on the point of stabbing the child his arm was paralysed. Finding that he could not use his dagger to do away with the child, he ordered him to be taken out into the wilderness and left among the wild beasts. This is the expression used to indicate that already in earliest childhood Zarathustra was destined to see what everyone is bound to see if his gaze has not been cleansed of impurities. Instead of the majestic Group-Souls and the higher spiritual Beings, he sees the emanations of his untamed fantasies. This is what is meant when we are told that Zarathustra was left in the wilderness among the wild beasts, but remained unharmed. This was the third miracle; the fourth was again connected with wild beasts. And always it was the good spirits of Ahura Mazdao who ministered to him.

These miracles are to some extent repeated in St. Mark's Gospel. ‘And immediately the Spirit driveth him into the wilderness’ (the word really means solitude). ‘And he was there in the wilderness forty days, tempted of Satan; and was with the wild beasts; and the angels ministered unto him.’

It is made clear to us here that the body was being prepared to become a focus of macrocosmic processes. What had happened to Zarathustra had to be repeated in the encounter with the wild beasts. The body became the bearer of macrocosmic processes.

In its very first lines the Gospel of St. Mark presents us with a vista of majestic grandeur and my aim in this lecture has been to show you how this Gospel acquires new life and power if only the words are understood in their right sense—not in that of our commonplace modern speech but in the sense of ancient language, when whole worlds lay behind each word. Our modern language needs to be recast in many ways before it is possible to discover what the words of ancient languages contained. When we say that man lives on the Earth and develops his ‘I’, or that he was present on the Old Moon when it was the Angels who reached their human stage—all this must be borne in mind when we read: Behold, I send my Angel before men. These words cannot be understood without the preliminary knowledge communicated by Spiritual Science.

If people were really honest to-day they would admit that the words at the beginning of St. Mark's Gospel are unintelligible to them. But instead they adopt an arrogant attitude and maintain that Spiritual Science is so much fantasy and puts all kinds of complications into what would otherwise be quite simple. But the fact of the matter is that people to-day have no real knowledge; they no longer recognise the principle adopted, for instance, in ancient Persia, when the sacred records were re-written from epoch to epoch in order to be clothed in a new form suited to every period. In this way the divine Word was recast in the form of the Zend Avesta, then again recast, and what we have to-day is its latest form. The Persian scriptures were, in fact, re-written seven times. One of the tasks of Anthroposophy is to teach men how necessary it is that records in which sacred mysteries are clothed in words should be re-written from epoch to epoch. For if we want to preserve the sublime language of the ancient writings we should not attempt in our re-writing to adhere pedantically to the old words; we should rather try to translate them into words that are immediately intelligible in the present age. An attempt to do this was made in the summer in the lecture-course on Genesis, and you will have realised then how many of the words must be re-cast. The lecture today may have given you some idea of how the same principle applies to the Gospel of St. Mark.